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Bright Not Broken: Gifted Kids, ADHD, and Autism
The future of our society depends on our gifted children--the population in which we'll find our next Isaac Newton, Albert Einstein, or Virginia Woolf. Yet the gifts and talents of some of our most brilliant kids may never be recognized because these children fall into a group known as twice exceptional, or "2e." Twice exceptional kids are both gifted and diagnosed with a disability--often ADHD or an Autism Spectrum Disorder--leading teachers and parents to overlook the child's talents and focus solely on his weaknesses. Too often, these children get lost in an endless cycle of chasing diagnostic labels and are never given the tools to fully realize their own potential.
Bright Not Broken sheds new light on this vibrant population by identifying who twice exceptional children are and taking an unflinching look at why they're stuck. The first work to boldly examine the widespread misdiagnosis and controversies that arise from our current diagnostic system, it serves as a wake-up call for parents and professionals to question why our mental health and education systems are failing our brightest children.
Finally, the authors show what we can do to help 2e children, providing a whole child model for parents and educators to strengthen and develop a child's innate gifts while also intervening to support the deficits. Drawing on painstaking research and personal experience, Bright Not Broken offers groundbreaking insight and practical strategies to those seeking to help 2e kids achieve their full potential.
Diane M. Kennedy, author of The ADHD-Autism Connection, is a long time advocate, international speaker/trainer, and mother of three twice-exceptional sons.
Rebecca S. Banks, M.A., co-author of The ADHD-Autism Connection, is a veteran educator, national speaker/trainer, and mother of two twice-exceptional children.
Temple Grandin, Ph.D., is a professor, prolific author, and one of the most accomplished and renowned adults with autism in the world.
Bright Not Broken sheds new light on this vibrant population by identifying who twice exceptional children are and taking an unflinching look at why they're stuck. The first work to boldly examine the widespread misdiagnosis and controversies that arise from our current diagnostic system, it serves as a wake-up call for parents and professionals to question why our mental health and education systems are failing our brightest children.
Finally, the authors show what we can do to help 2e children, providing a whole child model for parents and educators to strengthen and develop a child's innate gifts while also intervening to support the deficits. Drawing on painstaking research and personal experience, Bright Not Broken offers groundbreaking insight and practical strategies to those seeking to help 2e kids achieve their full potential.
Diane M. Kennedy, author of The ADHD-Autism Connection, is a long time advocate, international speaker/trainer, and mother of three twice-exceptional sons.
Rebecca S. Banks, M.A., co-author of The ADHD-Autism Connection, is a veteran educator, national speaker/trainer, and mother of two twice-exceptional children.
Temple Grandin, Ph.D., is a professor, prolific author, and one of the most accomplished and renowned adults with autism in the world.
320 pages, Hardcover
First published August 2, 2011
162 people are currently reading
1350 people want to read
About the author
Diane M. Kennedy
3 books17 followersDiane, author of the groundbreaking book, The ADHD‐Autism Connection (2002) is a longtime advocate for individuals with Asperger’s syndrome. She is a national speaker and trainer for parents and professionals on Autism Spectrum Disorders, ADHD, and giftedness.
She is the proud mother of three twice ‐ exceptional sons.
She is the proud mother of three twice ‐ exceptional sons.
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Displaying 1 - 30 of 80 reviews
October 17, 2015
The first 6 chapters of this book were excellent, then they went off the deep end. They systematically discredit the Diagnostic and Statistic Manual and later they argue that ADHD is not a true diagnosis or medical problem. They are not qualified to discredit the DSM. In fact, I would challenge them to stop complaining and come up with an alternative; that's if they know so much. They are brilliant and articulate, but very biased. To the lay reader these ladies would come off sounding like renowned experts; they are NOT. I suspect that these ladies are 2E adults on the autism spectrum; they are very "black and white" on these issues. The truth is that ADHD, autism, giftedness and pretty much all of psychiatry in general are NOT a hard science. I think this book may even be damaging to a child in the wrong hands. The first 6 chapters are excellent, even amazing, but the rest of the book can go into the circular file. That is my professional opinion. I am a medical doctor, the mother of a 2E child and I myself have ADHD.
DB
DB
March 30, 2012
This book should have been subtitled - Understanding the labels.
A good portion of the book is about the current DSM system used in diagnosing the individual or child. Also covered in depth is the educational systems lack of understanding on how to work with the "labeled" child. Sections on IDEA 2004 and the issues with RtI - (Response to Intervention) are also included. Only a very small but practical section is included in supporting the bright child.
This book is clearly written and easy to slosh through. In fact this book made me want to jump for joy at the amazing writing skills of the authors or whoever edited this book. The acknowledgements state Marjorie McAneny, so - They or someone is a true genius in this crafting. If only the last two non fictions I read had the influence of this team - Quiet and Drive, they would have been incredible.
The authors certainly make it clear in their conclusion that they are concerned about the recent push for RtI and their other agenda is wanting the DSM to go from a categorical to a dimensional system.
This however, is not the book for someone who just wants practical information on gifted children. But if you are looking to understand the current system, want more knowledge to clearly understand the systems in place governing the diagnosis of gifted individuals this is an excellent resource book.
A good portion of the book is about the current DSM system used in diagnosing the individual or child. Also covered in depth is the educational systems lack of understanding on how to work with the "labeled" child. Sections on IDEA 2004 and the issues with RtI - (Response to Intervention) are also included. Only a very small but practical section is included in supporting the bright child.
This book is clearly written and easy to slosh through. In fact this book made me want to jump for joy at the amazing writing skills of the authors or whoever edited this book. The acknowledgements state Marjorie McAneny, so - They or someone is a true genius in this crafting. If only the last two non fictions I read had the influence of this team - Quiet and Drive, they would have been incredible.
The authors certainly make it clear in their conclusion that they are concerned about the recent push for RtI and their other agenda is wanting the DSM to go from a categorical to a dimensional system.
This however, is not the book for someone who just wants practical information on gifted children. But if you are looking to understand the current system, want more knowledge to clearly understand the systems in place governing the diagnosis of gifted individuals this is an excellent resource book.
