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Attention deficit/hyperactivity disorder (ADHD), long associated with boys, has been revealed by research conducted over the last four decades. Only 5.6% of women and girls have ADHD, compared to nearly 13% of men and boys. Parents and teachers tend to be less likely than boys or men to refer girls for diagnosis, so they are frequently misdiagnosed. Stephen Hinshaw is a clinical psychologist at the University of California, Berkeley. He said that it has been a long journey for the medical profession to catch up.
Hinshaw’s study highlights the importance of early detection and intervention for girls with ADHD. He stated that coping and compensating behavior patterns can develop over time, becoming more serious. Hinshaw believes that girls may suffer silently if they are not diagnosed, increasing their risk of suicidal or self-harming thoughts. Parents and teachers can help girls succeed in school by using parenting strategies when ADHD is diagnosed. He said, “I think we should pay more attention to the symptoms of girls.” Hinshaw stated that there was no need to treat boys and girls differently.
Different medicines, different presentations
ADHD can manifest differently in boys and girls. Girls are more likely to show internalized symptoms such as daydreaming and social withdrawal. Girls with ADHD can also have trouble making and maintaining friends. It can make them feel isolated, and it can affect their self-esteem. Hinshaw’s study of ADHD girls at a summer camp found that more than three-quarters had trouble making friends. Comparatively, only 30–40% of the boys had this problem.
Adderall, or Ritalin, is the most common stimulant prescribed for ADHD. Hinshaw says they may help kids pay attention in school, but they don’t help with social skills or friendships. Hinshaw also says that women have a higher risk of stimulant side effects. They are also more likely to respond to non-stimulant options, such as non-stimulant medication and parentally-assisted play dates.
Hinshaw stated that girls with ADHD have higher levels of anxiety and depression than neurotypicals. They also had more conduct problems, even though they started later. They also had lower academic achievement. Hinshaw recommended that clinicians treat girls who have ADHD for co-occurring mental conditions.
ADHD and parenting outcomes
Some people think that ADHD is caused by poor parenting. Although it’s not accurate, parenting can have an impact on the outcome of ADHD children. Hinshaw said, “It’s time to accept that your daughter might not be as you expected.”
Sponsorship
Hinshaw stressed the importance of parents helping girls with ADHD develop their passions. It can boost their self-esteem and encourage them to engage in academic and social activities. Use their interests to encourage positive behaviors. “They’ll need more structure. More external rewards will be needed. Hinshaw said that adults would need to be more understanding to help children develop the skills they will need to succeed in later life.
Hinshaw suggested that parents and children create a daily report card. Parents can then reward their children for meeting the goals. Dr. Hinshaw advised parents to gradually reduce rewards when they decide to stop using reward-based systems. Dr. Hinshaw warned parents that if they stop rewarding their children, the children will disappear and their behavior will go back to baseline.
Working with teachers, ensure that expectations are consistent.
Coordination between home and school can reinforce positive behaviors. Hinshaw suggested parents have a meeting with their child’s teacher, a behaviorist, and, if possible, a behaviorist to discuss how to improve two academic behaviors. Set the goal to come in quietly after recess or sit in a group reading for a while. As progress is made, the goals can be adjusted. Hinshaw asked, “What is the goal for next week if she sits for an average of four minutes, then skips off?” “Seven minutes. Then 9, then 10. Then, 10, then 9, “Build slowly.”
Parents who have a reward system in place at home can collaborate with their teachers to make sure that the same system is implemented in school. Parents and teachers, for example, can share daily reports of behavior so that the goals are totaled at the end. Hinshaw stated that one goal of a daily behavior card is to ask, “Did the daily report card get home?” He remembered a friend whose ADHD child still had an assignment in the backpack from the beginning of the year.
Parents and teachers can help girls with ADHD overcome their symptoms. It will improve their performance at school.