(PS1-C60) Undiagnosed and Unseen: Parental Perceptions of Seeking ADHD Treatment for Their Ethnic Minority Daughters

Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent disorders of childhood, yet ethnic minority children, especially girls, are left underdiagnosed and undertreated (Ambalavanan & Holten, 2005; Barkley & Murphy, 2006; Waite & Tran, 2010).  Ethnic minority children are often underdiagnosed due to parental beliefs, attitudes, and lack of knowledge about ADHD (Bussing, Schoenberg, & Perwien, 1998). Research has indicated that ethnic minority parents are unlikely to obtain treatment for their daughters with ADHD due to their access to treatment, perception of ADHD (due to lack of knowledge and stigmatization), cultural barriers (language and culturally appropriate assessments), and racial discrimination (Burgess et al., 2008; Thurston & Phares, 2008). Determining how to address these barriers could help ensure that ethnic minority girls receive earlier ADHD diagnosis and treatment, so they can be successful at school, at home, and in their relationships. Unfortunately, there has been a lack of research examining how some parents have successfully navigated obtaining ADHD services for these children. The purpose of the present study was to understand the experience of parents who obtained ADHD treatment for their ethnic minority girls, specifically those whose parents identified as African American/Black and/or Latinx. Participants were recruited through the researcher’s internship practicum, online parenting groups, and word of mouth. To participate, parents had to have a daughter who received evidence-based behavioral treatment for ADHD. Twelve parents, specifically mothers, participated in 60-minute individual interviews with the researcher. Three coders analyzed their responses using Auerbach and Silverstein’s (2003) grounded theory methodology. The interviews were coded for relevant text, repeating ideas, themes, and theoretical constructs. Inter-rater reliability was calculated via two independent coders, and a member check was conducted to validate the results. Five theoretical constructs were identified: 1) Being a Minority Impacts Ability to Engage in Services; 2) Dissatisfaction with Professionals Impacts Decision-Making About Treatment; 3) Knowledge and Supportive Resources Help Diagnosis and Treatment; 4) Limited Awareness of ADHD Makes Understanding it Difficult; 5) Parents Have to Advocate for Their Daughters in Order to Receive Treatment and Diagnosis. Based on the findings, we generated a theoretical model to help increase understanding and develop hypotheses on how to engage and retain the families of ethnic minority girls with ADHD. Recommendations for graduate and medical programs, professionals, and services for parents are provided.