October 13, 2014
An interesting discussion about twice-exceptional ("2e") children, particularly gifted kids with an autism-spectrum disorder and/or ADHD. Much of the book is focused on discrediting the DSM system, which is of course imperfect, but these authors were extreme. Not sure how qualified they were to do so, since they seem to just be essentially parents of 2e kids. Tried to add some clout by adding Temple Grandin's name to the book cover, with only a small amount of input from her (mostly in the form of anecdotes about her personal life/experience).
But overall, a good discussion of the unique needs of 2e kids & the overlap between the "symptoms" of giftedness, high-functioning autism/Asperger's, ADHD, & other issues.
But overall, a good discussion of the unique needs of 2e kids & the overlap between the "symptoms" of giftedness, high-functioning autism/Asperger's, ADHD, & other issues.
June 2, 2013
I agree that too many kids these days are medicated. Einstein, Van Gogh, and other brilliant people would be labeled and medicated in this society. They are bright not broken. We need to nurture and create an environment in which they can flourish.
October 6, 2023
Borrowed this from a friend and just bought my own copy so that my husband and family members can read it, with a view to understanding the struggles that 2e children face in traditional schools. I will also share with any school administrators or teachers who are open to learning about 2e children and how they can make their classrooms more 2e friendly--a win, frankly, for all children.
March 24, 2013
Having had a child MISDIAGNOSED as being "On the Autism Scale, High Functioning, Probably Aspergers" to find out at the most recent ETR/Psych Eval that he is NOT Aspergers, on the Autism Scale NOR is he learning disordered but has an ABOVE AVERAGE IQ...the term TWICE EXCEPTIONAL was revealed to me and understanding my child, the education system and wanting to give him the very best possible education, I started researching and found THIS book. A MUST READ if you or a loved one has a child who has been diagnosed with ADHD/PDD/Autism or Aspergers.
This is the "sink hole" where the Einsteins,Mozarts and Edisons have fallen into through the cracks in our education system. I think that they are "getting it" and this book explains HOW we must be ADVOCATES for our children. A MUST READ...for anyone with a child who has been diagnosed with any learning disability, giftedness, or a child who struggles socially but has a great imagination.
This is the "sink hole" where the Einsteins,Mozarts and Edisons have fallen into through the cracks in our education system. I think that they are "getting it" and this book explains HOW we must be ADVOCATES for our children. A MUST READ...for anyone with a child who has been diagnosed with any learning disability, giftedness, or a child who struggles socially but has a great imagination.
November 12, 2022
When he was a little over two, my oldest son was diagnosed with autism. Initially, it was a scary, unknown path filled with what felt like an unending array of questions. Over time, he received interventions and therapies that helped him not only overcome challenges but eventually meet and exceed educational standards that qualified him to receive a different label. Suddenly, my son who couldn’t speak coherently for years was considered “gifted.” But accolades aside, the challenges of his learning disability remained so we were all introduced to a relatively new concept in the world of education, the Twice Exceptional child.
Thankfully, he has been blessed with numerous amazing educators who have developed and learned alongside him and us. One of his first amazing educators recommended Bright Not Broken to get a better idea of life with a twice exceptional, or 2e, child. I’ve been wanting to read this for years and have finally come around to it.
Written by two lay parents to multiple twice-exceptional, autistic children, Bright Not Broken clearly shows the love and desire the authors have for their children, and other children like them, to experience their best lives while receiving appropriate supports. Their lack of credentials and personal bias towards autistic kids does not mean you should avoid this book. On the contrary, they are two very smart, well researched parents who communicate clearly and have written a book that excellently lays out the differences and similarities between ADHD and autism. As well as how these disabilities effect children who are also gifted.
The first part of the book clearly lays out definitions of neurological conditions and the history of how we got them, from their earliest appearances all the way to the book’s publishing in 2011. Part two attempts to examine why so many Twice Exceptional (2e) kids are “stuck” either in an educational system that underserves their intellectual capabilities or a medical system that over emphasizes their disabilities. The third part asks how we, as parents and advocates, can help 2e kids receive the supports they need to reach their full potential.
Published in 2011 and prior to the publication of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) in 2013, Bright Not Broken is clearly dated in terms and research. That’s no fault of the authors but more a reflection of the leaps and bounds made in the study of ADHD and autism. While I don’t believe their conclusions would change dramatically, I dearly wish they would publish an updated version.
This book should be celebrated for its efforts to paint a clear picture of ADHD, autism, and their interactions with Giftedness. Recognition and support for 2e kids is a topic that will only grow in importance in our modern space.
A much more difficult theme of the book comes from the authors’ clear disdain for the DSM (version IV at time of publishing) and the process behind the ADHD diagnosis as a whole. They make a strong case that the DSM should at least be thoroughly revised, if not replaced altogether with something… different. Lack of solutions aside, the authors make a clear case that the DSM has become driven more by researchers over the needs of ground level practitioners. Also, the ever corrupting drive of profit oozes prominently throughout the DSMs continued existence. For example, once a diagnosis for ADHD was added to the DSM, it created a market that could be filled by any number of medications. The repercussions of such a market are only now truly beginning to be seen. An updated edition to the book would be most useful here so that the authors can elaborate if the DSM V-TR has met or continued to fail their expectations.
However, in a subsequent chapter, the authors use that same DSM standard to argue that ADHD is an invalid diagnosis. They further argue that ADHD is not a distinct disorder but rather that an autism diagnosis holds more answers and resources to explain their child’s symptoms, challenges, and behaviors than ADHD and can help parents better identify therapies and structures to help our children. As more and more research and stories from ADHD and other neurodiverse adults come to the forefront, the author’s position here provides another question that an updated edition would hopefully address.
Towards the end of the book, the authors bring light to another difficult issue in how we educate twice exceptional kids. Relying too much on the exclusivity of the DSM, all too often our educational systems in America are guilty of punishing 2e students for deficits in social conditioning, or for failing to meet more standardized measurements of giftedness. The classic damned if you do, damned if you don’t. This results in a common spiral for 2e students of being viewed through the lense of their disability instead of their abilities. As a result, the DSM and educational systems are in “need of Transformation, not Reformation.”
