Understanding ADHD in Girls: Identification and Social Characteristics.

摘要: The purpose of this study was to identify the hyperactive, impulsive, social, and emotional characteristics girls with symptoms attention deficit hyperactivity disorder (ADHD). These could be used increase referral rates these provide implications for intervention. Parent self-ratings a school-based sample 262 without ADHD were analyzed. Girls characterized as more verbally impulsive faster in conversations school-work, easily bored, often stirring up trouble, having difficulty waiting, demonstrating greater moodiness, anger, stubbornness than their peers. also discriminated between own appropriate versus inappropriate activity demonstrated normal prosocial activities, level which related higher self-esteem. Implications are that characteristic behavior can identified earlier so treatments studied improved. address problem reduced identification That is, teachers typically refer students schoolbased assessment because externalizing disruptive classroom. However, less likely exhibit disruptive, externalizing, or out seat classroom boys (Abikoff et al., 2002). Furthermore, age, they manifest ways suggest (Ohan & Johnston, 2005). During preschool years, overt hyperactive behavior, but by six through ten years no longer demonstrate type (deHaas Young, 1984; deHaas, 1986; Battle Lacey, 1972; Huessy Howell, 1988). findings developmental changes make boys. over levels may observed time. is teachers’ prior experience lead them expect an eventual modulation activity/inattention/impulsivity. expectations explain what appear biased ratings following study. Greenblatt (1994) asked 57 elementary middle school counselors evaluate case studies children described (hyperactive, fidgety, uncooperative, inattentive, through). Teachers assessed only 27% girl cases have when reviewing identical labeled boys, 72% cases. In summary, even there equivalent amount excessive ADHD, see modifiable This conclusion supported girls, not inhibited punishment consequence (Milich, Hartung, Martin, Haigler, 1994). Perhaps older learn inhibit obvious movement specific contexts avoid social disapproval therefore ADHD. From research we might conclude manifestation setting. Contexts where teacher would academic settings; settings context accurately represent females. Social involve complex rules requirements, delayed indirect consequences. consequences peer rejection. For example, had