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Gender and Ethnic Differences in ADHD as Assessed by Behavior Ratings

University of Nebraska

Cynthia A. Riccio

Texas A & M University in College Station

Robert H. Kessler

University of Alabama

George J. Dupaul

Lehigh University

Thomas J. Power

University of Pennsylvania

Arthur D. Anastopoulos

Department of Psychology at the University of North Carolina at Greensboro

Diana Rogers-Adkinson

University of Wisconsin-Whitewater

Mary-Beth Noll

St. Cloud State University

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.

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