Revisiting parent–child interactions in early childhood as relevant factor in the development of ADHD

Havinga, Petra; Hartman, Catharina A.; Visser, Janne C.; Rommelse, Nanda

doi:10.1007/s00787-019-01403-8

Cited by 1 publication

(2 citation statements)

References 17 publications

(19 reference statements)

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“…Managing children’s behavioral problems and supporting emotion regulation in children with ADHD can be stressful for parents (Deault, 2010). Children’s behavioral problems and emotional dysregulation may elicit unresponsive, negative, or even punitive reactions from parents (Deault, 2010; Havinga et al, 2019). Unsupportive socialization practices in a negative family context could mutually maintain and reinforce a coercive parent-child interaction pattern (Havinga et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Children’s behavioral problems and emotional dysregulation may elicit unresponsive, negative, or even punitive reactions from parents (Deault, 2010; Havinga et al, 2019). Unsupportive socialization practices in a negative family context could mutually maintain and reinforce a coercive parent-child interaction pattern (Havinga et al, 2019). However, the effect of difficulty in social and emotional competence on parent-child interaction of children with ADHD has rarely been addressed in research using an observational methodology.…”

Section: Introductionmentioning

confidence: 99%

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Mother-Child Interaction of Boys With ADHD: A Behavioral Observation Study

et al. 2022

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Purpose: Investigate the quality of mothers’ interactions with children with ADHD and a marginal disturbance in socioemotional competence (MDSC). Research Methods: A total of 49 mother-boy dyads were included, and we observed their communication on neutral and conflict topics for children with ADHD and MDSC, children with ADHD alone, and children with typical development (TD). The Chinese version of the Specific Affect Coding System 20-code was used to examine the affective presentation in communication. Results: Mothers of children with ADHD and MDSC had less negative disengagement affect compared with those of children with ADHD alone. Boys with ADHD and MDSC and boys with TD had constant positive engagement between neutral and conflict conditions in parent-child interaction. Boys with ADHD and MDSC had significantly less positive affect and more neutral affect than children with ADHD only. Conclusions and Implications: Boys with ADHD and MDSC and their mothers had worse quality of observed mother-child communication than children with ADHD only and their mothers.

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