Effortful control in typically developing boys and in boys with ADHD or autism spectrum disorder

Samyn, Vicky; Roeyers, Herbert; Bijttebier, Patricia

doi:10.1016/j.ridd.2010.12.038

Cited by 46 publications

(34 citation statements)

References 24 publications

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“…For example, Samyn, Roeyers, and Bijttebier [2011] used the Early Adolescent Temperament Questionnaire-Revised [EATQ-R; Ellis & Rothbart, 2001], to assess inhibitory, attentional, and activation control; the Effortful Control Scale [ECS; Lonigan & Phillips, 2001], to assess the behavioral and attention components of ER; and the Attentional Control Scale [ACS; Derryberry & Reed, 2002], to measure self-reported ability to focus and shift attention according to various situational demands (see Table 1). …”

Section: Methods Of Measurementmentioning

confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, 7: 629-648 [American Psychiatric Association, 2013], and there is considerable evidence that the majority also struggle with associated emotional problems. For instance, in a population derived cohort of 5-to 16-year-olds, Totsika, Hastings, Emerson, Lancaster, and Berridge [2011] found that 85% of youth with ASD without an intellectual disability (ID) had clinically significant levels of hyperactivity, 74% of emotional problems, and 64% of conduct problems, compared to much lower rates in a typically developing comparison group (19% hyperactivity, 18% emotional problems, and 22% conduct problems). Further, youth with ID and ASD had higher rates of emotional disorders than those with only ID (88% vs. 63% for hyperactivity, 71% vs. 42% for emotional problems, and 65% vs. 46% for conduct problems, respectively). There is also considerable co-occurrence of multiple emotional problems in individuals with ASD. Approximately 40-50% of youth with ASD are estimated to meet criteria for two or more psychiatric disorders, often combining attentional or behavioral problems (e.g. ADHD) with internalizing problems (e.g. anxiety disorder), even after taking into account symptoms that may be related to core ASD sociocommunicative and behavioral symptoms [Leyfer et al., 2006;Simonoff et al., 2008].

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Section: Methods Of Measurementmentioning

confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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“…Surgency is the trait aspect of temperament in which a person tends toward high levels of extraversion, motor activity, and impulsivity, and it has been found to correlate with aggression and externalizing behavior problems in early childhood (Berdan, Keane, & Calkins, 2008). Effortful control has also been found to correlate negatively with impulsivity (Eisenberg et al, 2005) and hyperactivity (Gusdorf, Karreman, van Aken, Deković, & van Tuijl, 2011) and to differentiate reliably, typically developing children from children with attention-deficit/ hyperactivity disorder (ADHD), with the latter scoring significantly lower than the former on measures of effortful control (Samyn, Roeyers, & Bijttebier, 2011).…”

Section: Executive Attention and Temperamentmentioning

confidence: 99%

Individual Differences in Infant Fixation Duration Relate to Attention and Behavioral Control in Childhood

et al. 2014

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Individual differences in fixation duration are considered a reliable measure of attentional control in adults. However, the degree to which individual differences in fixation duration in infancy (0–12 months) relate to temperament and behavior in childhood is largely unknown. In the present study, data were examined from 120 infants (mean age = 7.69 months, SD = 1.90) who previously participated in an eye-tracking study. At follow-up, parents completed age-appropriate questionnaires about their child’s temperament and behavior (mean age of children = 41.59 months, SD = 9.83). Mean fixation duration in infancy was positively associated with effortful control (β = 0.20, R2 = .02, p = .04) and negatively with surgency (β = −0.37, R2 = .07, p = .003) and hyperactivity-inattention (β = −0.35, R2 = .06, p = .005) in childhood. These findings suggest that individual differences in mean fixation duration in infancy are linked to attentional and behavioral control in childhood.

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“…A recent study by Samyn et al (2011) examined EC in ADHD, ASD, and typically developing boys. They found that EC is useful in differentiating typically developing boys from clinical groups; however, it is less efficient in distinguishing ADHD from ASD.…”

Section: Ecmentioning

confidence: 99%

Are ASD and ADHD a Continuum? A Comparison of Pathophysiological Similarities Between the Disorders

Kern

Sykes²,

Geier³

et al. 2012

J Atten Disord

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Effortful control in typically developing boys and in boys with ADHD or autism spectrum disorder

Cited by 46 publications

References 24 publications

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

Individual Differences in Infant Fixation Duration Relate to Attention and Behavioral Control in Childhood

Are ASD and ADHD a Continuum? A Comparison of Pathophysiological Similarities Between the Disorders

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