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This study investigated 54 children (37 boys and 17 girls) with cross-situational attention deficit hyperactivity disorder (ADHD) to determine whether there are sex differences in the expression of either the primary or secondary symptomatology of ADHD. Results indicated that the male and female ADHD groups were strikingly similar on all measures of primary (impulsivity, inattention, and overactivity) and secondary (learning problems, externalizing symptoms, internalizing symptoms, peer relationship difficulties, and self-perceptions) symptomatology included in this study. The lack of significant sex differences conflicts with prior reports in the literature, and these conflicting results are discussed in terms of differences in inclusion criteria. Implications for understanding the long-term outcome of ADHD in girls are also discussed.

The present study summarized data on the early prediction of learning problems by conducting a meta-analysis on 58 studies that reported correlations between measures administered in kindergarten or first grade and reading achievement later in elementary school. Results indicate a good deal of overlap in the distributions of the various predictor-criterion correlations. The best single predictors of achievement during the elementary school years were attention-distractibitity, internalizing behavior problems, and language variables. Measures less directly related to reading skills, such as sensory tasks and "soft" neurological indicators, were generally weaker predictors of achievement.

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