Inhibitory Control Mediates the Association Between Emotion Dysregulation and Symptoms of ADHD and ODD in Children with Disruptive Behavior

IF 1.3 Q3 EDUCATION, SPECIAL

Advances in Neurodevelopmental Disorders Pub Date : 2023-03-09 DOI:10.1007/s41252-023-00324-7

Anneesa D. Singh, Anne-Claude V. Bedard, Brendan F. Andrade

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引用次数: 0

Abstract

Objectives

Children with attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) show emotion dysregulation and underdeveloped inhibitory control associated with impairment in social, academic, and family functioning. The present study investigated whether inhibitory control mediates the association between emotion dysregulation and symptoms of ADHD and ODD in clinic referred children with disruptive behavior.

Methods

Standardized questionnaires and structured interviews were used to collect parent and teacher ratings of cognitive, emotional, and behavioral difficulties in a clinical sample of 297 children (M age = 8.24 (1.7); 79.3% male) with disruptive behavior.

Results

Inhibitory control mediated the relationship between parent- and teacher-reported emotion dysregulation and symptoms of ADHD and ODD in children with disruptive behavior.

Conclusions

Findings provide theoretical support for the role of emotional and cognitive mechanisms in ADHD and ODD. Additionally, findings suggest that emotion dysregulation and inhibitory control may be important targets for psychosocial interventions for children with ADHD and/or ODD symptoms.

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破坏性行为儿童情绪失调与ADHD、ODD症状的关系:抑制控制的中介作用

目的注意缺陷多动障碍(ADHD)和对立违抗性障碍(ODD)患儿表现出情绪失调和抑制控制不发达，与社交、学业和家庭功能障碍相关。本研究旨在探讨在临床转诊的破坏性行为患儿中，抑制控制是否在情绪失调与ADHD和ODD症状之间起中介作用。方法采用标准化问卷和结构化访谈法，收集297名儿童(M年龄= 8.24 (1.7);79.3%男性)有破坏性行为。结果家长和教师报告的情绪失调与破坏性行为儿童ADHD和ODD症状之间存在抑制控制的关系。结论研究结果为情绪和认知机制在ADHD和ODD中的作用提供了理论支持。此外，研究结果表明情绪失调和抑制控制可能是ADHD和/或ODD症状儿童心理社会干预的重要目标。

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来源期刊

Advances in Neurodevelopmental Disorders Social Sciences-Social Sciences (miscellaneous)

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.