Masters Theses

Date of Award


Degree Type


Degree Name

Master of Arts



Major Professor

Jennifer Bolden

Committee Members

Aaron T. Buss, Todd M. Moore


Attention-Deficit/Hyperactivity Disorder (ADHD) is defined as a neurodevelopmental disorder, and literature examining executive function (EF) impairments within ADHD samples continues to grow. Moreover, much work has been done to promote investigation of sex differences in ADHD given that the ratio of boys to girls diagnosed with ADHD. It is thus surprising relatively little is known about the specific executive function profiles of girls and boys with ADHD. The current study provides meta-analytic and qualitative summaries of 22 studies of ADHD EF profiles for girls and boys with ADHD. Analyses were separated according to five proposed domains of EF. Results yielded no significant differences between sexes for Attentional Control (d = -0.071, p = 0.417), Inhibition (d = -0.102, p = 0.319), Set-Shifting (d = -0.19, p = .16), Planning/Organization (d = 0.009, p = 0.944), and Phonological Working Memory (d = 0.146, p = 0.210). Collectively, results suggest similar EF profiles for girls and boys diagnosed with ADHD. However, given that only 22 studies met inclusion criteria for quantitative synthesis, more work is needed. Recommendations for future research are provided.

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