Gender and ethnic differences in ADHD as assessed by behavior ratings

Attention-deficit/hyperactivity disorder (ADHD) is a common childhood disor der. Research suggests that ADHD is 4 to 9 times more frequent in males tha n females, and the possibility of underidentification in females and overid entification in males has been suggested as an explanation for these statis tics. As part of the diagnostic process, teachers are frequently asked to c omplete behavior rating scales. There is a lack of empirical data concernin g the extent to which gender differences are evident on such rating scales. This study investigated the use of the ADHD-IV Rating Scale-School Version , with male and female students from ages 5 to 18 years. Results suggest th at the ADHD construct is consistent across gender; however, there are diffe rences across gender and ethnicity. For Caucasian children, externalizing b ehaviors are most salient in terms of discriminating between males and fema les. Implications for research and practice are discussed.