Socio-emotional intervention in attention deficit hyperactive disorder

Moreno, María Jesús Cardoso; Tómas-Aragonés, Lucía; Rodríguez-Ledo, César

doi:10.1016/j.ejeps.2015.07.001

Cited by 10 publications

(11 citation statements)

References 36 publications

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“…In addition, recent neurodevelopmental findings show that mindfulness and social-emotional learning programs implemented in regular school curricula improve executive functions in children and adolescents in terms of inhibitory control, enabling them to manage excessive levels of negative emotions that interfere with academic performance ( Davidson et al, 2012 ; Sanger and Dorjee, 2015 ). Studies conducted on both clinical and non-clinical samples ( Zenner et al, 2014 ) include children and adolescents with attention deficit hyperactivity disorder ( van de Weijer-Bergsma et al, 2012 ; Van der Oord et al, 2012 ; Cardoso-Moreno et al, 2015 ), anxiety ( Beauchemin et al, 2008 ), hostility ( Sibinga et al, 2011 ), and externalizing disorders, such as impulsivity ( Bögels et al, 2008 ), as well as adolescents at risk ( Bluth et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom

Franco

Amutio

González³

et al. 2016

Front. Psychol.

117

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Objective: The aim of the present study was to analyze the effects of a mindfulness training psycho-educative program on impulsivity and aggression levels in a sample of high school students.Methods: A randomized controlled trial with pre-test–post-test measurements was applied to an experimental group and a control group (waiting list). The Barratt Impulsivity Scale (BIS-11) Patton et al. (1995) and the Aggression Questionnaire (Buss and Perry, 1992) were used.Results: Statistical analyses showed a significant decrease in the levels of impulsivity and aggressiveness in the experimental group compared with the control group. These results have important implications for improving the level of academic engagement and self-efficacy of students and for reducing school failure.Conclusion: This is one of the first studies showing the effectiveness of mindfulness training at reducing impulsive and aggressive behaviors in the classroom. The efficacy of mindfulness-based programs is emphasized.

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Section: Introductionmentioning

confidence: 99%

Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom

Franco

Amutio

González³

et al. 2016

Front. Psychol.

117

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“…An important matter related to the increase in sensation-seeking during adolescence and also aggressive behavior is impulsivity ( Archer and Webb, 2006 ). This is defined as an expression of uninhibited behavior characterized by lack of control of behavior ( Cardoso-Moreno et al, 2015 ). Given the role of impulsivity in involvement in risk behaviors by adolescents, the positive effect of interventions during childhood to prevent the first forms of impulsivity, which continue into adolescence if not treated, is clear.…”

Section: Introductionmentioning

confidence: 99%

Sensation-Seeking and Impulsivity as Predictors of Reactive and Proactive Aggression in Adolescents

et al. 2016

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In adolescence, such matters as substance use and impulsiveness may give rise to problematic behavior repertoires. This study was therefore done to analyze the predictive value of sensation-seeking and impulsiveness dimensions related to the functions of aggression (reactive/proactive) and types of expression (physical/relational). A total of 822 high school students in Almeria (Spain) aged 13–18, were administered the Sensation-Seeking Scale, the State Impulsiveness Scale and Peer Conflict Scale. The results show the existence of a positive correlation of the majority of factors analyzed, both in impulsiveness and sensation-seeking, with respect to the different types of aggression. Furthermore, aggressive behavior is explained by the combination of a sensation-seeking factor (Disinhibition) and two impulsiveness factors (Gratification and Automatism). This study shows the need to analyze aggression as a multidimensional construct.

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“…Children diagnosed with ASD have shown poor self‐regulation skills compared with children with intellectual disability (Barnard‐Brak, Ivey‐Hatz, Kris Ward, and Wei, 2014) and children with other developmental challenges (Macari, Koller, Campbell, and Chawarska, 2017). Similarly, in a study with 193 students from Year 4‐6 of primary school, Pacheco, del Carmen Díez, and García (2015) found that children with ADHD exhibited poorer self‐regulation skills than typically developing children (as cited in Cardoso‐Moreno, Tomás‐Aragonés, and Rodríguez‐Ledo, 2015). The dysregulation of this skill has been associated with maladaptive behaviour in children with ASD (Berkovits, Eisenhower, and Blacher, 2017; Samson et al, 2015; Schuiringa, van Nieuwenhuijzen, Orobio de Castro, and Matthys, 2017).…”

Section: Introductionmentioning

confidence: 95%

The importance of self‐regulation: a mediator of early socio‐emotional difficulties on later socio‐emotional and relational outcomes

Nucifora

Walker

2020

Research in Spec Educ Needs

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Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher–child relationship quality and higher rates of externalising behaviours. It is proposed that the socio‐emotional problems experienced by those children with ASD and/or ADHD lead to poor teacher–child relationship quality and an increase in externalising behaviours. It is also proposed that self‐regulation skills and language ability may mediate these relationships. Data from the Longitudinal Study of Australian Children (LSAC) from 5107 participants whose ages ranged from 2 to 3, 6 to 7 and 10 to 11 years were used for these analyses. Outcome variables were teacher–child relationship quality and externalising behaviours. There were direct effects between ADHD/ASD and externalising behaviours (SDQ). Externalising behaviours were also fully mediated by self‐regulation. All other models showed significant partial mediation. Findings suggest that language was not significantly related to either outcome variable. These results support the conclusion that self‐regulation is a protective factor for those diagnosed with ASD and other disorders with associated socio‐emotional problems such as ADHD. Results also suggest that a focus on self‐regulation skills in educational programs has the potential to improve socio‐relational outcomes for all children with socio‐emotional difficulties.

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Socio-emotional intervention in attention deficit hyperactive disorder

Cited by 10 publications

References 36 publications

Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom

Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom

Sensation-Seeking and Impulsivity as Predictors of Reactive and Proactive Aggression in Adolescents

The importance of self‐regulation: a mediator of early socio‐emotional difficulties on later socio‐emotional and relational outcomes

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