Ultimately, I enjoyed the book more than I expected. Reviews decrying the author’s disdain for the DSM put me off listening to this audiobook for a long time but I’m glad I did. While I don’t feel any closer to answers about my kids living in their 2e worlds, I got concise, useful information as well as questions to ask myself and those around us. Maybe the way its been done isn’t the way it should be done. How can we do better?
Thankfully, he has been blessed with numerous amazing educators who have developed and learned alongside him and us. One of his first amazing educators recommended Bright Not Broken to get a better idea of life with a twice exceptional, or 2e, child. I’ve been wanting to read this for years and have finally come around to it.
Written by two lay parents to multiple twice-exceptional, autistic children, Bright Not Broken clearly shows the love and desire the authors have for their children, and other children like them, to experience their best lives while receiving appropriate supports. Their lack of credentials and personal bias towards autistic kids does not mean you should avoid this book. On the contrary, they are two very smart, well researched parents who communicate clearly and have written a book that excellently lays out the differences and similarities between ADHD and autism. As well as how these disabilities effect children who are also gifted.
The first part of the book clearly lays out definitions of neurological conditions and the history of how we got them, from their earliest appearances all the way to the book’s publishing in 2011. Part two attempts to examine why so many Twice Exceptional (2e) kids are “stuck” either in an educational system that underserves their intellectual capabilities or a medical system that over emphasizes their disabilities. The third part asks how we, as parents and advocates, can help 2e kids receive the supports they need to reach their full potential.
Published in 2011 and prior to the publication of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) in 2013, Bright Not Broken is clearly dated in terms and research. That’s no fault of the authors but more a reflection of the leaps and bounds made in the study of ADHD and autism. While I don’t believe their conclusions would change dramatically, I dearly wish they would publish an updated version.
This book should be celebrated for its efforts to paint a clear picture of ADHD, autism, and their interactions with Giftedness. Recognition and support for 2e kids is a topic that will only grow in importance in our modern space.
A much more difficult theme of the book comes from the authors’ clear disdain for the DSM (version IV at time of publishing) and the process behind the ADHD diagnosis as a whole. They make a strong case that the DSM should at least be thoroughly revised, if not replaced altogether with something… different. Lack of solutions aside, the authors make a clear case that the DSM has become driven more by researchers over the needs of ground level practitioners. Also, the ever corrupting drive of profit oozes prominently throughout the DSMs continued existence. For example, once a diagnosis for ADHD was added to the DSM, it created a market that could be filled by any number of medications. The repercussions of such a market are only now truly beginning to be seen. An updated edition to the book would be most useful here so that the authors can elaborate if the DSM V-TR has met or continued to fail their expectations.
However, in a subsequent chapter, the authors use that same DSM standard to argue that ADHD is an invalid diagnosis. They further argue that ADHD is not a distinct disorder but rather that an autism diagnosis holds more answers and resources to explain their child’s symptoms, challenges, and behaviors than ADHD and can help parents better identify therapies and structures to help our children. As more and more research and stories from ADHD and other neurodiverse adults come to the forefront, the author’s position here provides another question that an updated edition would hopefully address.
Towards the end of the book, the authors bring light to another difficult issue in how we educate twice exceptional kids. Relying too much on the exclusivity of the DSM, all too often our educational systems in America are guilty of punishing 2e students for deficits in social conditioning, or for failing to meet more standardized measurements of giftedness. The classic damned if you do, damned if you don’t. This results in a common spiral for 2e students of being viewed through the lense of their disability instead of their abilities. As a result, the DSM and educational systems are in “need of Transformation, not Reformation.”
Ultimately, I enjoyed the book more than I expected. Reviews decrying the author’s disdain for the DSM put me off listening to this audiobook for a long time but I’m glad I did. While I don’t feel any closer to answers about my kids living in their 2e worlds, I got concise, useful information as well as questions to ask myself and those around us. Maybe the way its been done isn’t the way it should be done. How can we do better?
January 10, 2022
This book was a real eye-opener for me when I was first looking into my (adult) autism diagnosis. This book was co-written with renowned autism expert Temple Grandin (who is herself on the spectrum), and delves into the intricacies of the different neuro-atypicalities, how they overlap, how they may present differently. I was recommended to give it a read when I first got referred to the Adult Autism clinic in Edmonton, 2 years before my dual-diagnosis.
"Bright, not broken" delves into the mind of the differently wired child, their experiences, their parents and caregivers' experiences. The degree of overlap between Autism Spectrum Disorder, ADHD, and giftedness makes it SO difficult to appropriately diagnose and treat when this help is needed. Inattentive presentation (more common in girls!) can be easily covered by a child's giftedness, or them being an extrovert. High-functioning (low extra needs) autism vs higher extra needs autism is a challenge in itself, and Temple does an amazing job of explaining this. She has such compassion for those who are facing challenges due to a difference in their brain wiring, and I wish there was better awareness of these challenges, differences, and similarities so that less atypical brains have to suffer!
"Bright, not broken" delves into the mind of the differently wired child, their experiences, their parents and caregivers' experiences. The degree of overlap between Autism Spectrum Disorder, ADHD, and giftedness makes it SO difficult to appropriately diagnose and treat when this help is needed. Inattentive presentation (more common in girls!) can be easily covered by a child's giftedness, or them being an extrovert. High-functioning (low extra needs) autism vs higher extra needs autism is a challenge in itself, and Temple does an amazing job of explaining this. She has such compassion for those who are facing challenges due to a difference in their brain wiring, and I wish there was better awareness of these challenges, differences, and similarities so that less atypical brains have to suffer!
May 3, 2021
I realize I’m not exactly the target audience for this book so there’s that. The first part of it had some helpful insights that I was hoping for in knowing how to deal with some children in my life. I did not finish this book(did about 80% of it) because the latter part just gets too technical and full of abbreviations and the pervasive expectation of the government, especially the federal government, to take care of things.
