Answer to Question 1
Some children with ADHD either outgrow their disorder or learn to cope with it, particularly those with mild ADHD and without conduct or oppositional problems. Better outcomes are more likely for children whose symptoms are less severe and who receive good care, supervision, and support from their parents and teachers and who have access to economic and community resources, including educational, health, and mental health services (Kessler et al., 2005).
Answer to Question 2
Research on the relationships among ADHD, race, and ethnicity have been inconsistent, and it remains unclear whether current tools for assessing ADHD adequately capture the expression of ADHD in minority groups. By kindergarten entry, children in the United States who are black are 70 less likely to be diagnosed with ADHD than otherwise similar white childreneven though they are equally likely to display ADHD-related behaviors in the classroom (Morgan et al., 2014). However, for older children, teacher-rated ADHD and observed rates of ADHD behavior are higher for black than for white children, which are not explained by rater bias or SES (Miller, Nigg, & Miller, 2009). Slightly lower rates of ADHD have been reported for Hispanic, Asian, American Indian, and Pacific Islander children (Cuffe, Moore, & McKeown, 2005). Knowledge about ADHD and access to treatment seem to be greater among Caucasian, non-Hispanic, and more highly educated families (McLeod et al., 2007; Miller et al., 2009).However, some research suggests that when families from different ethnic groups do receive treatment, they do not differ in the benefits derived (Jones et al., 2010).
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