Sex Differences in the Meaning of Parent and Teacher Ratings of ADHD Behaviors: An Observational Study.
Autor: Meyer, Brenda J.; Stevenson, Jim; Sonuga-Barke, Edmund J. S.
Publication year: 2020
Journal of attention disorders
issn:1557-1246 1087-0547
doi: 10.1177/1087054717723988
Abstract:
Objective: To test explanations for the underrecognition of female ADHD by examining differences in adult ratings of boys and girls matched for levels of directly observed ADHD behaviors. Method: In a secondary analysis of a population-based sample, 3- to 4-year-olds (n = 153, 79 male) and 8- to 9-year-olds (n = 144, 75 male) were grouped according to levels of directly observed ADHD behaviors (low/moderate/high). Groups were then compared with parent/teacher ADHD ratings. Results: There were no sex differences in levels of directly observed ADHD behaviors within groups. For preschoolers, parents’ ratings of males, but not females, significantly increased across groups-mirroring levels of observed behaviors. For older children, both parent and teacher mean ratings were significantly higher for males than females across groups. Conclusion: Identified differences in adult ratings of males and females matched for directly observed behaviors may contribute to understanding the substantial ADHD underrecognition in females.
Language: eng
Rights:
Pmid: 28800718
Tags: Humans; Female; Male; Child; Adolescent; *Sex Characteristics; gender; ADHD; *Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology; Parents; children; Faculty; bias; parent ratings; perception; teacher ratings
Link: https://pubmed.ncbi.nlm.nih.gov/28800718/