I will keep looking for a book that is more practical and down to earth for help in dealing with extremely bright children but that have trouble managing their emotions.
If anyone reading this has any suggestions please let me know.
I will keep looking for a book that is more practical and down to earth for help in dealing with extremely bright children but that have trouble managing their emotions.
If anyone reading this has any suggestions please let me know.
March 5, 2020
Meh. Not what I needed, and out of date.
March 23, 2015
My "lay-person" take-aways. The diagnostic system as outlined in the DSM is insufficient for identifying twice-exceptional children--those who are both gifted and who also have an ADHD or Autism-spectrum diagnosis. With 2-e children, sometimes the giftedness masks the disability to the extent that the disability remains undetected, and the behavior that is manifested is not understood and thus not accommodated or otherwise managed. Sometimes the disability masks the giftedness so that the giftedness remains undetected and undeveloped.
Not only is this to the detriment of 2-e children and their families, but to society as well, when these gifted children never fully realize their potentials.
According to the authors, both mothers of 2-e kids, there is a superior diagnostic tool available and in use in Europe.
The authors are trying to heighten our awareness here in the US as to a better way to help 2-e children realize their amazing potentials. I met them on a plane to Florida (as they were headed to a conference to present), at which point I procured a copy of their book (the proceeds of which are used to support the work they are doing on behalf of 2-e children). Temple Grandin is a collaborator. They are doing amazing and necessary work. I should add that the authors originally offered me a complimentary copy of the book. It was an interesting and educational flight, and I wish them the best moving forward.
Not only is this to the detriment of 2-e children and their families, but to society as well, when these gifted children never fully realize their potentials.
According to the authors, both mothers of 2-e kids, there is a superior diagnostic tool available and in use in Europe.
The authors are trying to heighten our awareness here in the US as to a better way to help 2-e children realize their amazing potentials. I met them on a plane to Florida (as they were headed to a conference to present), at which point I procured a copy of their book (the proceeds of which are used to support the work they are doing on behalf of 2-e children). Temple Grandin is a collaborator. They are doing amazing and necessary work. I should add that the authors originally offered me a complimentary copy of the book. It was an interesting and educational flight, and I wish them the best moving forward.
July 5, 2018
If, like me, you think this sounds like a book on how to help your gifted and ADHD/Autistic child succeed in life, you'll be very disappointed. The authors spend the first two parts of the book discrediting the diagnosis of ADHD and bashing on the DSM. The third and final portion is equally disappointing, as we learn that the anticipated "whole child treatment" means focusing on the child's talents rather than their deficits. Adding insult to injury is the repetition. If I never hear the term "alphabet soup of labels" again in my life, it will be too soon.
Key take-aways:
- Children with labels such as ADHD, ODD, OCD, etc. have been misdiagnosed. The proper diagnoses for everyone is autism.
- Medication should only ever be used as a last resort. While the authors claim not to judge those who medicate, one cannot help but feel that they are judging.
- Appropriate treatments include chiropractics, massage therapy, diet and nutrition, exercise, counseling, and coaching.
Key take-aways:
- Children with labels such as ADHD, ODD, OCD, etc. have been misdiagnosed. The proper diagnoses for everyone is autism.
- Medication should only ever be used as a last resort. While the authors claim not to judge those who medicate, one cannot help but feel that they are judging.
- Appropriate treatments include chiropractics, massage therapy, diet and nutrition, exercise, counseling, and coaching.
July 1, 2012
Book Title: "Bright Not Broken”
Author: Diane M. Kennedy & Rebecca S. Banks
Published By: Jossey Bass an imprint of Wiley
Age Recommended: 17+
Reviewed By: Kitty Bullard
Raven Rating: 5
Review: This is a wonderful book that takes you on a journey in which the reader is taught that having a child with Autism, ADHD, ADD, or any other behavioral or mind challenging disease is not the end of the world.
This book gives hope for those that feel there is none. Being a mother of a child with ADD, I can honestly say this book is well worth the buy.
Whether you have a child or grandchild that suffers from one of these afflictions it is still a great book that has an endless amount of valuable information.
Author: Diane M. Kennedy & Rebecca S. Banks
Published By: Jossey Bass an imprint of Wiley
Age Recommended: 17+
Reviewed By: Kitty Bullard
Raven Rating: 5
Review: This is a wonderful book that takes you on a journey in which the reader is taught that having a child with Autism, ADHD, ADD, or any other behavioral or mind challenging disease is not the end of the world.
This book gives hope for those that feel there is none. Being a mother of a child with ADD, I can honestly say this book is well worth the buy.
Whether you have a child or grandchild that suffers from one of these afflictions it is still a great book that has an endless amount of valuable information.
July 30, 2015
A lot of good info, particularly about how the DSM-IV worked (too bad it's changed now), and the iep process. Not gonna lie, it's a dry read. Informative texts usually are. Worth your while, especially if you're new to this diagnosis world (I'm not, fwiw).
This did prompt me to look up my own school district's info on dual exceptionalities. Their stance seems to be that they're either not really disabled, or not really gifted. How helpful. (cough)
This did prompt me to look up my own school district's info on dual exceptionalities. Their stance seems to be that they're either not really disabled, or not really gifted. How helpful. (cough)
January 2, 2012
This book explains how the current education system and the DSM are harm harming many of our children today, especially those who are both gifted and have learning disabilities. Included are ways to help our children succeed despite the broken system, as well as suggestions for making the system better.
March 6, 2015
This book is AMAZING! I am a parent trying to get a grasp on Autism. I have found it to be extremely informational. Autism, ADD, testing, therapies, etc. Great resource I keep in my collection.
September 29, 2016
Fascinating read for a positive and heartbreaking view of Aspergers.
July 2, 2025
I appreciate the earlier sections of the book, for offering explanations of the varying diagnoses and what 2E - twice exceptionality means.
November 20, 2018
I should note that I listened to the audiobook version, and I think that’s why I didn’t like this book as much. This is my first book trying to gather information on my 7 year old son who seems quite bright in areas of math, creativity and humor, but is also diagnosed with ADHD and HFA.
