Gender and Ethnic Differences in ADHD as Assessed by Behavior Ratings

Abstract

Attention-deficit/hyperactivity disorder (ADHD) is a common childhood disorder. Research suggests that ADHD is 4 to 9 times more frequent in males than females, and the possibility of underidentification in females and overidentification in males has been suggested as an explanation for these statistics. As part of the diagnostic process, teachers are frequently asked to complete behavior rating scales. There is a lack of empirical data concerning the extent to which gender differences are evident on such rating scales. This study investigated the use of the ADHD-IV Rating Scale-School Version, with male and female students from ages 5 to 18 years. Results suggest that the ADHD construct is consistent across gender; however, there are differences across gender and ethnicity. For Caucasian children, externalizing behaviors are most salient in terms of discriminating between males and females. Implications for research and practice are discussed. Article: Attention-Deficit/Hyperactivity disorder (ADHD) is a common childhood disorder that is frequently brought to the attention of physicians and psychologists to conduct evaluations due to behavioral concerns of both teachers and parents (Breen & Altepeter, 1990). According to the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV; American Psychiatric Association, 1994),ADHD is characterized by a pattern of inattention and/or hyperactivity-impulsivity that is exhibited to an extreme level, such that it is developmentally inappropriate relative to a person's age. It occurs in an estimated 3% to 5% of school-age children. The most evident difference between males and females with ADHD is the higher rate at which males are diagnosed. Male-to-female ratios range from 4:1 to 9:1, depending upon whether community-based or clinical samples are used (APA, 1994). In fact, the behaviors used to define the symptomatology of ADHD in the DSM-IV were identified from a sample pool composed predominately of males (Frick et al., 1994; Lahey et al., 1994). Several hypotheses have been offered to explain the disproportionate frequency of males with ADHD. These hypothesis tend to rely on biological or child-rearing differences by gender (see,

Sex Differences in Young Children Who Meet Criteria for Attention Deficit Hyperactivity Disorder

“…The girls who met criteria for ADHD exhibited higher levels of conduct, mood, and anxiety problems, received lower ratings of global functioning, and had more school problems than the comparison girls. In addition, a large population-based study by Reid et al (2000) found that boys with ADHD are rated by teachers as exhibiting more conduct problems than girls with ADHD.…”

Comorbidity of Attention Deficit Hyperactivity Disorder and gender with internalizing and externalizing symptoms.

“…Many researchers have shown that externalizing behaviors commonly co-occur, as demonstrated in the current study (Abikoff, et al, 1993;Goldstein, 1996;Kashani, et al, 1979;Reid, et al, 2000;Schachar, et al, 1986;Stevens, et al, 1998). Higher ratings of hyperactivity in the home environment were predictive of all three externalizing behaviors as rated by parents, including measures of aggression, hyperactivity, and conduct problems, but only teacher ratings of hyperactivity.…”

“…Furthermore, the BASC scales were developed such that each item contributes to only one scale, thus preserving the distinctiveness of the construct (Reynolds & Kamphaus, 1992). Reid, et al (2000) advocate for the use of separate norms males and females to assess AD/HD symptomatology with behavior rating scales. In contrast, Silverthorn and colleagues (1996) concluded that separate norms by gender were not warranted based on their finding that girls and boys with AD/HD did not differ on measures of severity and that diagnostic cut-scores identified boys and girls with equivalent levels of impairment.…”

“…For example, Reid, et al (2000) evaluated a sample of 3322 male and female students aged 5 to 18 and found no significant differences in AD/HD symptomatology among males and females. Befera and Barkley (1985) compared normal and hyperactive boys and girls on motherchild interactions, family psychiatric history, and scores on a personality measure and found no differences between boys and girls.…”

Efecto del programa Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años

“…La confirmación de la cuarta hipótesis de la investigación, esto es, que los niños manifiestan más problemas exteriorizados que las niñas, es congruente con los hallazgos obtenidos por otros estudios tanto en población infantil como adolescente (Crijnen et al, 1997;Reid et al, 2000;Rescorla et al, 2007). A pesar de que las diferencias de género en exteriorización de problemas es más consistente, algunos estudios señalan que las diferencias entre ambos sexos pueden diferir según el tipo de conducta evaluada y la edad del sujeto.…”