Hovik, & Øie, 2013, p. 1). The disorder can be shown in a variety of ways, specifically inattention, hyperactivity, or both. ADD often refers to the inattentive form of the disorder. ADHD typically refers to the hyperactive form. However, it can also function as an umbrella term to describe all forms and degrees of the disorder. There are more males diagnosed with ADHD than girls, which is an issue that sparks interest (Coles, Slavec, Bernstein, & Baroni, 2012, p. 102). ADHD is not represented equally among gender and to understand why, it is necessary to consider differences in the beliefs and perceptions about ADHD, the ways ADHD is recognized and diagnosed, and the outcomes that these differences can produce.
Beliefs and perceptions about ADHD differ between parents and teachers, and these beliefs and perceptions can either correspond or contrast with the realities of the disorder. In a research study, the gender of the child did not influence the parents’ beliefs about ADHD (Chen, Seipp, & Johnston, 2008, p. 85). The fact that parents can be unaffected by the gender of their child with ADHD is reassuring with regard to fair judgment and treatment between genders within a family. My brother and I both have ADHD, and our parents do not demonstrate their concerns by gender. However, my parents provide more assistance to my brother because of his several disorders and conditions that are all severe. My parents provide adequate concern relative to the severity of our conditions. A study examined how parents attribute inattentive and hyperactive ve...
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...s were described as least impaired. However, girls who demonstrate hyperactive symptoms were described as most impaired (Coles et al., 2012, p. 106). Teachers may have been influenced by their perceptions of ADHD and gender. Specifically, teachers may believe that boys are more likely to be hyperactive and are more likely to have ADHD, so when a teacher sees hyperactivity in a girl, the behavior may seem more noticeable and alarming (Coles et al., 2012, p. 106). The results demonstrate the potential for gender bias among teachers. Teachers also considered inattention less of an impairment than hyperactivity, which was not the case for parents because they believed they opposite (Chen et al., 2008, p. 96; Coles et al., 2012, p. 106). Parents considered hyperactivity as more controllable, thus as less of an impairment, than inattention (Chen et al., 2008, p. 96).
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