M7A2-Review Paper-Powerpoint Presentation

1. T’Yana Blackburn
Psy 492 UC, Advanced General Psychology
February 27th, 2012

2.  -Attention Deficit Hyperactivity Disorder
 -To be diagnosed should have at least six
attention or six activity/impulsivity symptoms
for at least six months in at least two
observable different settings
 -Symptoms must cause severe difficulties in
everyday tasks
 This disorder crosses all cultural, social and
racial lines

3.  -Gavvn is a six year old African American male
 -Gavvn can be hyper and inattentive at times
 -Gavvn was diagnosed by his teacher with
ADHD according to the ARS (ADHD Rating
Scale)
 Gavvn’s mother had him tested with his
pediatrician and the school psychologist
 -Gavvn had been misdiagnosed by his teacher
due to not wanting to deal with behavioral
issues that were a result of a learning disability

4.  -Behavioral issues in class
 -Low socio-economical background
 -Cultural differences in perceptions of
children’s behaviors
 -Clinician’s not understanding the dynamics
involved in the assessment and diagnosis
 -Preconceived bias

5.  -Psycho-tropic Medication
 -Behavior Modification
 -Therapy
 -Biofeedback
 -Change in diet
 -Structured environment

6.  -Biological disorder
 -Parents are generally the most accurate
diagnosticians
 -Young African American males are often
misdiagnosed
 -Other possible causes are not ruled out , a
premature diagnosis is given
 -Various treatments include
medication, behavior modification, structured
environment, therapy and change in diet

7. STRUCTURAL DIAGNOSTIC UNSTRUCTURED CLINICAL
REVIEW OBSERVATIONS
 -To assess DSM IV  -Observations were conducted by
1 of 27 clinicians & trainees from a
diagnostic status of ADHD variety of disciplines
 -The computerized interview  -Children were observed for 48.03
minutes
schedule for children was
 -Clinician rated the degree of both
administered to the parents inattentive and hyperactive
impulsive behaviors on a 5-point
 -Closed ended questions scale (1=low to 5=high)
related to specific behaviors  Clinician provided a yes or no
(such as presence and rating of their perception of
whether the child’s
duration of psychiatric inattentive/hyperactive impulsive
symptoms behaviors were excessive for the
child’s development

8.  -African American males lead  -Overrepresented in specific
all other race and gender learning disabilities (18%)
groups with learning  -Emotional disturbances (28%)
disorders  -Inaccurate assessment and
 -In 2006 in the United States diagnosis for African
4.5 million children between American, cultural differences
the ages of 5 and 17 years of in perceptions of children’s
age had been diagnosed with behavior
ADHD  -Replication modification- The
 -African American male Guilford Model- a
youths have a collaborative approach
disproportionately high rate of following clear assessment
ADHD with an estimated protocols that might help
prevalence rate of 5.56% reduce the misdiagnosis in
compared to Caucasian males African American males
at 4.33% during the assessment

9.  -Diagnostic issues involving African  -Clinicians’ personal perceptions and
American adolescent males prejudices, unclear understanding of the
 -It’s either ADHD or Conduct Disorder DSM-IV criteria for diagnosing ADHD
 -ADHD is attributed to the central can result in misdiagnosis in African
nervous system dysfunctions American males
 -Conduct Disorder is attributed largely to  -Stereotype, racism, prejudice and sexism
social maladjustment are a few variables that impact clinical
diagnoses
 -African American males who exhibit  Through this explanatory study, (3)
ADHD symptoms characterized by a lack significant reasons that contribute to the
of impulse control are given an informal misdiagnosis of African American males
diagnosis of Conduct Disorder
 1) schools do not have a significant
number of African Americans in teaching
positions
 2)schools favor homogeneous or ability
grouping over heterogeneous grouping
 3)schools that do not support a
curriculum that promotes multicultural
awareness and sensitivity

10.  -Empirical Study  To be rated 2+ standard
 -3,998 elementary students deviations above the mean for
(ages 5-11) inattention-over
 -2,124 African American activity, aggression, or IOWA
students Connors Rating scale scores
 -1,874 Caucasian students
 -The IOWA rating scale was
used to evaluate for ADHD
 -Results proved that African
American boys and girls
received significantly higher
scores than the Caucasian
students
 There was a significantly
greater likelihood for African
American males and females

11.  -Exploratory Case Study on African American males between the
ages of 6-12 years of age
 -Sample population from 4 different low socio-economic
communities
 -100 students total with current ADHD diagnoses (25 students per
school)
 -Information regarding study will be sent home for the
parent/guardian to review and sign an informed consent form for
their child to participate in the study
 -Face to face interviews at the participant’s home will be
conducted to perform the assessment
 -The parent/guardian will be administered a survey to rate the
participants behavior (inattentive and hyperactive symptoms)
 -A behavioral survey would have been completed from the
participants teacher of at least 6months prior to this study

12.  -Based on the research (previous
diagnosis, current assessment, behavioral
survey from teacher, parent/guardian) the
results will determine if the participant had in
fact been diagnosed accurately for ADHD
 - Findings will suggest that at least 2 out of
every 5 African American males will be
misdiagnosed with ADHD due to
preconceived, bias and prejudice perceptions
about young African American males

13.  -Understanding of what ADHD is and what it
looks like
 -Understand that all cultures are different
 -Research other possibilities
 -Remove all prejudices, preconceived ideas,
biases, stereotypes, labels and prejudgments
 -Be objective not subjective
 -Diagnose according to the DSM-IV criteria for
ADHD
 -Do No Harm

14.  Davidson, A. (1996). Marking and molding identity in schools: Student narratives on race,
gender, and academic engagement .
 Edwards, M. C., Schulz, E. G., Echelons, J., Gardner, E., & Pediatrics, E. a. (2005).
Estimates of the Validity and Utility of Unstructured Clinical Observations of Children in the
Assessment of ADHD , 9.
 Google Health. (nod.). Retrieved May 17, 2010, from Google Health-Attention deficit
hyperactivity disorder (ADHD):
https://www.health.google.com/health/ref/Attention+deficit+hyperactivity+disorder
+(ADHD)
 Pastor, P. &. (2008). Diagnosed attention deficit hyperactivity disorder and learning disability:
United States, 2004-2006.NAtional Center for Health Statistics. Vital Health Statistics,10 (237).
 Spencer, L. E., & Terry, O. (1999). Conduct Disorder vs. Attention Deficit Hyperactivity
Disorder: Diagnostic Implications For African-American Adolescent Males , 5.
 Tucker, C., & Dixon, A. (2009). Low-income African American Male Youth with ADHD
Symptoms in the United States , 13.
 Williams, L. C. (1995). Understanding ADHD. (attention deficit hyperactivity disorder) , 3.
 Reid, Robert, Nebraska, (2002). Using behavior rating scales for ADHD across ethnic
groups:The IOWA Conners,1-14.