Sex Differences in the Meaning of Parent and Teacher Ratings of ADHD Behaviors: An Observational Study

被引：15
|
作者：
Meyer, Brenda J. [1 ]
Stevenson, Jim [2 ]
Sonuga-Barke, Edmund J. S. [3 ]
机构：
[1] Univ Westminster, Dept Psychol, London, England
[2] Univ Southampton, Dev Psychopathol, Southampton, Hants, England
[3] Kings Coll London, Dev Psychol Psychiat & Neurosci, London, England
来源：
JOURNAL OF ATTENTION DISORDERS | 2020年 / 24卷 / 13期
关键词：
ADHD; children; gender; parent ratings; teacher ratings; bias; perception; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; DEFICIT HYPERACTIVITY DISORDER; GENDER-DIFFERENCES; CHILDREN; GIRLS; PRESCHOOL; SYMPTOMS; RECOGNITION; PREVALENCE; REFERRALS;
D O I：
10.1177/1087054717723988
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
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.
引用
收藏
页码：1847 / 1856
页数：10
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