The Relation Between Disinhibition and Emotion Regulation in Boys With Attention Deficit Hyperactivity Disorder

Walcott, Christy M.; Landau, Steven

doi:10.1207/s15374424jccp3304_12

Cited by 253 publications

(188 citation statements)

References 39 publications

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“…That is, prior to the actual demonstration of emotion, an individual with a good ability to regulate his/her emotions (i.e., high distress tolerance) may be able to inhibit their distress. However, this explanation does not fit with the literature suggesting that youth with ADHD actually have great difficulty inhibiting their frustration and frequently demonstrate negative behaviors when frustrated (Lawrence, Houghton, Tannock, Douglas, Durkin & Whiting, 2002;Scime & Norvilitis, 2006;Walcott & Landau, 2004). Therefore, future studies should examine if the experimental paradigms or tasks which elicit distress are different for youth with and without ADHD.…”

Section: Primary Aim 1: To Compare Youth With and Without Adhd On Depmentioning

confidence: 82%

“…Studies of ER in youth with ADHD initially examined task persistence, as youth with ADHD often demonstrate difficulties persisting in tasks during times of increased emotional distress and/or frustration (Walcott & Landau, 2004). In an observational study, 6-11-year-old boys with and without ADHD, boys with ADHD were less effective in regulating emotion during a frustrating peer competition than agematched, non-ADHD comparison boys.…”

Section: Er and Adhdmentioning

confidence: 99%

“…Furthermore, in comparison to non-ADHD comparison boys, boys with ADHD demonstrated an enduring pattern of disinhibition (as measured by longer stop-signal reaction time; SSRT) before and after the frustration task (Walcott & Landau, 2004).…”

Section: Er and Adhdmentioning

confidence: 99%

See 2 more Smart Citations

Emotion Regulation Mediates the Relationship between ADHD and Depressive Symptoms in Youth

Seymour

Chronis‐Tuscano

Halldorsdottir

et al. 2011

J Abnorm Child Psychol

140

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Section: Primary Aim 1: To Compare Youth With and Without Adhd On Depmentioning

confidence: 82%

Section: Er and Adhdmentioning

confidence: 99%

See 1 more Smart Citation

Emotion Regulation Mediates the Relationship between ADHD and Depressive Symptoms in Youth

Seymour

Chronis‐Tuscano

Halldorsdottir

et al. 2011

J Abnorm Child Psychol

140

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show abstract

“…Emotional lability, which is characterized for instance by irritability, hot temper and sudden mood shifts, is often linked with ADHD (e.g., Skirrow et al, 2014;Sobanski et al, 2010). In addition to epidemiological studies, studies using frustration-inducing tasks to provoke emotional dysregulation have demonstrated that children with ADHD are characterized by less effective emotion regulation (less use of accommodation and more use of negative responses) and more intense emotional expression than typically developing children (e.g., Maedgen & Carlson, 2000;Melnick & Hinshaw, 2000;Walcott & Landau, 2004).…”

Section: Introductionmentioning

confidence: 99%

“Turning down the heat”: Is poor performance of children with ADHD on tasks tapping “hot” emotional regulation caused by deficits in “cool” executive functions?

