CoChat
Sign Up
Cited by 367Attention Deficit Hyperactivity DisorderChild and Adolescent Psychosocial and Emotional DevelopmentBehavioral and Psychological Studies

The DOI matches its Crossref record; 53 of the 54 references it cites were found in a registry or an index.

Observed Classroom Behavior of Children with ADHD: Relationship to Gender and Comorbidity

Abikoff, Howard B., Jensen, Peter S., Arnold, L. L. Eugene, Hoza, Betsy, Hechtman, Lily, Pollack, Simcha, Martin, Diane, Alvir, Jose, March, John S., Hinshaw, Stephen, Vitiello, Benedetto, Newcorn, Jeffrey, Greiner, Andrew, Cantwell, Dennis P., Conners, C. Keith, Elliott, Glen, Greenhill, Laurence L., Kraemer, Helena, Pelham, William E., Severe, Joanne B., Swanson, James M., Wells, Karen, Wigal, Tim·2002·Journal of Abnormal Child Psychology
DOI 10.1023/a:1015713807297
Open this paper in CoChat — free account

Abstract

Examined hypothesized gender and comorbidity differences in the observed classroom behavior of children with attention deficit hyperactivity disorder (ADHD). The behavior of 403 boys and 99 girls with ADHD, ages 7-10, was compared (a) to observed, sex-specific classroom behavior norms, (b) by sex, and (c) by comorbid subgroups. Boys and girls with ADHD deviated significantly from classroom norms on 15/16 and 13/16 categories, respectively. Compared to comparison girls, girls with ADHD had relatively high rates of verbal aggression to children. Boys with ADHD engaged in more rule-breaking and externalizing behaviors than did girls with ADHD, but the sexes did not differ on more "neutral," unobtrusive behaviors. The sex differences are consistent with notions of why girls with ADHD are identified and referred later than boys. Contrary to hypothesis, the presence of comorbid anxiety disorder (ANX) was not associated with behavioral suppression; yet, as hypothesized, children with a comorbid disruptive behavior disorder (DBD) had higher rates of rule-breaking, and impulsive and aggressive behavior, than did children with ADHD alone and those with ADHD+ANX. Elevated rates of ADHD behaviors were also observed in children with comorbid DBD, indicating that these behaviors are truly present and suggesting that reports of higher ADHD ratings in this subgroup are not simply a consequence of negative halo effects and rater biases.

Overview

Integrity signals

Registry

Crossref · 10.1023/a:1015713807297

Cites

53 of 53 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Citations

Cites

Research works printed but not linked: 5

  1. Abikoff, H., & Gittelman, R. (1985). Classroom observation code: A modification of the Stony Brook code. Psychopharmacology Bulletin, 21, 901-909.
  2. Coie, J. D., Dodge, K. A., & Kupersmidt, J. (1990). Peer group behavior and social status. In S. R. Asher, & J. D. Coie (Eds.), Peer rejection in childhood (pp. 17-59). New York: Cambridge University Press.
  3. Gittelman-Klein, R., Abikoff, H., Pollack, E., Klein, D. F., Katz, S., & Mattes, J. (1980). A controlled trial of behavior modification and methylphenidate in hyperactive children. In C. Whalen & B. Henker (Eds.), Hyperactive children: The social ecology of identification and treatment (pp. 221-243). New York: Academic Press.
  4. Vincent, J. P., Williams, B. J., Harris, G. E., Jr., & Duval, G. C. (1981). Classroom observations of hyperactive children: A multiple validation study. In K. D. Gadow & J. Loney (Eds.), Psychosocial aspects of drug treatment for hyperactivity (pp. 207-248). Boulder, CO: Westview Press.
  5. Young, R. D., & Klein, A. R. (1981). Hyperactive and high-active normal boys in the classroom: A naturalistic assessment. In K. D. Gadow & J. Loney (Eds.), Psychosocial aspects of drug treatment for hyperactivity (pp. 177-206). Boulder, CO: Westview Press.

Cited by

Sorted by citations

See all 367

Related

See all

Metadata

Authors
Abikoff, H. B., Jensen, P. S., Arnold, L. L. E., Hoza, B., Hechtman, L., Pollack, S., Martin, D., Alvir, J., March, J. S., Hinshaw, S., Vitiello, B., Newcorn, J., Greiner, A., Cantwell, D. P., Conners, C. K., Elliott, G., Greenhill, L. L., Kraemer, H., Pelham, W. E., Severe, J. B., Swanson, J. M., Wells, K., & Wigal, T.
Affiliations
  • New York University (US)
  • New York State Psychiatric Institute (US)
  • Purdue University West Lafayette (US)
  • Montreal Children's Hospital (CA)
  • St. John's University (US)
  • Nassau Community College (US)
  • Duke Medical Center (US)
  • University of California, Berkeley (US)
  • National Institute of Mental Health (US)
  • University of Pittsburgh (US)
  • Duke University (US)
  • University of California, San Francisco (US)
  • Columbia University (US)
  • Stanford University (US)
  • University at Buffalo, State University of New York (US)
  • National Institutes of Health (US)
  • University of California, Irvine (US)
Corresponding author
Abikoff, Howard B.
ORCID
Venue
Journal of Abnormal Child Psychology
Publisher
Springer Science and Business Media LLC
Published
2002-08
Volume
30
Issue
4
Pages
349-359
ISSN
  • 0091-0627 (ISSN-L)
  • 1573-2835
DOI
10.1023/a:1015713807297
OpenAlex
W1560568018
Cited by
367
References
54
Citations by year
2026: 1 · 2025: 12 · 2024: 13 · 2023: 9 · 2022: 10 · 2021: 15 · 2020: 13 · 2019: 14 · 2018: 16 · 2017: 22 · 2016: 18 · 2015: 18 · 2014: 21 · 2013: 22 · 2012: 20
FWCI
4.50
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Research on Child and Adolescent Psychopathology (publishedVersion)
  • PubMed (publishedVersion)
  • Institutional Research Information System University of Turin (University of Turin) (submittedVersion)
Funders
National Institute of Mental Health (U01 MH50447, U01MH50461, U01MH50440, U01MH050467, U01MH50454, U01MH050447, U01MH050440, U01MH050453, U01MH50467, U01MH050461, U01MH50453, U01MH050454)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords
attention deficit hyperactivity disorder, classroom behavior, gender differences, comorbidities, anxiety disorders, disruptive behavior disorders, rule violations, externalizing problems, verbal aggression, behavioral suppression, rater bias
MeSH terms
Anxiety Disorders, Attention Deficit Disorder with Hyperactivity, Child, Child Behavior Disorders, Female, Humans, Internal-External Control, Male, Personality Assessment, Prognosis, Sex Factors, Social Behavior, Comorbidity, Attention Deficit and Disruptive Behavior Disorders

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review