New Insights into Overexcitability

By Linda Kreger Silverman, Ph.D.

What is overexcitability (OE)? Is there empirical evidence that gifted children and adults have greater OE? Does OE portray gifted children as emotionally needy and peculiar? Why is the concept controversial? Can we distinguish OE from AD/HD, sensory processing disorder, and other issues? How should we respond to OEs?

Gifted Development Center/Institute for the Study of Advanced Development (GDC/ISAD) is in a unique position to answer these questions. We have been studying overexcitability since 1980, shortly after the concept was introduced in gifted education. We have created, validated and distributed the primary instruments to assess OE. We guide research on these measures.

What is overexcitability?

The concept of OE was a gift from Kazimierz Dabrowski, a Polish psychiatrist and psychologist, as part of his Theory of Positive Disintegration (TPD). OE is a greater neural capacity to respond to stimuli. It is the zing you experience when you are with certain people who seem to radiate excitement and the intensity you see in the eyes of the introspective seeker.

Overexcitability is a construct of a larger theory, and its deeper meanings can be understood within the context of Dabrowski’s TPD. Dabrowski (1938) actually constructed the concept of overexcitability before he developed the theory of TPD (Wells, 2017). 

Dabowski identified 5 OEs: psychomotor – abundance of physical energy; sensual – heightened responses of the senses and aesthetic appreciation; imaginational – capacity for fantasy; intellectual – curiosity and aliveness of the mind; emotional – sensitivity, intensity, empathy.

Is there empirical evidence that gifted children and adults have greater OE?

Yes, a considerable amount of research has been conducted since 1980, and new studies are published frequently. The concept of overexcitability is statistically robust. It has been validated in several factor analytic studies. Reliabilities of the OEs range from .73 to .83 (Silverman, Falk & Miller, 2015). The OEQ-II has been translated into 7 different language groups and 14 languages.  Numerous studies have explored the relationship between giftedness and OEs.

A recent meta-analysis of studies comparing gifted with non-gifted individuals found significant mean effect sizes for all five OEs; the giftedness-OE relationship is more pronounced among highly gifted individuals (Steenbergen-Hu, 2017). Research challenging the existence of OEs was reviewed and found to employ weak measures of giftedness.

While it has been suggested that the Big Five Theory can readily replace OEs, the Openness to Experience factor of the Big Five Theory actually supports the existence of four of the five OEs (Gallagaher, 2013). OEs are part of the rich theoretical tapestry of Dabrowski’s TPD.

Does OE portray gifted children as emotionally needy and peculiar?

No, not at all.  OEs are sources of energy and enthusiasm. It is a misunderstanding of the “over” in overexcitability to represent OE as a burden or a deficit of some kind. The term literally means “superstimulatability” of the nervous system—the capacity to become excited, enthralled, thrilled, inspired. Michael Piechowski (2014) calls it living life “in a higher key.” The term “overexcitability” sounds like “too much,” but Piechowski maintains that OE can also stand for “original equipment.” The OEs can be thought of as an abundance of innate physical, sensual, creative, intellectual and emotional energy.

Why is the concept controversial?

There are many misunderstandings. OEs are not signs of disturbance. OEs should not be used as excuses for bad behavior. A child can have OEs and AD/HD; they are not mutually exclusive. Some OE enthusiasts inadvertently overlook real issues that could be helped by interventions. Some proclaim that discussion of OEs will obscure diagnosis of disabilities and prevent a child from getting accommodations, but many respected diagnosticians of twice exceptional children also assess and discuss OEs.

In addition, there are theoretical squabbles. As OEs are innate, this suggests that gifted children are wired differently.  Those who define giftedness as high achievement strongly contest the idea of innate differences. From their perspective, recognized achievement is primarily due to effort. They cast a wider net in their search for talented children and youth who have the potential for notable success in adult life (e.g., the top 10 percent in different domains). OEs are not as pronounced in this population (Steenbergen-Hu, 2017). They are more apparent in the highly gifted.

Most research on the gifted is conducted with children in gifted programs, compared with children who are not enrolled in special programs. The broader the selection criteria for the program (e.g., 120 IQ), the less likely OEs are to surface as distinguishing gifted from non-gifted children. Studies of the highly gifted are needed.

A wide range of beliefs exists about the nature and value of research. Some believe that OEs are not amenable to research. Others believe that only research conducted with control groups is of value. Clinical research with more than 6,500 gifted children at GDC/ISAD provides a substantial body of evidence for the existence of OEs in the gifted population.

Can we distinguish OE from AD/HD, sensory processing disorder, and other issues?

Yes. Much of the controversy can be resolved by recognizing the positive signs of OE as indicators of developmental potential.  While there are negative manifestations of the OEs, there are far more positive than negative descriptors (Piechowski, 1979; 2013). Abundant physical energy, deep aesthetic appreciation, capacity for fantasy, intellectual curiosity and profound empathy—the hallmarks of overexcitability—do not require correction.