Cauwenberge

Sonuga‐Barke

Hoppenbrouwers

et al. 2015

Research in Developmental Disabilities

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Emotional dysregulation in daily life is very common in children with attention deficit hyperactivity disorder (ADHD). It is however not clear whether this reflects a specific deficit or that it may be the result of generic executive function (EF) deficits. The current study addresses this question by means of an emotional working memory (WM) task with 2 memory load conditions and four possible backgrounds (blank screen, neutral, positive or negative picture), which was administered to 38 typically developing children and 29 children with ADHD. Children responded slower on trials when negative pictures were presented at the background versus when neutral pictures were presented, indicating an emotional interference effect; however crucially, groups did not differ in this respect. Reaction times were also slower on trials with a neutral picture as background versus trials without a picture, with children with ADHD showing an enhanced interference effect. There was a main effect of WM load on performance, but it did not interact with interference or group effects. To summarize, the findings indicate a generic interference control deficit in the children with ADHD in the current sample, while they could not provide support for an emotional interference deficit. What this paper adds:This paper adds to the existing literature on emotion regulation in children with ADHD by addressing the question whether emotional dysregulation in ADHD reflects a specific deficit or whether it may be understood as an integral part of impaired executive functioning. An emotional n-back task with different backgrounds was applied to distinguish between emotional interference and generic interference effects. The findings could not provide support for a specific emotional interference deficit. Rather, a generic interference control deficit was found, which may have important theoretical and clinical implications.

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“…No obstante, este resultado ha de ser relativizado considerando el límite del presente estudio relacionado con el uso exclusivo para la obtención de datos de cuestionarios de autoinforme. En este sentido, sería interesante realizar estudios más profundos utilizando herramientas de evaluación más objetivas, que no se fundamenten exclusivamente en las percepciones de los niños, ya que éstas pueden estar distorsionadas por su edad e, incluso, por sus propias características tipológicas (Bauermeister et al, 2005;Walcott y Landau, 2004). Si bien, la investigación de la realidad familiar, tal y como es percibida por los miembros de este microsistema, constituye una fuente de información de mucha importancia si lo que se desea es comprender y mejorar los complejos procesos que padres e hijos vivencian dentro de este entorno.…”

Section: Conclusionesunclassified

Contexto familiar del alumnado con dificultades de aprendizaje o TDAH, percepciones de padres e hijos

Ramón

Sánchez

2014

Estudios sobre Educación

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Resumen: El estudio compara el clima familiar, la implicación educativa parental y sus expectativas acadé-micas en tres grupos de familias diferentes según la tipología de los hijos y analiza si las percepciones de la realidad familiar difieren de padres a hijos. Han participado 87 familias de alumnos con dificultades de aprendizaje (N = 29), TDAH (N = 29) o rendimiento normalizado (N = 29), que han cumplimentado el Opiniones Familiares FAOP, en su versión para padres (Robledo y García, 2007) y para hijos. Los resultados indican que, en las familias de niños DEA o TDAH, la implicación educativa parental y sus expectativas son menores, hay mayor hostilidad hacia los hijos y el clima familiar es menos adecuado. Se confirman diferencias perceptivas padres-hijos.Palabras clave: Clima familiar; dificultades específicas de aprendizaje; expectativas educativas; implicación educativa parental; TDAH.Abstract: The goal of this study is to find any differences in the family-home climate, parental educational involvement and academic expectations, in relation to the student typology, and to analyze whether the perceptions of the family differ from parent to child. The sample was made up of 87 families divided into three groups: students with learning disabilities (N = 29), with ADHD (N = 29), or normal achievement (N = 29). Families filled out Opiniones Familiares (parents version, Robledo y García, 2007; children version). Results confirm that, in ADHD and LD families, parental involvement and academic expectations are lower, there is a greater hostility to the children and home climate is less suitable. The way family life is perceived for parents is not the same as for children.

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The Relation Between Disinhibition and Emotion Regulation in Boys With Attention Deficit Hyperactivity Disorder

Abstract: This study examined group differences of 49 boys ages 6 to 11 years with and without attention deficit hyperactivity disorder (ADHD)

Cited by 253 publications

References 39 publications

Emotion Regulation Mediates the Relationship between ADHD and Depressive Symptoms in Youth

Emotion Regulation Mediates the Relationship between ADHD and Depressive Symptoms in Youth

“Turning down the heat”: Is poor performance of children with ADHD on tasks tapping “hot” emotional regulation caused by deficits in “cool” executive functions?

Contexto familiar del alumnado con dificultades de aprendizaje o TDAH, percepciones de padres e hijos

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