Unconscious Bias and the Diagnosis of Disruptive Behavior Disorders and ADHD in African American and Hispanic Youth

Fadus, Matthew C.; Ginsburg, Kenneth R.; Sobowale, Kunmi; Halliday‐Boykins, Colleen A.; Bryant, Brittany E.; Gray, Kevin M.; Squeglia, Lindsay M.

doi:10.1007/s40596-019-01127-6

Cited by 159 publications

(67 citation statements)

References 73 publications

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“…Psychiatrists and mental health professionals should additionally be aware of how racism is not only pervasive in educational settings but can also greatly influence clinical decision making and diagnoses in the management of many psychiatric conditions in children. 43 Research and policy should examine the psychological, social, and economic consequences of exclusionary discipline measures on vulnerable children, particularly those from single-parent homes who are disproportionately affected by these practices.…”

Section: Discussionmentioning

confidence: 99%

Racial Disparities in Elementary School Disciplinary Actions: Findings From the ABCD Study

Fadus

Valadez

Bryant

et al. 2021

Journal of the American Academy of Child & Adolescent Psych

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Objective: Detentions and suspensions are common practices of school discipline, despite evidence that they are largely ineffective and disproportionately affect children from racial and ethnic minority backgrounds, particularly Black children, and children of lower socioeconomic status. However, few studies have examined suspension and detention rates among race, ethnicity, and family structure (single parent versus secondary caregiver) when controlling for typical behaviors associated with detention and suspension such as externalizing symptoms, age, sex, family income, family education, family conflict, and special education needs. Method: Caregivers of 11,875 children between ages 9 and 10 years from the Adolescent Brain Cognitive Development (ABCD) study completed a questionnaire assessing their child's demographics, family information, emotions and behaviors, and past-year school discipline history. Data were analyzed with logistic regression, implemented with a generalized estimating equations model. Results: 5.4% of children received a detention or suspension. Controlling for typical predictors of behaviors, Black and multiracial Black children had up to 3.5 times greater odds of receiving a detention or suspension than White children; there were no disciplinary differences for Hispanic or Asian children compared to White children. Children from single-parent households had 1.4 times the odds of receiving detentions or suspensions than children in homes with a secondary caregiver. Conclusion: Disciplinary actions that can impair typical childhood development, lead to academic failure and dropout, and cause significant emotional and psychological distress disproportionately affect Black children, multiracial Black children, and children from single-parent homes. Racism in elementary school discipline can perpetuate disparities in today's educational system.

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Section: Discussionmentioning

confidence: 99%

Racial Disparities in Elementary School Disciplinary Actions: Findings From the ABCD Study

Fadus

Valadez

Bryant

et al. 2021

Journal of the American Academy of Child & Adolescent Psych

Self Cite

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“…It also avoids the use of titles, ranks, or positions that can put a distance between us and the youth and families we serve, hence producing a more egalitarian relationship. Antiracism intersects with the trauma-sensitive approach and honors those adverse childhood events by not using quick diagnoses, such as oppositional disorder or antisocial personality [ 13 ]. Respect alternative healing strategies Antioppression distances itself from the “medical model” in favor of holistic approaches to providing care [ 14 , 15 ].…”

Section: The Ecological Model Of Antiracismmentioning

confidence: 99%

Inaction Is Not an Option: Using Antiracism Approaches to Address Health Inequities and Racism and Respond to Current Challenges Affecting Youth

Svetaz

Barral

Kelley

et al. 2020

Journal of Adolescent Health

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“…Socioeconomic status may have a chronic disadvantageous effect on students’ academic achievement, as research consistently presents a negative relationship between socioeconomic status and academic achievement [ 27 ]. Additionally, there is evidence that professionals may experience subjective bias when dealing with minorities and vulnerable groups, diagnosing with NDD or behavioral disorder, rather than the actual ADHD presented [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Symptomatology of attention deficit, hyperactivity and defiant behavior as predictors of academic achievement

et al. 2022

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Background It is essential to understand the factors that affect the academic achievement of schoolchildren, both in general and in terms of the major subsectors of each grade. Although symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and Negative Defiant Disorder (NDD—which are commonly recognized as externalizing problems in childhood and adolescence—have been associated with lower academic achievement in the international literature, few studies have addressed this problem in Latin America. This study aimed to analyze the possible predictive relationship of attention problems, hyperactivity, and defiant behavior on academic achievement. Methods We recruited a sample of 4580 schoolchildren (50.9% female, 1754 belonging to primary school, and 2826 to secondary school, ranging from 9 to 18 years old). This cross-sectional study used the scales pertaining to attention problems, hyperactivity, and challenging behavior from the Child and Adolescent Evaluation System. Results The analysis showed that attention problems significantly affected all academic achievement areas, while hyperactivity and challenging behavior affected only some of them. The regression models explained 24% of the variability in overall academic achievement in primary school and 17% in secondary school. Other predictors included sex, age, socioeconomic level, and school attendance. Conclusions It is important to consider this symptomatology in the design of educational interventions.

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Unconscious Bias and the Diagnosis of Disruptive Behavior Disorders and ADHD in African American and Hispanic Youth

Cited by 159 publications

References 73 publications

Racial Disparities in Elementary School Disciplinary Actions: Findings From the ABCD Study

Racial Disparities in Elementary School Disciplinary Actions: Findings From the ABCD Study

Inaction Is Not an Option: Using Antiracism Approaches to Address Health Inequities and Racism and Respond to Current Challenges Affecting Youth

Symptomatology of attention deficit, hyperactivity and defiant behavior as predictors of academic achievement

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