Negative aspects of OE require further evaluation to rule out overlapping symptoms.  Anxiety, mood swings, unusual activity level, distractibility, feeling easily overwhelmed, discomfort with certain textures, social withdrawal or lack of cooperation may have many other causes. OEs can co-exist with any disability. Children can have OEs along with AD/HD, sensory processing disorder, Asperger Syndrome, manic depression, and other issues.

Certain constellations of overexcitability require further evaluation. Some aspects of Sensual OE overlap with Sensory Processing Disorder (SPD). A child who hates tags and seams, and is easily overstimulated, may be helped by sensory integration therapy. Imaginational OE involves loosening rigid constrictions on reality—an integral part of the creative process (e.g., “Things that I picture in my mind are so vivid that they seem real to me.”) However, in a clinical setting, with an emotionally unstable client who hears voices telling him to kill himself, the item would have an entirely different interpretation. If a client endorses certain emotional OE items, “I worry a lot,” “I have strong feelings of joy, anger, excitement and despair,” and “My strong emotions move me to tears,” it would be wise to evaluate for depression, anxiety or suicidal ideation. When a student or client cannot concentrate and endorses, “I feel like my body is constantly in motion” a referral for an AD/HD evaluation seems warranted.

It is essential to rule out any other possible causes of problematic behavior, rather than just attributing it to OEs.

How should the instruments that measure OEs be used?

Initially, the measurement of overexcitability was to establish the validity of the construct. The OEQ, OEQ-II, OIP, OIP-II, OEQ2C, were developed for research purposes. These research tools enable us to study group differences. Their applicability in clinical and educational settings with individuals is still being investigated. The instruments are available from the Institute for the Study of Advanced Development (ISAD) for researchers. Training on rating the OEQ and interpreting the instruments is available from ISAD. Our first training on the OEQ-II and OIP-II was held November 3, 2018 at GDC/ISAD. We would appreciate copies of all studies conducted with these instruments as we are building a repository of research for graduate students interested in studying Dabrowski’s Theory of Positive Disintegration.  

We strongly recommend that researchers study the theoretical underpinnings of the overexcitabilities, understand the relationship of OEs to developmental potential, and include a summary of Dabrowski’s theory in all published work. Use of the instruments with individuals is still in the exploratory stages. A thorough grounding in Dabrowski’s Theory of Positive Disintegration, plus training in the interpretation of the instrument, are essential to ethically use the instrument with individuals.

 To understand more about overexcitabilities and giftedness, read Living with Intensity, edited by Susan Daniels and Michael Piechowski, and “Mellow out,” They Say. If I Only Could, by Michael Piechowski.

Overexcitabilities are alive and well, describe the richness of experience of the gifted individual, and are to be celebrated.

References

Dabrowski, K. (1938). Typy wzmozonej pobudliwosci psychicznej [Types of increased psychic excitability]. Biuletyn Instytutu Higieny Psychicznej, 1(3-4), 3-26.

Daniels, S., & Piechowski, M. M. (2009). Living with intensity: Understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Scottsdale, AZ: Great Potential Press.

Gallagher, S. A. (2013). Building bridges: Research on gifted childrens’ personalities from three perspectives. In C. S. Neville, M. M. Piechowski, & S. S. Tolan (Eds.). Off the charts: Asynchrony and the gifted child (pp. 48-98). Unionville, NY: Royal Fireworks Press.

Piechowski, M. M. (1979). Developmental potential. In N. Colangelo & R. T. Zaffrann (Eds.), New voices in counseling the gifted (pp. 25-57). Dubuque, IA: Kendall/Hunt.

Piechowski, M. M. (2013). “A bird who can soar”: Overexcitabilities in the gifted. In C. S. Neville, M. M. Piechowski, & S. S. Tolan (Eds.). Off the charts: Asynchrony and the gifted child (pp. 99-122). Unionville, NY: Royal Fireworks Press.

Piechowski, M. M. (2014). “Mellow out,” they say. If I only could: Intensities and sensitivities of the young and bring (2nd ed., revised.) Unionville, NY: Royal Fireworks Press.

Silverman, L. K. (2015, October). Overexcitabilities: Myth, realizations and new research. Paper presented at the annual meeting of the Colorado Association for the Gifted/Talented. Loveland, CO.

Silverman, L. K., Falk, R. F., & Miller, N. B. (2015, November). Overexcitabilities: Verifying the inner worlds of the gifted globally. Paper presented at the annual meeting of the National Association for Gifted Children, Phoenix, AZ.

Steenbergen-Hu, S. (2017). How exactly overexcitability relates to giftedness: A fine-grained look via findings of a new meta-analysis. Conceptual Foundations Newsletter (pp. 44-49).

Wells, C. A. (2017, November). Honoring Dąbrowski's Mission: Piechowski's contribution to theTheory of Positive Disintegration. National Association for Gifted Children 64th Annual Convention, Charlotte, NC