I was researching the subject because I thought since he was in special ed he would languish there, because of his weaknesses — mainly of executive function and sensory issues, pragmatic language and speech — and he wouldn’t be recognized for his strengths, so what could I do for him outside of school? Then, just two days later, I received a letter from his school asking for permission to test him for gifted (this was completely unprompted and I never thought it was an option for him).
Fortunately, my son is being served by his school for his special needs and now, apparently, they recognize there maybe more to him. So I have all kinds of questions and this book doesn’t seem to answer any of them. Instead, I was left with way more questions. Part of the problem was this book in audiobook form. I really needed to reread passages and take this book at a slower pace. It’s research driven, even though the authors state they’re just Moms, don’t be fooled. They’re smart educated moms (I appreciate that), and they have delved into a lot of research they want to share with you. Mainly how bad the DSM bible book is, and honestly they really attack it, which is fine, but that’s not what I thought I was reading about when I got the book.
Another issue, maybe calling it an issue isn’t correct, but the book leans heavily away from medicating children with ADHD and seeing ADHD children as mislabeled HFA. There’s a lot of truth in that, sure, but I’m an exception here. I’m one who didn’t want to medicate my son and went so far as to change his diet for THREE solid years (he was on the Feingold Diet) and we saw great results, but he was still debilitated. I homeschooled him for kindergarten just to keep him off of medications — no small feat when you truly have the Tasmanian Devil ripping through your house. So I’m not without having done my due diligence of educating myself and trying other methods before, yes, resorting to medication. For my son medication had the best benefit from day one. So is he really ADHD and HFA? I think so. We’re lucky, my son didn’t have any side effects and we saw results within an hour of his first dose! I was thankful we did this while we were still homeschooling so I could see the results first hand and not have to hear about it from a teacher. It was life changing and the reason we sent him back to school. Homeschool was great, but it was obvious my son thrived best in a classroom environment with other children. Medication gave him confidence, because he wasn’t labeled the kid misbehaving in class — something we heard daily for four long preschool years. A reason we decided to homeschool, to protect his self esteem. So for that part of the book (which is significant) I just couldn’t relate and had to skip forward. I do agree that ADHD medication is over prescribed for kids who don’t need it, I’ve seen it first hand. And unfortunately, I feel like my family may contribute to some of the troubles our friends have had with it. They want the same results and success, and they’re 3-4 medications in deep and still trying. We each travel different roads with our unique children, this I’ve learned. I have two.
Honestly, I don’t think this book offered much, just that we should be aware of these children. I got more from Dr. Dan Peters on YouTube. Not to say this book doesn’t offer value, but it’s also dated by being pre Common Core. I’m curious what if any changes to special ed and gifted were made with that whole debacle.
I am quite curious about the authors other book and will likely read it. But as for me, I just couldn’t recommend this book.
I was researching the subject because I thought since he was in special ed he would languish there, because of his weaknesses — mainly of executive function and sensory issues, pragmatic language and speech — and he wouldn’t be recognized for his strengths, so what could I do for him outside of school? Then, just two days later, I received a letter from his school asking for permission to test him for gifted (this was completely unprompted and I never thought it was an option for him).
Fortunately, my son is being served by his school for his special needs and now, apparently, they recognize there maybe more to him. So I have all kinds of questions and this book doesn’t seem to answer any of them. Instead, I was left with way more questions. Part of the problem was this book in audiobook form. I really needed to reread passages and take this book at a slower pace. It’s research driven, even though the authors state they’re just Moms, don’t be fooled. They’re smart educated moms (I appreciate that), and they have delved into a lot of research they want to share with you. Mainly how bad the DSM bible book is, and honestly they really attack it, which is fine, but that’s not what I thought I was reading about when I got the book.
Another issue, maybe calling it an issue isn’t correct, but the book leans heavily away from medicating children with ADHD and seeing ADHD children as mislabeled HFA. There’s a lot of truth in that, sure, but I’m an exception here. I’m one who didn’t want to medicate my son and went so far as to change his diet for THREE solid years (he was on the Feingold Diet) and we saw great results, but he was still debilitated. I homeschooled him for kindergarten just to keep him off of medications — no small feat when you truly have the Tasmanian Devil ripping through your house. So I’m not without having done my due diligence of educating myself and trying other methods before, yes, resorting to medication. For my son medication had the best benefit from day one. So is he really ADHD and HFA? I think so. We’re lucky, my son didn’t have any side effects and we saw results within an hour of his first dose! I was thankful we did this while we were still homeschooling so I could see the results first hand and not have to hear about it from a teacher. It was life changing and the reason we sent him back to school. Homeschool was great, but it was obvious my son thrived best in a classroom environment with other children. Medication gave him confidence, because he wasn’t labeled the kid misbehaving in class — something we heard daily for four long preschool years. A reason we decided to homeschool, to protect his self esteem. So for that part of the book (which is significant) I just couldn’t relate and had to skip forward. I do agree that ADHD medication is over prescribed for kids who don’t need it, I’ve seen it first hand. And unfortunately, I feel like my family may contribute to some of the troubles our friends have had with it. They want the same results and success, and they’re 3-4 medications in deep and still trying. We each travel different roads with our unique children, this I’ve learned. I have two.
Honestly, I don’t think this book offered much, just that we should be aware of these children. I got more from Dr. Dan Peters on YouTube. Not to say this book doesn’t offer value, but it’s also dated by being pre Common Core. I’m curious what if any changes to special ed and gifted were made with that whole debacle.
I am quite curious about the authors other book and will likely read it. But as for me, I just couldn’t recommend this book.
October 18, 2019
I found this book useful, even though it’s dated. If you have a background in psychology and have been keeping up with the research on giftedness, ADHD, and ASD, you might not find much new here. But I finished my graduate work in gifted education almost (eek!) 20 years ago, and I needed to refresh and revise.
