Disparities in ADHD (Attention-Deficit/Hyperactivity Disorder) Identification Among U.S. Elementary Schoolchildren

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Improving Special Education Evaluation and Identification Through an Interdisciplinary Approach (Table 36)

Abstract

We examined which groups of U.S. elementary schoolchildren are less likely to be diagnosed and treated for ADHD in analyses of a population-based cohort (N=10,920). Black children (aOR, 0.60), girls (aOR, 0.55), and emergent bilinguals (aOR, 0.29) were less likely to have an ADHD diagnosis. Black children’s under-diagnosis occurred among boys. Emergent bilingual children’s under-diagnosis occurred among both boys and girls. Girls (aOR, 0.52) and emergent bilinguals (aOR, 0.24) with ADHD were less likely to use prescription medication. Sociodemographic disparities in ADHD diagnosis and treatment occur among U.S. elementary schoolchildren. The findings empirically support cultural, linguistic, and biological sensitivity in the ADHD diagnostic and treatment procedures in use for the U.S. elementary school population.

Authors

• Paul L. Morgan, University at Albany - SUNY

• Eric Hengyu Hu, University at Albany - SUNY