Date of Award

Spring 8-1-2024

Document Type

Dissertation

Degree Name

Doctor of Clinical Psychology

Department

Psychology

First Advisor

Elizabeth O'Laughlin

Second Advisor

Kevin Bolinskey

Third Advisor

Veanne Anderson

Abstract

This study aimed to advance the current literature on the relationship between informant (parent and teacher) perceptions of ADHD symptoms (hyperactivity, inattention) and gender, considering possible gender bias. Previous research demonstrates that there are consistent differences in the prevalence of ADHD between boys and girls in childhood, between girls in childhood versus adult women, and in the sex-ratio between community versus clinical samples. The current literature is mixed regarding what is causing these discrepancies in prevalence of ADHD, particularly about whether gender bias is a contributing factor. Data was collected from parents and teachers of 116 children (50% male; 50% female) ages 5-12 who were evaluated at a university-based ADHD Evaluation clinic in the Midwest. As part of the child’s ADHD evaluation, parents and teachers completed both broad and narrow range measures of child behavior. Contrary to hypotheses, the current study did not find support that gender, or gender expectations, predicts greater parent-teacher discrepancies in reports of ADHD symptoms within a clinical sample. However, results demonstrated that the presence of internalizing symptoms predicted greater parent-teacher discrepancy in reports of ADHD symptoms for both genders and that internalizing symptoms often co-occur with externalizing symptoms for both genders, which is consistent with current literature. Results of this study have implications for clinical practice, emphasizing the need to diagnose comorbid conditions such as anxiety or depression which can complicate recognition, diagnosis, and management of ADHD in childhood.

Download

Share

COinS