“One area of particular concern for professionals is the identification of ADHD in individuals from culturally and linguistically diverse backgrounds. Some are fearful that ethnic and cultural factors may lead to the overdiagnosis of ADHD in some groups, especially African American boys. Because this disorder is frequently identified by means of behavior rating scales, which rely on the subjective opinions of the evaluators, the issue of bias may arise. This concern is especially troublesome when the rater’s background differs from that of the student. Differences have been found in how teachers evaluate for ADHD in European American versus African American youngsters. African American boys, for example, were thought to exhibit the most severe symptoms of ADHD, and European American girls were seen as manifesting the least severe symptoms (Weyandt, 2007). Interestingly, Hispanic children are less likely than white and African American children to be diagnosed with ADHD (National Resource Center on ADHD, 2019a). The intriguing question then is “Are these authentic group differences (which likely reflect normative behaviors) or an indicator of possible rater bias?” Unfortunately, this issue currently remains unresolved.”