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Gender Differences in ADHD: A Meta-Analysis and Critical Review
Abstract
Objective To quantitatively review and critically evaluate literature examining gender differences in attention-deficit hyperactivity disorder (ADHD).Method A meta-analysis of relevant research based on 18 studies meeting inclusion criteria was performed. Domains evaluated included primary symptomatology, intellectual and academic functioning, comorbid behavior problems, social behavior, and family variables.Results Gender differences were not found in impulsivity, academic performance, social functioning fine motor skills, parental education, or parental depression. However, compared with ADHD boys, ADHD girls displayed greater intellectual impairment, lower levels of hyperactivity, and lower rates of other externalizing behaviors; it was not possible to evaluate the extent to which referral bias affected these findings. Some gender differences were clearly mediated by the effects of referral source; among children with ADHD identified from nonreferred populations, girls with ADHD displayed lower levels of inattention, internalizing behavior, and peer aggression than boys with ADHD, while girls and boys with ADHD identified from clinic-referred samples displayed similar levels of impairment on these variables.Conclusions The need for future research examining gender differences in ADHD is strongly indicated, with attention to methodological limitations of the current literature, including the potential confounding effects of referral bias, comorbidity, developmental patterns, diagnostic procedures, and rater source.
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Boys with ADHD are more likely to exhibit externalizing conditions like oppositional defiant disorder or conduct disorder.
“Boys are more likely to exhibit externalizing conditions like oppositional defiant disorder or conduct disorder.17,19,20”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [20]
Clinical samples have the disadvantage of initial referral biases that limit inference about adult outcomes.
“However, clinical samples have the disadvantage of initial referral biases that limit inference about adult outcomes(7-10).”
From Is adult ADHD a childhood-onset neurodevelopmental disorder? Evidence from a four-decade longitudinal cohort study (2015) · cites this paper as [9]
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Metadata
- Authors
- GAUB, M., & CARLSON, C. L.
- Affiliations
- The University of Texas at Austin (US)
- Corresponding author
- CARLSON, CARYN L.
- Venue
- Journal of the American Academy of Child & Adolescent Psychiatry
- Publisher
- Elsevier BV
- Published
- 1997-08
- Volume
- 36
- Issue
- 8
- Pages
- 1036-1045
- ISSN
- 0890-8567 (ISSN-L)
- OpenAlex
- W2054555385
- Cited by
- 1,117
- References
- 22
- Citations by year
- 2026: 24 · 2025: 36 · 2024: 35 · 2023: 41 · 2022: 45 · 2021: 43 · 2020: 30 · 2019: 38 · 2018: 29 · 2017: 37 · 2016: 43 · 2015: 49 · 2014: 42 · 2013: 48 · 2012: 52
- FWCI
- 3.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of the American Academy of Child & Adolescent Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- 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 › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- attention deficit hyperactivity disorder, gender differences, referral bias, comorbidities, academic performance, intellectual functioning, hyperactivity, impulsivity, social functioning, peer aggression, internalizing problems, parental depression, parental education
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Female, Humans, Male, Referral and Consultation, Sex Factors, Chi-Square Distribution
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