A Meta-Analytic Review of Gender Differences in ADHD

By J. Gershon. Journal of Attention Disorders, 2002

886 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/bb32f8c3c68cacdcb60e812a9643476fd9a063ec

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Dahlin
2. Stefan G. Hofmann

In Psychiatry and Mental health

1. K. Dahlin
2. Anu Asnaani
3. Stefan G. Hofmann
4. C. McLean
5. B. Litz

Citations in the corpus

• Effects of Child Gender and Symptom Type on Referrals for ADHD by Elementary School Teachers (2004, background): “Girls with ADHD, however, tend to exhibit lower levels of disruptive behavior and higher levels of inattentiveness, internalizing symptoms, and social impairment (Biederman et al., 2002; Carlson, Tamm, & Gaub, 1997; Gaub & Carlson, 1997; Gershon, 2002).”
• Gender Differences in Anxiety Disorders: Prevalence, Course of Illness, Comorbidity and Burden of Illness (2011, background): “Previous reports have documented that IED and ADHD are each highly comorbid with anxiety disorders and more prevalent in men than women (IED: Kessler et al., 2006b; ADHD: Gershon, 2002).”
• Adult ADHD and comorbid disorders: clinical implications of a dimensional approach (2017, background): “Despite this, one meta-analysis reported that females with ADHD often have greater intellectual impairments than males with the disorder [19], highlighting the importance of recognizing and appropriately managing this under-represented population.”
• ADHD symptoms and peer relations of children in a community sample: Examining associated problems, self-perceptions, and gender differences (2005, neutral): “Gershon, 2002; Silverthorn, Frick, Kuper, & Ott, 1996).”
• Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs (2013, background): “The proportion of boys and girls with attention deficits ranges from 3:1 to 9:1, resulting in fewer girls than boys being examined in empirical studies (Gershon, 2002).”