scholarly journals The heterogeneity of attention-deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition, emotion regulation, emotionality, and disorganized attachment

2016 ◽  
Vol 34 (3) ◽  
pp. 371-387 ◽  
Author(s):  
Tommie Forslund ◽  
Karin C. Brocki ◽  
Gunilla Bohlin ◽  
Pehr Granqvist ◽  
Lilianne Eninger
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Conduct Problems ◽  
Attention Deficit ◽  
Disorganized Attachment ◽  
Cognitive Inhibition ◽  
Hyperactivity Disorder

scholarly journals Executive Functions and Emotion Regulation in Attention-Deficit/Hyperactivity Disorder and Borderline Intellectual Disability

2020 ◽  
Vol 9 (4) ◽  
pp. 986 ◽  
Author(s):  
Elena Predescu ◽  
Roxana Sipos ◽  
Cristina A. Costescu ◽  
Anamaria Ciocan ◽  
Diana I. Rus
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Intellectual Disability ◽  
Executive Functions ◽  
Conduct Problems ◽  
Attention Deficit ◽  
Typical Development ◽  
Emotion Regulation Strategies ◽  
Hyperactivity Disorder ◽  
Regulation Strategies

The main objective of this study is to investigate the multiple relations and to determine the differences between executive functions (EFs), emotion regulation, and behavioral and emotional problems in children with attention-deficit/hyperactivity disorder (ADHD), borderline intellectual disability (ID), and typical development (TD). The sample included 85 children aged 6 to 11 years, 42 with typical development (TD), 27 with ADHD, and 16 with borderline ID. The results emphasized a positive correlation between adaptive emotion regulation strategies and EFs, and no significant relations between the maladaptive emotion regulation strategies and EFs. In addition, the executive function of planning correlated negatively with anxiety, ADHD symptoms, and conduct problems. The performance of both clinical groups regarding EFs was significantly lower than that of the TD group, and they differed significantly from each other only on visual attention. The presence of oppositional-defiant and conduct problems was higher in both clinical groups than in the TD group, and more anxiety symptoms were reported in children with ADHD. This study supports the idea that emotion regulation, Efs, and clinical symptoms are interconnected. It also profiles the deficits in cognitive functioning and emotion regulation in two clinical groups, thus helping future intervention programs.

scholarly journals Emotion Regulation via the Autonomic Nervous System in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)

2011 ◽  
Vol 39 (6) ◽  
pp. 841-852 ◽  
Author(s):  
Erica D. Musser ◽  
Richard W. Backs ◽  
Colleen F. Schmitt ◽  
Jennifer C. Ablow ◽  
Jeffery R. Measelle ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Nervous System ◽  
Emotion Regulation ◽  
Autonomic Nervous System ◽  
Attention Deficit ◽  
Autonomic Nervous ◽  
Hyperactivity Disorder

Emotion Regulation and Attention Deficit Hyperactivity Disorder

2017 ◽  
pp. 113-128
Author(s):  
Blossom Fernandes ◽  
Roseann Tan-Mansukhani ◽  
Cecilia A. Essau
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Executive Functions ◽  
Attention Deficit ◽  
Emotion Dysregulation ◽  
Clinical Implications ◽  
Emotional States ◽  
Hyperactivity Disorder ◽  
Prefrontal Cortical ◽  
The Relationship

Chapter 6 describes emotion dysregulation features which are associated with children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD). In ADHD adaptive emotion regulation processes are impaired; this negatively impacts the individual’s ability to flexibly select, attend, and appraise emotionally evocative stimuli. This is identified as emotion dysregulation, which occurs when individuals fail to alter emotional states that affect behaviours necessary for achieving one’s goals. This review also examines the relationship between executive functions and emotion dysregulation in ADHD. Successful modulation of emotion occurs as a result of intact executive functions; however, ADHD is characterized by poor executive functions as a result of deficits in the prefrontal cortical networks. Along with describing neural mechanisms associated with ADHD, this review also focuses on the development of emotion dysregulation, clinical implications and current interventions.

Module 9: Emotion Coaching

2020 ◽  
pp. 185-202
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Attention Deficit ◽  
Emotion Coaching ◽  
Acting Out ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Periods Of Stress ◽  
Emotion Language

In Module 9, parents are introduced to their important role in helping their children with attention-deficit/hyperactivity disorder (ADHD) learn to regulate strong emotions. Parents are the child’s first teachers for how to regulate emotions and serve the role of “external regulator” for their children. Children with ADHD are more sensitive to their environments and look to their parents for signs of how to react to a situation or stressor. The goal is for parents to stay calm and collected, modeling effective emotion regulation for their child during periods of stress. When parents learn to be “emotion coaches,” they are more likely to consider the child’s emotions without judgment and decrease critical or invalidating responses. By serving as the child’s “emotion coach” (noticing, tolerating and labeling the child’s emotion), the child learns “emotion language” so that acting out in response to emotions is not necessary to express how they are feeling.

scholarly journals Conduct problems, gender and adult psychiatric outcome of children with attention-deficit hyperactivity disorder

2002 ◽  
Vol 181 (5) ◽  
pp. 416-421 ◽  
Author(s):  
Søren Dalsgaard ◽  
Preben Bo Mortensen ◽  
Morten Frydenberg ◽  
Per Hove Thomsen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Conduct Problems ◽  
Attention Deficit ◽  
Psychiatric Admission ◽  
Case Register ◽  
Hyperactivity Disorder ◽  
Psychiatric Admissions ◽  
Girls With Adhd ◽  
Psychiatric Outcome

BackgroundAttention-deficit hyperactivity disorder (ADHD) is a common childhood condition, and is more prevalent in boys. The adult outcome of girls with ADHD has never been studied.AimsTo identify predictors for adult psychiatric outcome of children with ADHD, including gender and comorbidity.MethodChildren aged 4–15 years, referred for hyperactivity/inattention and treated with stimulants were included (n=208). The Psychiatric Case Register provided follow-up data on psychiatric admissions in adulthood until a mean age of 31 years.ResultsA total of 47 cases (22.6%) had a psychiatric admission in adulthood. Conduct problems in childhood were predictive (hazard ratio HR=2.3; 95% CI 1.22–4.33). Girls had a higher risk compared with boys (HR=2.4; 95% CI 1.1–5.6).ConclusionsGirls with ADHD had a higher risk of adult psychiatric admission than boys. Conduct problems were also associated with a higher risk. Girls with ADHD with conduct problems had a very high risk of a psychiatric admission in adulthood.

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