Kennedy and Banks state their premise: “Gifted children embody a range of overexcitabilities that predispose them to behaviors, impressions, and expressions that are often diagnosed as disabilities…[causing] these children to be misunderstood, misdiagnosed, and missed altogether by the mental health and education systems.” (Temple Grandin, although endorsing this book, doesn’t actually write much of it. I feel like the authors wanted her name on the book to boost credibility and sales, which kind of bothers me. But I respect the authors’ research and their passion for the topic.)
The book details how the DSM and the education system are failing us, and argues for paradigm shifts in both. The authors demonstrate a significant overlap in symptoms among giftedness, ADHD, and ASD, rendering the DSM flawed, “because it bases diagnoses on categories of disorders that are very narrowly defined and artificially separate from one another.” “As a result,” they write, “children receive multiple labels, making it seem that they suffer from multiple, unrelated disorders.” Four factors account for the change in the DSM around 1980: politics in the psychiatric field, greater government involvement in mental health research and policymaking, insurance companies demanding validation of diagnoses, and pharma needing markets for their products. The system benefits researchers far more than it benefits clinicians and patients. (The DSM the authors refer to was revised in 2013, but I don't think the revised system addresses their criticisms.) In place of the rigid and not particularly reliable (or valid) screening tools, they advocate the use of “dimensional” assessments that “give a more complete clinical portrait of the child” and identify both strengths and weaknesses.
Our education system, the authors write, “is concerned with helping America’s lowest-performing students achieve proficiency within the context of a general-level classroom. Consequently, 2e students whose disability and giftedness mask one another are likely to remain unidentified either as gifted or as disabled because proficiency is the gold standard. Those 2e students whose disabilities more obviously affect performance are likely to be identified as disabled.” They offer some guidelines for helping 2e kids in the classroom, which I found useful, if not particularly novel.
I’d love to see an updated version of this book. I can’t let go of the idea that autism, ADHD, ODD, OCD, etc. are not necessarily discrete disorders, and I’m dying to know the neurobiology behind this alphabet soup. I’m curious about one of my students this year, and about my son’s best friend, both of whom are gifted and have multiple and shifting diagnoses. I also need to know if the ADHD-like symptoms my son exhibits are explainable concomitants of his giftedness or evidence of a disorder. I suspect the truth lies somewhere in between.
Kennedy and Banks state their premise: “Gifted children embody a range of overexcitabilities that predispose them to behaviors, impressions, and expressions that are often diagnosed as disabilities…[causing] these children to be misunderstood, misdiagnosed, and missed altogether by the mental health and education systems.” (Temple Grandin, although endorsing this book, doesn’t actually write much of it. I feel like the authors wanted her name on the book to boost credibility and sales, which kind of bothers me. But I respect the authors’ research and their passion for the topic.)
The book details how the DSM and the education system are failing us, and argues for paradigm shifts in both. The authors demonstrate a significant overlap in symptoms among giftedness, ADHD, and ASD, rendering the DSM flawed, “because it bases diagnoses on categories of disorders that are very narrowly defined and artificially separate from one another.” “As a result,” they write, “children receive multiple labels, making it seem that they suffer from multiple, unrelated disorders.” Four factors account for the change in the DSM around 1980: politics in the psychiatric field, greater government involvement in mental health research and policymaking, insurance companies demanding validation of diagnoses, and pharma needing markets for their products. The system benefits researchers far more than it benefits clinicians and patients. (The DSM the authors refer to was revised in 2013, but I don't think the revised system addresses their criticisms.) In place of the rigid and not particularly reliable (or valid) screening tools, they advocate the use of “dimensional” assessments that “give a more complete clinical portrait of the child” and identify both strengths and weaknesses.
Our education system, the authors write, “is concerned with helping America’s lowest-performing students achieve proficiency within the context of a general-level classroom. Consequently, 2e students whose disability and giftedness mask one another are likely to remain unidentified either as gifted or as disabled because proficiency is the gold standard. Those 2e students whose disabilities more obviously affect performance are likely to be identified as disabled.” They offer some guidelines for helping 2e kids in the classroom, which I found useful, if not particularly novel.
I’d love to see an updated version of this book. I can’t let go of the idea that autism, ADHD, ODD, OCD, etc. are not necessarily discrete disorders, and I’m dying to know the neurobiology behind this alphabet soup. I’m curious about one of my students this year, and about my son’s best friend, both of whom are gifted and have multiple and shifting diagnoses. I also need to know if the ADHD-like symptoms my son exhibits are explainable concomitants of his giftedness or evidence of a disorder. I suspect the truth lies somewhere in between.
May 24, 2020
As a parent on the autism spectrum with three children (two 2E children), I was interested in how to best serve my children, particularly our youngest, who is almost 7 now and was finally recognized for being both autistic and high IQ. The main thrust of this book is that autism is still poorly understood, particularly in the US, and heavy reliance on the DSM books for diagnosis guidelines means that parents of autistic children have a bit of a lottery. Their first diagnosis is usually by a doctor or a specialist (if you are lucky), and that person's own knowledge and biases will have a huge impact on future treatment options.
The book also focuses on how to advocate for your own children, to some degree, trying to emphasize the positive aspects of autism (focus on specific topics, the ability to recognize patterns and see things other people miss, etc) rather than the "handicapped mentality" that is so pervasive in treating the common symptoms of autism.
I was grateful that the book deals with and dismisses the nonsense around disproven connections between gluten, casein and vaccines and autism, the former of which has no scientific basis and the later of which also has been repeatedly and thoroughly debunked. (In earlier times, they used to blame all sorts of disorders on the mother, random nutrition observations, etc, in accord with patriarchal society norms).
Temple Grandin is mentioned (or should I say her name is featured) on the cover, but aside from a few comments in the first couple chapters, she has very minimal contribution. It's not to say that it hurts the perspectives of the book in any way, but just be aware that she wasn't really a co-author. Her perspectives and experience are discussed, and they are useful. (I took my oldest son, who is also autistic, to hear her speak and it was very worthwhile and entertaining).
One of the perspectives of the book is the shortcomings of both American education in general and the inherent weaknesses in how schools treat autistic/2E children, even if they have an IEP. The authors of the book recommend a dimensional approach (more common in the UK) rather than DSM symptom based treatment that is so prevalent in the US.
