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Journal of Attention Disorders
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Representations of Attention-Deficit/ Hyperactivity Disorder in children's literature

M. Roth Leon

Fiction and non-fiction children's literature about Attention-Deficit/Hyperactivity Disorder (ADHD) was reviewed for its presentation of demographic profiles of children with ADHD (age, gender, and ethnic background), diagnostic information (etiology, symptomatology, prognosis, and comorbid conditions), impact of ADHD on academic systems (cognitive functioning, social functioning, and student/teacher interactions) and home systems (parents, siblings, and extended family), and selected treatment/ intervention variables (assessment procedures and intervention modalities). Portrayals of these topics in the children's literature were compared with selected findings in the empirical literature on ADHD. Areas of high comparability between the two literatures occurred within the areas of age, effects of ADHD on social functioning in school, impact of ADHD on siblings, types of personnel who diagnose ADHD, and commonly used assessment and intervention modalities for ADHD. Descriptions of gender, ethnicity, etiology, symptomatology, prognosis, comorbidity, the impact of ADHD on cognitive functioning in school, and parent/child and extended family/child relationships differed between the children's and the empirical literatures. The accuracy of portrayed teacher/student relationships is unclear, and warrants additional research. Results of this review may help to provide potential guideposts for the creation of future books about ADHD written for child, family, and teacher audiences.

Journal of Attention Disorders, Vol. 2, No. 3, 177-196 (1997)
DOI: 10.1177/108705479700200304
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