Literaturnachweis - Detailanzeige
| Autor/inn/en | Graetz, Brian W.; Sawyer, Michael G.; Baghurst, Peter |
|---|---|
| Titel | Gender Differences among Children with DSM-IV ADHD in Australia |
| Quelle | In: Journal of the American Academy of Child and Adolescent Psychiatry, 44 (2005) 2, S.159 (10 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0890-8567 |
| Schlagwörter | Foreign Countries; Social Problems; Psychiatry; Females; Gender Differences; Hyperactivity; Attention Deficit Disorders; Children; Behavior Problems; Risk; Australia; Diagnostic Interview Schedule for Children |
| Abstract | Objective: To examine gender differences among children meeting symptom criteria for DSM-IV attention-deficit/hyperactivity disorder (ADHD) identified in a nationally representative sample of Australian children. Method: From 2,404 children aged 6 to 13 years, 225 boys and 99 girls with ADHD symptoms were identified using the parent version of the Diagnostic Interview Schedule for Children and compared on parent reports of children's behavioral problems and impairment. Results: When ADHD types were collapsed into a single group, boys and girls did not differ on core symptoms, comorbidity, and impairment with the exception that girls rated higher on somatic complaints and boys had poorer school functioning. However, gender patterns were found to vary across ADHD type on impairment measures of social problems, schoolwork difficulties, and self-esteem, with boys being generally rated as more impaired in the combined and hyperactive-impulsive groups but equally or less impaired in the inattentive group. Conclusions: The findings suggest the possibility of gender-specific risks associated with high levels of inattentive and hyperactive-impulsive symptoms indicating that ADHD subtype membership should be considered when conducting ADHD gender comparisons. (Author). |
| Anmerkungen | Lippincott Williams & Wilkins, P.O. Box 1620, Hagerstown, MD 21741. Tel: 800-638-3030 (Toll Free); Fax: 301-223-2400. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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