Skip to main content
SpringerLink
Log in

Gender differences in a clinic-referred sample of attention-deficit-disordered children

  • Articles
  • Published:
Child Psychiatry and Human Development Aims and scope Submit manuscript

Abstract

This study of attention-deficit-disordered children revealed that females were more frequently retained in school and evidenced greater impairment on spatial memory tasks. Moreover, there was a trend for girls to be older at the time of referral. With age, the girls evidenced more severity across a wider array of measures, including cognitive functioning, poorer academic achievement, and more problems with peers.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  1. Ross D, Ross S:Hyperactivity: Current Issues, Research and Theory. New York: Wiley, 1982.

    Google Scholar 

  2. Rubinstein, RA, Brown RT: An evaluation of the validity of the diagnostic category of attention deficit disorder.Am J Orthopsychiatry 54:398–414, 1984.

    Google Scholar 

  3. Barkley R:Hyperactive Children: A Handbook for Diagnosis and Treatment. New York: Guilford, 1981.

    Google Scholar 

  4. Ackerman PT, Dykman RA, Oglesby DM: Sex and group differences in reading and attention disordered children with and without hyperkinesis.J Learn Disabil 16:407–415, 1983.

    Google Scholar 

  5. Berry CA, Shaywitz SE, Shaywitz BA: Girls with attention deficit disorder: a silent minority? A report on behavioral and cognitive characteristics.Pediatrics 76: 801–809, 1985.

    Google Scholar 

  6. Breen MJ, Barkley RA: Child psychopathology and parenting stress in girls and boys having attention deficit with hyperactivity.J Pediatr Psychol 13:265–280, 1988.

    Google Scholar 

  7. de Haas PT: Attention styles and peer relations of hyperactive and normal boys and girls.J Abnorm Child Psychol 14:457–467, 1986.

    Google Scholar 

  8. de Haas PT, Young RD: Attention styles of hyperactive and normal girls.J Abnorm Child Psychol 12:531–546, 1984.

    Google Scholar 

  9. Horn WF, Wagner AE, Ialongo N: Sex differences in school-age children with pervasive attention deficit disorder.J Abnorm Child Psychol 17:109–125, 1989.

    Google Scholar 

  10. James A, Taylor E: Sex differences in the hyperkinetic syndrome of childhood.J Child Psychol Psychiatry 31:437–446, 1990.

    Google Scholar 

  11. Kashani J, Chapel JL, Ellis J, Shekim WD: Hyperactive girls.Journal Operational Psychiatry 10:145–148, 1979.

    Google Scholar 

  12. Mannuzza S, Gittelman R: The adolescent outcome of hyperactive girls.Psychiatry Res 13:19–29, 1984.

    Google Scholar 

  13. Barkley R: Hyperactive girls and boys: stimulant drug effects on mother-child interactions.J Child Psychol Psychiatry 30:379–390, 1989.

    Google Scholar 

  14. Befera MS, Barkley RA: Hyperactive and normal girls and boys: mother-child interactions, parent psychiatric status, and child psychopathology.J Child Psychol Psychiatry 26:439–452, 1985.

    Google Scholar 

  15. McGee R, Williams S, Silva PA: A comparison of girls and boys with teacher-identified problems of attention.J Am Acad Child Adolesc Psychiatry 26:711–717, 1987.

    Google Scholar 

  16. American Psychiatric Association:Diagnostic and Statistical Manual of Mental Disorders (rev, 3rd ed). Washington, DC: Author, 1987.

    Google Scholar 

  17. Prinz R, Loney J: Teacher-rated hyperactive elementary school girls: an exploratory developmental study.Child Psychiatry Hum Dev 4:246–257, 1974.

    Google Scholar 

  18. Loeber R, Green SM, Lahey B: Mental health professionals' perception of the utility of children, mothers, and teachers as informants on childhood psychopathology.Journal of Clinical Child Psychology, in press.

  19. Loney J, Whaley-Klahn M, Kosier T, Conboy J: Hyperactive boys and their brothers at 21: predictors of aggressive and antisocial outcomes. InProspective Studies in Delinquent and Criminal Behavior, Mednick, S, & Van Dusen, K. ed. Boston: Kluiver-Nijhoff, 1983.

    Google Scholar 

  20. Hechtman L, Weiss G, Perlman T, Amsel R: Hyperactives as young adults: initial predictors of adult outcome.J Am Acad Child Psychiatry 23:250–260, 1984.

    Google Scholar 

  21. Brown RT, Borden KA: Hyperactivity at adolescence: some misconceptions and new directions.Journal of Clinical Child Psychology 15:194–209, 1986.

