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

TY - JOUR

T1 - Sex Differences in the Meaning of Parent and Teacher Ratings of ADHD Behaviors

T2 - An Observational Study

AU - Meyer, Brenda J.

AU - Stevenson, Jim

AU - Sonuga-Barke, Edmund J.S.

PY - 2017/8/1

Y1 - 2017/8/1

N2 - 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.

AB - 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.

KW - ADHD

KW - bias

KW - children

KW - gender

KW - parent ratings

KW - perception

KW - teacher ratings

UR - http://www.scopus.com/inward/record.url?scp=85046092835&partnerID=8YFLogxK

U2 - 10.1177/1087054717723988

DO - 10.1177/1087054717723988

M3 - Article

AN - SCOPUS:85046092835

SN - 1087-0547

JO - Journal of Attention Disorders

JF - Journal of Attention Disorders

ER -