This digest summarizes what is known about gifted children with attention deficit hyperactivity disorder (ADHD). It identifies three subtypes of ADHD, noting both criteria for diagnosis and the subjective determination of what constitutes significant impairment. Discussion of differences in gifted and non-gifted children with ADHD reports findings that identified, gifted ADHD children are more impaired than other ADHD children and that high ability can mask ADHD, while ADHD can depress test scores and academic performance used to identify giftedness. Other findings indicate the social and emotional immaturity of children with ADHD may hamper their adjustment in gifted programs. The paper recommends multidisciplinary team diagnosis of ADHD. It finds agreement that intervention should focus on developing talent while attending to the disability. However, it also suggests that there is evidence that some commonly recommended interventions for ADHD children (such as decreasing stimulation) may make problems worse for those who are gifted. The digest concludes that finding a good fit that provides both intellectual challenge and needed support and interventions for these students is challenging. (Contains 19 references.) (DB)