Intellectual Disability Modifies Gender Effects on Disruptive Behaviors

Autor/inn/en	Einfeld, Stewart L.; Gray, Kylie M.; Ellis, Louise A.; Taffe, John; Emerson, Eric; Tonge, Bruce J.; Horstead, Sian K.
Titel	Intellectual Disability Modifies Gender Effects on Disruptive Behaviors
Quelle	In: Journal of Mental Health Research in Intellectual Disabilities, 3 (2010) 4, S.177-189 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-5864
Schlagwörter	Adult Development; Females; Mental Retardation; Mental Disorders; Hyperactivity; Behavior Disorders; Gender Differences; Children; Adolescents; Foreign Countries; Check Lists; Age Differences; Severity (of Disability); Attention Deficit Hyperactivity Disorder; Australia; Developmental Behavior Checklist + Suchen Sie Ihr Suchwort? Erwachsenwerden; Weibliches Geschlecht; Geistige Behinderung; Mental illness; Geisteskrankheit; Hyperaktivität; Geschlechterkonflikt; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Checkliste; Age; Difference; Age difference; Altersunterschied; Schweregrad; Australien
Abstract	In typically developing children, boys are more commonly diagnosed than girls with disruptive behavior disorders, namely, attention-deficit/hyperactivity disorder, conduct disorder, and oppositional defiant disorder. For children with intellectual disability (ID), the evidence for this gender effect is less clear. In this report we examine gender effects on disruptive behavior in the Australian Child to Adult Development Study, a cohort of children and adolescents with ID, assessed in 4 waves. Items from the Developmental Behaviour Checklist were selected for their similarity to "Diagnostic and Statistical Manual of Mental Disorders, 4th edition" (American Psychiatric Association, 1994) criteria and their frequency compared for boys and girls after taking age and severity of ID into account, both individually and as a composite score. On 14 items, there were no significant gender differences. On 3 items, boys had significantly higher scores than girls, whereas for 1 item, girls scored higher. The extent of these differences was smaller than that reported in typically developing children. On a composite scale of all items, there was no significant effect of gender. We discuss possible explanations for the lesser effect of gender in children with ID. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10