The authors also do a thorough job in pointing out that the ADHD diagnosis is essentially worthless because of the comorbidity (multiple symptoms and secondary diagnosis) with other "disorders." Most, if not all of the ADHD symptoms have autistic roots. They also make a fairly good case that most people who are "gifted" have some place on the spectrum.
I do recommend the book to parents of autistic children, particularly if they are high IQ or "gifted," hence the 2E (Twice exceptional) label. We want to do everything we can to best understand our children and give them the best lives possible, focusing on their strengths and the things that make them happy and fulfilled rather than identifying them around the things that make them "different" from neurotypical children.
The book also focuses on how to advocate for your own children, to some degree, trying to emphasize the positive aspects of autism (focus on specific topics, the ability to recognize patterns and see things other people miss, etc) rather than the "handicapped mentality" that is so pervasive in treating the common symptoms of autism.
I was grateful that the book deals with and dismisses the nonsense around disproven connections between gluten, casein and vaccines and autism, the former of which has no scientific basis and the later of which also has been repeatedly and thoroughly debunked. (In earlier times, they used to blame all sorts of disorders on the mother, random nutrition observations, etc, in accord with patriarchal society norms).
Temple Grandin is mentioned (or should I say her name is featured) on the cover, but aside from a few comments in the first couple chapters, she has very minimal contribution. It's not to say that it hurts the perspectives of the book in any way, but just be aware that she wasn't really a co-author. Her perspectives and experience are discussed, and they are useful. (I took my oldest son, who is also autistic, to hear her speak and it was very worthwhile and entertaining).
One of the perspectives of the book is the shortcomings of both American education in general and the inherent weaknesses in how schools treat autistic/2E children, even if they have an IEP. The authors of the book recommend a dimensional approach (more common in the UK) rather than DSM symptom based treatment that is so prevalent in the US.
The authors also do a thorough job in pointing out that the ADHD diagnosis is essentially worthless because of the comorbidity (multiple symptoms and secondary diagnosis) with other "disorders." Most, if not all of the ADHD symptoms have autistic roots. They also make a fairly good case that most people who are "gifted" have some place on the spectrum.
I do recommend the book to parents of autistic children, particularly if they are high IQ or "gifted," hence the 2E (Twice exceptional) label. We want to do everything we can to best understand our children and give them the best lives possible, focusing on their strengths and the things that make them happy and fulfilled rather than identifying them around the things that make them "different" from neurotypical children.
April 17, 2025
I didn’t realize when I started listening to this that it was so outdated, copyright 2010. While I’m sure it was important at the time, I wish I’d spent time on something more current. Also, this book is really more of a criticism of the state of diagnosis and education for 2E kids, than a practical guide. There is nothing wrong with this specifically, but it wasn’t what I was looking for. I’m a mom of a 6 year old and haven’t done any testing at all. Many of his characteristics fit an ADHD description, and he is also very bright, although I’m not ready to go so far as to say gifted, or even push for testing that would give any clarity on either of these “suspicions” just yet. What I was looking for is more information around the pro/cons of testing and the potential labels that could come from the results. I’m also looking for practical advice around what I can do in the meantime to support my child, minimize both the frequency and severity of his frustration and the resulting emotional breakdowns. I got a little of that sprinkled in with a LOT of critique about the DSM, the education system, the training of psychiatrists and therapists, etc… this would have been more appropriate if I was farther into our journey, had a child on more extreme ends of either or both sides of the learning spectrum, or was either an educator or therapist of some kind. It wasn’t a huge waste of time, but I feel that there are probably better books out there for parents who just want to be proactive for their children and are looking for guidance and tips to get us started on the journey. I love the title of this book though, it’s what hooked me and had me listening immediately.
March 6, 2018
Bright Not Broken gave me a larger understanding of the way a certain set of folks talks about "2e" kiddos. That's of use to me.
Bright Not Broken suffers from contradiction. It builds up the diagnosis machine with one hand and tears it down (or, perhaps more accurately but less generously, flips it off) with the other. (Or, perhaps more accurately and more generously, while reading it, I, not it, suffered from their handling of the contradictions.) Contradictions don't necessarily result in suffering. The authors just didn't really provide me clarity, solace, or direction amidst the contradictions I viscerally experience in the face of diagnoses.
From Eli Clare's Brilliant Imperfection:
Bright Not Broken suffers from contradiction. It builds up the diagnosis machine with one hand and tears it down (or, perhaps more accurately but less generously, flips it off) with the other. (Or, perhaps more accurately and more generously, while reading it, I, not it, suffered from their handling of the contradictions.) Contradictions don't necessarily result in suffering. The authors just didn't really provide me clarity, solace, or direction amidst the contradictions I viscerally experience in the face of diagnoses.
From Eli Clare's Brilliant Imperfection:
The medical-industrial complex wants us to understand diagnosis as a universal truth about our body-minds, wrong only when misdiagnosis has occurred.In Bright Not Broken the authors have a strong grasp on the wrongness of misdiagnosis. From ableism to zealotry, they provide comfort (mostly righteous-anger comfort) to those who would be soothed by misdiagnosis. But they do plenty of what the "medical-industrial complex wants", i.e., building up these diagnoses as universal truths about someone else's body-mind. Just not our (literally) exceptional kids' body-minds.
August 31, 2020
Ok, so I usually reserve 1 star for books I can't finish, and this was SOOOO close. I skimmed so much that really 1.5 stars would be more appropriate. Seriously. While there's lots of valid points, these authors set themselves up as experts. They are not experts on anything except their own children.
I won't blow my own horn, but this is a two-educator, multiple 2e individual household, and while solid ideas are brought up, the pseudo-expertise, and positing that ADHD might not even exist is a full stop deal breaker for me. Also, you can be gifted AND have anxiety. You can have ADHD AND autism. Just like I have allergies AND a deviated septum. They are related, one can exacerbate the other, but they do not cancel each other out. I also have other health conditions that DON'T relate to those issues, but I still have them, because having one condition does not necessarily negate the other.
