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Updated: Aug 30, 2026

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
Published on: April 1, 2018
Parental explanatory models of ADHD: gender and cultural variations
Regina Bussing1, Faye A Gary, Terry L Mills
1Division of Child & Adolescent Psychiatry, Dept. of Psychiatry, University of Florida, Box 100234 UFHC, Gainesville, FL 32610-0234, USA. rbussing@psychiatry.ufl.edu
Background:
This study describes parents' explanatory models of Attention Deficit Hyperactivity Disorder (ADHD) and examines model variation by child characteristics.
Method:
Children with ADHD (N = 182) were identified from a school district population of elementary school students. A reliable coding system was developed for parental responses obtained in ethnographic interviews in order to convert qualitative into numerical data for quantitative analysis.
Results:
African-American parents were less likely to connect the school system to ADHD problem identification, expressed fewer worries about ADHD-related school problems, and voiced fewer preferences for school interventions than Caucasian parents, pointing to a potential disconnect with the school system.
Conclusions:
More African-American than Caucasian parents were unsure about potential causes of and treatments for ADHD, indicating a need for culturally appropriate parent education approaches.
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