Where Children With ADHD Direct Visual Attention During Emotion Knowledge Tasks: Relationships to Accuracy, Response Time, and ADHD Symptoms

Serrano, Verenea J.; Hallowell, Brooke

doi:10.1177/1087054715593632

Cited by 28 publications

(27 citation statements)

References 32 publications

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“…Thus, these findings clearly demonstrate a general insufficiency in coding of emotional cues. The possible explanation is a deterioration in the initial learning stage in the primary stages of emotion perception (Serrano et al 2015).…”

Section: Emotional Intelligence and Related Factors In Adhdmentioning

confidence: 99%

Emotional Intelligence in Attention Deficit Hyperactivity Disorder

Kaypakli

Tamam

2019

Psikiyatride Güncel Yaklaşımlar

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Emotional intelligence refers to comprehending the feelings of oneself and others, utilizing these feelings to cope with daily-life demands, showing empathy, adaptability to change, managing stress, self-motivation and establishing successful relationships. Many authors state that there is a social deficit in children and adolescents with attention deficit hyperactivity disorder (ADHD). Children and adults with ADHD were found to have lower ability in recognizing emotions from mimics and sounds, have more aggressive behavior, lower frustration tolerance and impaired self-control. Therefore, some authors suggest the addition of a new core symptom in the diagnosis of ADHD, which could clearly identify problems at the interpersonal interaction besides attention deficit, hyperactivity, and impulsivity. Considering the fact that abilities associated with emotional intelligence can be learned and improved, developing emotional intelligence can be thought as a target for therapy by individualized education for patients with ADHD.

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Section: Emotional Intelligence and Related Factors In Adhdmentioning

confidence: 99%

Emotional Intelligence in Attention Deficit Hyperactivity Disorder

Kaypakli

Tamam

2019

Psikiyatride Güncel Yaklaşımlar

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“…Compared to the ASD literature, a limited number of studies have emerged regarding ADHD and social visual attention (38). The few existing studies focus mainly on isolated face pictures and report deficits in facial emotion recognition (39) or reduced looking preferences for the eye region (40). Moreover, in non-eye tracking studies, ADHD shows deficits in theory of mind, prosody perception, and empathy (41) and it is reported that deficits in social cognition may impact their symptomatology altogether (42).…”

Section: Introductionmentioning

confidence: 99%

Comorbidity Matters: Social Visual Attention in a Comparative Study of Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder and Their Comorbidity

et al. 2020

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Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) represent two common neurodevelopmental disorders with considerable co-occurrence. Their comorbidity (ASD + ADHD) has been included in the latest diagnostic guidelines (DSM-V, 2013). The present study focuses on social visual attention that i) is a main aspect of social attention reflecting social cognition and ii) its atypicalities have been suggested as a potential biomarker for ASD. Considering the possible shared background of both disorders and their comorbidity, it is important to compare such traits directly. Here, 73 children and adolescents paired for age and IQ diagnosed with ASD (N = 12), ADHD (N = 21), comorbid ASD + ADHD (N = 15), and "typically developing" (TD) controls (N = 25), were shown static real-life social scenes while their gaze movements were recorded with eye-tracking. Scenes with two levels of social complexity were presented: low complexity (one person depicted) and high (four interacting individuals). Gaze fixation variables were investigated. Fixation duration on faces was significantly reduced only in ASD + ADHD which also required longer time to fixate all faces at least once. Fixation duration on faces in ASD was reduced, compared to TD, only when looking at scenes with high versus low social complexity. ADHD individuals did not differ from TD. Concluding, the observed alterations of social visual attention support the existence of possible dysfunctional particularities differentiating ASD, ADHD, and ASD + ADHD, which can be revealed with the new method of eye-tracking technique. The objective gaze measurements provided contribute to the development of biomarkers enabling early diagnosis, amelioration of care and further interventions specified for each group.

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“…Emotional problems in ADHD consist of a broad array of deficits in emotional functioning, including poor emotion regulation, excessive emotional expression, low frustration tolerance, reduced arousal to emotional stimuli, and anomalous allocation of attention to emotional stimuli (Bunford, Evans, & Wymbs, 2015; Serrano, Owens, & Hallowell, 2018). Such emotional symptoms are common in children with ADHD; in the United States, approximately one third of children with ADHD were reported to have co-occurring emotional and behavioral difficulties and impairments in daily functioning (Strine et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Temporal and Reciprocal Relations Between ADHD symptoms and Emotional Problems in School-Age Children

et al. 2018

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Where Children With ADHD Direct Visual Attention During Emotion Knowledge Tasks: Relationships to Accuracy, Response Time, and ADHD Symptoms

Abstract: Children with ADHD view some emotions differently from children without ADHD. The results provide an important foundation for additional work in this area.

Cited by 28 publications

References 32 publications

Emotional Intelligence in Attention Deficit Hyperactivity Disorder

Emotional Intelligence in Attention Deficit Hyperactivity Disorder

Comorbidity Matters: Social Visual Attention in a Comparative Study of Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder and Their Comorbidity

Temporal and Reciprocal Relations Between ADHD symptoms and Emotional Problems in School-Age Children

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