University of Maine, Orono, ME, USA.
J Atten Disord. 2012 Feb;16(2):101-8. doi: 10.1177/1087054710381481. Epub 2010 Sep 13.
The current study examined the impact of the gender of children with ADHD on teachers' perceptions toward inattentive, hyperactive, or oppositional behaviors, and how these perceptions relate to teachers' ratings of children's impairment and referral recommendations.
Teachers read eight vignettes depicting boys and girls with different subtypes of ADHD, as well as one depicting comorbidity (ADHD + ODD). Teachers then completed measures of impairment, and responded to questions about what services they would likely refer for the child and why.
Teachers rated girls as being significantly more impaired and more in need of services than boys. Regardless of gender, teachers overwhelmingly reported preferring the use of behavior modification for the described child. Also, children who were described with symptoms of ADHD-predominately inattentive subtype were rated as being the least impaired, while girls described as hyperactive and impulsive were rated by teachers as being the most impaired.
The current study adds to previous literature on gender bias in ADHD referrals by providing evidence for the differential referral of ADHD boys and girls to treatment based on presentation of symptoms.
本研究考察了 ADHD 儿童的性别对教师对注意力不集中、多动或对立行为的看法的影响，以及这些看法如何与教师对儿童损害程度的评估和转介建议相关。
教师阅读了八个描述患有不同亚型 ADHD 的男孩和女孩的情景，以及一个描述合并症（ADHD + ODD）的情景。然后，教师完成了损害程度的测量，并回答了他们可能会为孩子转介哪些服务以及为什么的问题。
教师认为女孩比男孩的损害程度更严重，更需要服务。无论性别如何，教师都压倒性地表示更倾向于使用行为矫正来描述的孩子。此外，描述为 ADHD-以注意力不集中为主导的症状的孩子被评为损害程度最小，而被描述为多动和冲动的女孩被教师评为损害程度最大。
本研究通过提供 ADHD 男孩和女孩根据症状表现被不同程度地转介治疗的证据，为 ADHD 转介中的性别偏见的先前文献增添了内容。