The authors act like the the difficulty in diagnosis invalidates the very existence of ADHD because apparently their children have Asperger's (but not autism, because if we don't call it Asperger's, then the DSM has now stolen their very identity). Other fields of medicine have conditions that are diagnosis of elimination (auto-immune, much? Chrohn's, I'm looking at you!)
I anti-recommend this book. With so many resources available, do NOT spend your time on this.
I won't blow my own horn, but this is a two-educator, multiple 2e individual household, and while solid ideas are brought up, the pseudo-expertise, and positing that ADHD might not even exist is a full stop deal breaker for me. Also, you can be gifted AND have anxiety. You can have ADHD AND autism. Just like I have allergies AND a deviated septum. They are related, one can exacerbate the other, but they do not cancel each other out. I also have other health conditions that DON'T relate to those issues, but I still have them, because having one condition does not necessarily negate the other.
The authors act like the the difficulty in diagnosis invalidates the very existence of ADHD because apparently their children have Asperger's (but not autism, because if we don't call it Asperger's, then the DSM has now stolen their very identity). Other fields of medicine have conditions that are diagnosis of elimination (auto-immune, much? Chrohn's, I'm looking at you!)
I anti-recommend this book. With so many resources available, do NOT spend your time on this.
January 18, 2023
"Bright Not Broken" has given me a lot to think about. Its radically different approach from more mainstream ideas about ADHD and autism has helped me to back up and look at the big picture. Seeing how current diagnostic tools are largely broken and inadequate to children at large (especially for those considered 2e) helps me feel less isolated as I try to help my children.
I won't pretend that I will be able to retain all the information that was presented. Some of it was not practical to me and mentioned so many diagnostic tools, educational theories, and policies, etc. I do not have the energy to reform the entire DSM and American education system. I just need help for my kids.
The "How to Help Them" section was obviously more in line with what I needed, and I feel like I gleaned a lot as I move toward considering the "whole child" and emphasizing the strengths even as I work towards helping my children cope with their unique struggles. I see this book as a stepping stone as I continue to brainstorm resources and therapies.
I definitely appreciated the recap of the main themes of the book before they closed it out.
I won't pretend that I will be able to retain all the information that was presented. Some of it was not practical to me and mentioned so many diagnostic tools, educational theories, and policies, etc. I do not have the energy to reform the entire DSM and American education system. I just need help for my kids.
The "How to Help Them" section was obviously more in line with what I needed, and I feel like I gleaned a lot as I move toward considering the "whole child" and emphasizing the strengths even as I work towards helping my children cope with their unique struggles. I see this book as a stepping stone as I continue to brainstorm resources and therapies.
I definitely appreciated the recap of the main themes of the book before they closed it out.
August 24, 2018
Very good examination of the life stories of several children; those diagnosed as ADHD and those with ASD. Those (correctly) diagnosed with ASD, early on, had significantly better outcomes. Casts some doubt on the validity of the ADHD diagnosis, citing weaknesses in how it is conceptualized and defined. Seems to argue that many ADHD children are in fact improperly diagnosed ASD kids that are suffering and will continue to suffer until they receive the more accurate ASD assessment. A very unsettling and eye-opening book by two parents of autistic children and noted autistic public figure Dr. Temple Grandin. Book points out that many so-called "gifted" children simultaneously have disability challenges that need to be supported in the educational system so they can reach their true potentials. The much of the educational system seems to view this as a paradox, but this book argues persuasively that it is not. The audiobook is an MP3 CD and the narration is of good quality.
January 21, 2018
The section on the controversies surrounding the DSM and gifted education were very helpful and something I will likely seek to learn more about. While I am not the parent of a child with this condition and have already escaped the public education system- I think it's been great learning more about a part of myself that I previously took for granted. However, I'm not convinced that ADHD is a wholly invalid diagnosis. Since this book has been published in 2011, ADHD has been recategorized in the DSM V as a developmental disorder, and is now in the same category as Autism Spectrum. There have also been more recent studies regarding brain imaging of ADHD patients that these authors were unable to consider.
May 9, 2021
This book was incredibly unhelpful for a parent of a 2e child(ren). 3/4 of the book argued the failure of the [outdated] DSM to enable correct diagnoses of these children, and the problems that the proposed DSM (now published) will continue to have. The last 1/4 of the book is about the failure of the educational system to provide for the unique needs of these students. The only actual “how to help” for parents/teachers was relegated to a couple vague charts and a call for change in those systems.
The only thing I really took away from it was the encouragement to stop pursuing a diagnosis and instead focus on specific areas where my children need extra guidance. As both their parent and teacher though, I will have to find other resources for this.
The only thing I really took away from it was the encouragement to stop pursuing a diagnosis and instead focus on specific areas where my children need extra guidance. As both their parent and teacher though, I will have to find other resources for this.
November 16, 2021
I'm already totally on board with the idea that we need to reframe how we talk and think about neurodiversity, so maybe I'm not the target audience for this book. But as a teacher of gifted and talented students and parent of at least one 2E child, I was very eager to read about how we can help them. In this I was greatly disappointed. I didn't feel like there were any immediately effective strategies. Perhaps I was not attentive enough of a reader, but I felt like everything they suggested to help these kids required advocating for systemic change. And though I completely understand the need for that, it's not what I needed from this book. I've already got too many other systems I'm trying to dismantle, I'm not going after the DSM.
March 18, 2023
This text provides analysis of the educational and medical systems that are hindering the growth and development of children because of an over-reliance on subjective assessment methodology that is outdated and inaccurate. In short, if instead we implement what the National Writing Project has been proposing for years, we would have a much better classroom environment for children. We need to meet them where they are, nurturing their interests and helping them to find their voices...
If politicians would allow teachers, parents, and educational professionals to serve the interests of children instead of the special interests of corporations that produce meaningless tests and curriculum for profit, we may just be able to make a difference.
If politicians would allow teachers, parents, and educational professionals to serve the interests of children instead of the special interests of corporations that produce meaningless tests and curriculum for profit, we may just be able to make a difference.
This entire review has been hidden because of spoilers.
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