    Google Scholar 

  22. Achenbach TM, Edelbrock C:Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington, VT: Thomas Achenbach, 1984.

    Google Scholar 

  23. Kaufman AS, Kaufman NL:Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service, 1983.

    Google Scholar 

  24. Reynolds CR, Kamphaus RW, Rosenthal B: Applications of the Kaufman Assessment Battery for Children (K-ABC) in neuropsychological assessment. InHandbook of Clinical Neuropsychology, Reynolds, CR, & Fletcher-Janzen, E. ed. New York: Plenum, 1989.

    Google Scholar 

  25. Das JP, Kirby JR, Jarman RF: Simultaneous and successive synthesis: an alternative model for cognitive abilities.Psychol Bull 82:87–103, 1979.

    Google Scholar 

  26. Hammill DD:Detroit Test of Learning Aptitude-2. Austin, TX: Pro-Ed, 1985.

    Google Scholar 

  27. Kaufman A: Factor analysis of the WISC-R at 11 age levels between 6 1/2 and 16 1/2 years.J Consult Clin Psychol 43:135–147, 1975.

    Google Scholar 

  28. Matarazzo J:Wechsler's Measurement and Appraisal of Adult Intelligence (5th ed). Baltimore: Williams & Wilkins, 1972.

    Google Scholar 

  29. Sattler JM:Assessment of Children's Intelligence and Special Abilities (2nd ed). Boston: Allyn & Bacon, 1982.

    Google Scholar 

  30. Cohen J; The factorial structure of the WISC-R at ages 7–6, 10–6, and 13–6.J Consult Psychol 73:285–299, 1959.

    Google Scholar 

  31. Brown RT, Wynne ME: Correlates of teacher ratings, sustained attention, and impulsivity in hyperactive and normal boys.Journal of Clinical Child Psychology 11:262–267, 1982.

    Google Scholar 

  32. Keogh BK, Welter J, McGinity A, Donlon G: Functional analysis of WISC performance of learning disordered, hyperactive, and mentally retarded boys.Psychology in the Schools 10:178–180, 1973.

    Google Scholar 

  33. Jastak S, Wilkinson GS:The Wide Range Achievement Test-Revised. Wilmington, DE: Jastak Associates, 1984.

    Google Scholar 

  34. Dunn LM, Markwardt FC:Peabody Individual Achievement Test: Manual. Circle Pines, MN: American Guidance Service, 1970.

    Google Scholar 

  35. Beery K, Buktenica N:Developmental Test of Visual-Motor Integration. Chicago: Follet, 1967.

    Google Scholar 

  36. Wechsler D:Intelligence Scale for Children-Revised. New York: Psychological Corporation, 1974.

    Google Scholar 

  37. Keppel G:Design and Analysis: A Researcher's Handbook. Englewood Cliffs, NJ: Prentice Hall, 1973.

    Google Scholar 

  38. Schachar R, Rutter M, Smith A: The characteristics of situationally and pervasive hyperactive children: implications for syndrome definition.J Child Psychol Psychiatry 22:375–392, 1981.

    Google Scholar 

  39. McGuinness D:When Children Don't Learn: Understanding the Biology and Psychology of Learning Disabilities. New York: Basic Books, 1985.

    Google Scholar 

  40. Vogel SA: Gender differences in intelligence, language, visual-motor abilities, and academic achievement in students with learning disabilities: A review of the literature.J Learn Disabil 23:44–52, 1990.

    Google Scholar 

  41. Taylor DC, Ounsted C: The nature of gender differences explored through ontogenic analyses of sex ratios in disease. InGender Differences: Their Ontogeny and Significance, Ounsted, C, & Taylor, DC, ed. London: Churchill Livingstone, 1972.

    Google Scholar 

  42. Carlson GA, Cantwell DP: Unmasking masked depression in children and adolescents.Am J Psychiatry 137:445–449, 1980.

    Google Scholar 

  43. Weiss G, Hechtman L:Hyperactive Children Grown Up. New York: Guilford, 1986.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Emory University School of Medicine, Box AF, 30322, Atlanta, Georgia

    Ronald T. Brown PhD (Associate Professor of Pediatrics and Psychiatry), Avi Madan-Swain PhD & Kevin Baldwin BA

Authors
  1. Ronald T. Brown PhD
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Avi Madan-Swain PhD
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kevin Baldwin BA
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

A detailed report describing measures, sample means, and standard deviations is available upon request.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Brown, R.T., Madan-Swain, A. & Baldwin, K. Gender differences in a clinic-referred sample of attention-deficit-disordered children. Child Psych Hum Dev 22, 111–128 (1991). https://doi.org/10.1007/BF00707789

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF00707789

Key words

Search

Navigation