[article]
| Titre : |
Racial/ethnic disparities in ADHD diagnosis by kindergarten entry |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Paul L. MORGAN, Auteur ; Marianne M. HILLEMEIER, Auteur ; George FARKAS, Auteur ; Steve MACZUGA, Auteur |
| Article en page(s) : |
p.905-913 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
ADHD racial/ethnic minorities disparities diagnosis preschool |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by this very early time period. Methods Secondary analysis of data from children enrolled in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a large, nationally representative cohort of US children born in 2001. Data include information from birth certificates, parent and teacher questionnaires, and in-person developmental assessments conducted with children at intervals from 9 months through kindergarten entry. The analytic sample included children enrolled in the ECLS-B at the 60-month assessment (N = 6,550). Results Black children in the United States were 70% (1 – OR of .30) less likely to receive an ADHD diagnosis than otherwise similar White children. Hispanic children initially appeared to be underdiagnosed for ADHD. However, their disparity with Whites became statistically nonsignificant after controlling for whether a language other than English was primarily spoken in the home. Analyses of kindergarten teacher-reported classroom behavior indicated that neither Black nor Hispanic children displayed less frequent ADHD-related behaviors than Whites. Conclusions Although they are not less likely to display ADHD-related behaviors, children who are Black or being raised in households where non-English is primarily spoken are less likely than otherwise similar White children to be diagnosed with ADHD in the US. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.12204 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 |
in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.905-913
[article] Racial/ethnic disparities in ADHD diagnosis by kindergarten entry [Texte imprimé et/ou numérique] / Paul L. MORGAN, Auteur ; Marianne M. HILLEMEIER, Auteur ; George FARKAS, Auteur ; Steve MACZUGA, Auteur . - p.905-913. Langues : Anglais ( eng) in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.905-913
| Mots-clés : |
ADHD racial/ethnic minorities disparities diagnosis preschool |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by this very early time period. Methods Secondary analysis of data from children enrolled in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a large, nationally representative cohort of US children born in 2001. Data include information from birth certificates, parent and teacher questionnaires, and in-person developmental assessments conducted with children at intervals from 9 months through kindergarten entry. The analytic sample included children enrolled in the ECLS-B at the 60-month assessment (N = 6,550). Results Black children in the United States were 70% (1 – OR of .30) less likely to receive an ADHD diagnosis than otherwise similar White children. Hispanic children initially appeared to be underdiagnosed for ADHD. However, their disparity with Whites became statistically nonsignificant after controlling for whether a language other than English was primarily spoken in the home. Analyses of kindergarten teacher-reported classroom behavior indicated that neither Black nor Hispanic children displayed less frequent ADHD-related behaviors than Whites. Conclusions Although they are not less likely to display ADHD-related behaviors, children who are Black or being raised in households where non-English is primarily spoken are less likely than otherwise similar White children to be diagnosed with ADHD in the US. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.12204 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 |
|
Racial/ethnic disparities in ADHD diagnosis by kindergarten entry in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)
