Emotion Understanding in Children with ADHD

Fonséca, D. Da; Seguier, Valérie; Santos, Andréia; Poinso, François; Deruelle, Christine

doi:10.1007/s10578-008-0114-9

Cited by 155 publications

(139 citation statements)

References 29 publications

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“…Thus, dysfunction in this specific area of the brain may be related to disinhibition of extreme and inappropriate emotional reactions (Barkley, 2006). Previous research has demonstrated that children with ADHD also tend to have more difficulty accurately recognizing and identifying the emotions of others than typically developing peers (Da Fonseca, Seguier, Santos, Poinso, & Derulle, 2009). …”

Section: Emotion Regulation Difficultiesmentioning

confidence: 99%

“…Results of the study indicated that children and adolescents with ADHD were less accurate at using contextual evidence to understand emotions than typically developing controls (Da Fonseca et al, 2009). These findings suggest that children and adolescents with ADHD exhibit deficits in emotional recognition and processing that may influence social relationships (Da Fonseca et al, 2009).…”

mentioning

confidence: 98%

“…which one of the faces was "masked" and were required to choose the appropriate face from three emoticon response choices (Da Fonseca et al, 2009). Results of the study indicated that children and adolescents with ADHD were less accurate at using contextual evidence to understand emotions than typically developing controls (Da Fonseca et al, 2009).…”

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confidence: 99%

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A Review of Peer Relationships and Friendships in Youth With ADHD

2013

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Objective: The purpose of this essay is to examine peer relationships in youth with ADHD and to review current peer functioning interventions. Method: The studies included in this review were identified using the following search terms: “attention-deficit/hyperactivity disorder,” “ADHD,” “peer relationships,” “friendships,” “social skills,” “intervention,” and “treatment.” Other than a few seminal studies published prior to 2000, studies included were published between 2000 and 2012. Results/Discussion: Background information regarding peer relationship difficulties and specific social skills deficits of youth with ADHD is reviewed and current social skills and friendship intervention programs are examined. Future directions also are provided.

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Section: Emotion Regulation Difficultiesmentioning

confidence: 99%

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confidence: 98%

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A Review of Peer Relationships and Friendships in Youth With ADHD

2013

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“…As hypothesized, child ADHD diagnostic status was significantly positively associated with children's maladaptive emotion regulation and negatively associated with their emotional understanding. These findings are consistent with previous research indicating that children with ADHD demonstrate greater emotion regulation difficulties (Crundwell, 2005;Shaw et al, 2014;Walcott & Landau, 2004) and poorer understanding of emotions (Da Fonseca et al, 2009;Kats-Gold et al, 2007;Rapport et al, 2002;Sinzig et al, 2008). Contrary to hypothesis 2, child ADHD diagnostic status was not significantly associated with child emotional expressivity.…”

Section: Intra-and Interpersonal Factors Associated With Ecsupporting

confidence: 90%

“…For example, children with ADHD have difficulty recognizing emotions in their own facial expressions (Casey, 1996) and those of others (Kats-Gold, Besser, & Priel, 2007;Sinzig, Morsch, & Lehmkuhl, 2008). They also experience greater difficulty identifying specific emotions (Da Fonseca, Seguier, Santos, & Poinso, & Deruelle, 2009) and the overall affect of others (Rapport et al, 2002) based on contextual information. Overall, this research indicates that children with ADHD collectively experience more significant EC impairments than TD children.…”

Section: Intrapersonal Factor (Child Adhd) Associated With Ecmentioning

confidence: 99%

Emotion socialization and families of children with and without ADHD.

Walerius¹

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Emotional competence (EC) represents several distinct emotional skills found to be strongly associated with children's socioemotional outcomes. EC is thought to develop through a process known as emotion socialization (ES), whereby children's emotions and emotion-based behaviors are socialized through interactions with parents and/or other primary figures. The present study examined ES across families of children with and without ADHD in order to clarify the role ES plays in the development of EC in typically developing (TD) children versus children more prone to EC impairments due to intrapersonal characteristics (e.g., inattention, disinhibition, etc.). Forty-eight children 5 to 8-years-old (23 with ADHD, 25 without ADHD) and their mothers completed measures/tasks assessing children's EC, mothers' emotion regulation, and mothers' direct ES behaviors (e.g., mothers' reactions to children's negative emotions; quality of motherchild emotion discussions). Bivariate analyses were examined to determine which covariates to include in primary analyses. Hierarchical regression analyses suggested mothers' personal emotion suppression contributed to usage of less supportive direct ES behaviors across children with and without ADHD and less discriminate usage of iv nonsupportive direct ES behaviors based on children's ADHD diagnostic status.Additionally, findings indicated the quality of mother-child emotion discussions was differentially associated with children's adaptive emotion regulation based on child ADHD diagnostic status. . Overall, the current study represents an important initial step towards understanding how ES functions and contributes to the EC of early elementaryaged children with and without ADHD.

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Alterations in Neural Processing and Psychopathology in Children Raised in Institutions

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McLaughlin

Zeanah

et al. 2012

Arch Gen Psychiatry

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Context Children raised in institutional settings often experience severe deprivation in social, emotional, and cognitive stimulation. Although this deprivation is likely to disrupt brain development in ways that increase risk for psychopathology, neurodevelopmental mechanisms linking adverse early environments to psychopathology remain poorly understood. Objective To examine whether abnormalities in the neural processing of facial and emotional stimuli are related to the high rates of psychopathology observed among institutionally reared children. Design, Setting, and Participants Data were drawn from the Bucharest Early Intervention Project, a cohort of children raised in institutions in Romania and an age-matched sample of community control subjects. At entry to the study (mean age=22 months), event-related potentials (ERPs) were used to measure neural processing in two tasks: familiar and unfamiliar faces (n=114), and facial displays of emotion (n=74). Main Outcome Measure Psychiatric symptoms were assessed using the Preschool Age Psychiatric Assessment (PAPA) at 54 months. Results As previously reported, institutionally-reared children had elevated symptoms of attention deficit/hyperactivity (ADHD), anxiety, depression, and disruptive behavior compared to control children and peak amplitudes of the P100 and P700 in response to facial stimuli were blunted among institutionalized children compared to community children in both tasks. Current analyses reveal that children with reduced P100 and P700 amplitudes in response to facial stimuli exhibited higher levels of ADHD and anxiety symptoms. Peak amplitude of the P700 in response to facial stimuli significantly mediated the association between institutional rearing and ADHD symptoms at 54 months. Conclusion Exposure to institutional rearing disrupts the P700, conferring risk for the onset of psychopathology. The high levels of ADHD symptoms among children exposed to early-life deprivation may be attributable, in part, to abnormal patterns of neurodevelopment generated by these adverse rearing environments.

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Emotion Understanding in Children with ADHD

Cited by 155 publications

References 29 publications

A Review of Peer Relationships and Friendships in Youth With ADHD

A Review of Peer Relationships and Friendships in Youth With ADHD

Emotion socialization and families of children with and without ADHD.

Alterations in Neural Processing and Psychopathology in Children Raised in Institutions

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