Observed classroom behavior of children with ADHD: Relationship to gender and comorbidity
Observed classroom behavior of children with ADHD: Relationship to gender and comorbidity
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DOI：
10.1023/a:1015713807297
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发表时间：
2002-08-01
影响因子：
3.6
通讯作者：
Wigal, T
中科院分区：
文献类型：
--
作者：
Abikoff, HB;Jensen, PS;Wigal, T
研究注意缺陷多动障碍（ADHD）儿童课堂行为的假设性别和共病差异。将403名7-10岁ADHD男孩和99名女孩的行为与观察到的性别特异性课堂行为规范进行比较，（B）按性别进行比较，（c）按共病亚组进行比较。患有ADHD的男孩和女孩分别在15/16和13/16类别上显著偏离课堂规范。与对照组女孩相比，患有ADHD的女孩对儿童的言语攻击率相对较高。患有ADHD的男孩比患有ADHD的女孩有更多的违反规则和外化行为，但性别在更“中立”，不引人注目的行为上没有差异。性别差异与为什么ADHD女孩比男孩更晚被发现和转诊的概念是一致的。与假设相反，共病焦虑障碍（ANX）的存在与行为抑制无关;然而，正如假设的那样，共病破坏性行为障碍（DBD）的儿童比单独患有ADHD的儿童和患有ADHD+ANX的儿童有更高的违规率，冲动和攻击行为。在患有共病DBD的儿童中也观察到ADHD行为的发生率升高，这表明这些行为确实存在，并表明该亚组中ADHD评分较高的报告不仅仅是负面晕轮效应和评分者偏见的结果。
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.