| There are not many studies that have looked at | | | | symptoms of ADHD. This may also explain our |
| the gender differences in people with | | | | next topic which shows that girls seem to have |
| Predominantly Inattentive ADHD (ADHD-PI) but | | | | less executive function impairments than boys. |
| there are studies that have looked at other things | | | | Executive function impairments and the |
| and have coincidentally stumbled upon some | | | | symptoms of ADHD. |
| interesting findings with regards to differences | | | | One study concluded that while both boys and |
| between males and females with ADHD. | | | | girls have neuropsychological problems related to |
| Boys and Girls with Inattentive ADHD are the | | | | executive function deficits, when girls and boys |
| same when it comes to their response to | | | | were compared on tasks such as arithmetic |
| stimulant treatment and they are the same with | | | | achievement, reading achievement, and freedom |
| regards to the difficulties that they have in social | | | | from distractibility, boys were significantly more |
| situations. Both boys and girls with ADHD-PI tend | | | | impaired than girls on these measurements of |
| to be shy and overwhelmed by group dynamics. | | | | executive functioning. Another study looked at |
| Boys and girls with ADHD-PI find it difficult to | | | | executive functioning in boys and girls and found |
| engage in normal school social exchanges as they | | | | that girls with ADHD-PI scored better on the |
| do not do well with school group bantering, | | | | executive function tasks measured than boys did |
| teasing, and playing. Boys and girls with Inattentive | | | | on these same tasks. |
| ADHD will do much better in a one on one | | | | Motor Activity |
| situation and many will end up socially ostracized | | | | Boys are more active than girls and boys with |
| because of their inability to engage in normal social | | | | ADHD-PI are more active than girls with ADHD-PI. |
| school dynamics. | | | | The consequence of this is that ADHD-PI boys |
| Girls may have it a bit easier than boys in this | | | | are more likely to be labeled as combined type |
| regard as all girls are often more shy than boys. | | | | ADHD (ADHD-C) even though they are not at all |
| Boys are expected to be sporty, loud, and | | | | hyperactive. Boys with ADHD-PI are more active |
| outgoing and boys with ADHD-PI are generally not | | | | than ADHD-PI girls but are not more active than |
| involved in sports and are not loud or | | | | boys who are not diagnosed with ADHD. |
| extroverted. | | | | Mood Disorders |
| There are a few other gender differences that | | | | Girls with all forms of ADHD have lower self |
| have been discovered in Individuals with ADHD-PI. | | | | esteem than boys with ADHD. Girls also have |
| Studies have found differences in females and | | | | higher rates of anxiety and depression and often |
| males when they have looked: | | | | face worsening anxiety and depression as a result |
| 1. Hormone Fluctuations and the Symptoms of | | | | of puberty and fluctuating estrogen levels. |
| ADHD. | | | | Stimulant therapy can worsen anxiety symptoms |
| 2. Brain Development and the Symptoms of | | | | in both men and women with ADHD-PI and |
| ADHD. | | | | providers should be on the lookout for side |
| 4. Executive Function Impairments and the | | | | effects such as worsening anxiety when treating |
| Symptoms of ADHD. | | | | girls with pre-existing anxiety and ADHD-PI. |
| 5. Motor Activity. | | | | Referral Rates for Medical Treatment |
| 6. Mood Disorders. | | | | Girls are less likely to be referred for treatment |
| 7. Referral Rates for Medical Treatment. | | | | than boys. Girls with ADHD-PI are prone to be |
| Hormone fluctuations and the symptoms of | | | | seen as shy, unintelligent, or un-motivated. They |
| ADHD. | | | | are more likely to be diagnosed with depression |
| Women and adolescent girls will have hormone | | | | or anxiety before they are diagnosed with ADHD. |
| fluctuations that will worsen their ADHD | | | | They are often perceived by teachers and |
| symptoms. Innumerable studies have | | | | parents as unlikely to be helped by medical |
| demonstrated that estrogen improves memory, | | | | intervention and are therefore less likely to be |
| cognitive function, memory, and mood. During the | | | | referred for medical care and less likely to be |
| second half of a women's menstrual cycle, after | | | | expeditiously or promptly treated for their ADHD |
| the onset of menstrual bleeding, estrogen levels | | | | symptoms. |
| are higher than they are prior to menstrual | | | | Males and Females with ADHD-PI are similar in |
| bleeding. Girls with ADHD-PI will have premenstrual | | | | some ways and different in others. They are |
| worsening of ADHD symptoms because of the | | | | similar in that they share the same ADHD |
| low level of estrogen. Women who are going | | | | symptoms, they have similar social problems and |
| through menopause will also experience worsening | | | | they are similar in their response to ADHD |
| of their ADHD symptoms as a result of their | | | | treatment. They are different with regards to |
| decreasing estrogen levels. | | | | hormone fluctuations, brain development, |
| Brain development and the symptoms of ADHD. | | | | executive function impairments, motor activity, |
| Boys and girls have different rates of brain | | | | rate of mood disorders, and referral rates for |
| development and maturity. Some researchers | | | | medical treatment. |
| have suggested that the earlier brain maturation | | | | There have been only a few studies that have |
| of girls is somehow protective for the | | | | looked at gender differences within the ADHD-PI |
| development of all types of ADHD including | | | | subtype. More studies are needed in order that |
| inattentive ADHD. The implication may be that a | | | | we may adequately treat both boys and girls and |
| brain that develops faster is at less risk for | | | | men and women with Predominantly Inattentive |
| environmental damage or other biological | | | | ADHD. |
| processses that may in some way worsen the | | | | |