Emotion,understanding, and social skills among boys at risk of attention deficit hyperactivity disorder

There is growing interest in the role of emotional competence in middle school children's adjustment and functioning, yet many populations remain underresearched. Few studies have explored the emotional competence, especially emotion understanding, of children with, or at risk of, attention deficit hyperactivity disorder (ADHD), and even fewer have examined the role emotion understanding plays in these children's social skills. Our study investigates a profile of the emotion understanding capacities of Israeli boys at risk of ADHD and evaluates its association with their social skills. One hundred and fifty‐two boys (grades 4–6) were each assigned to an at‐risk (n = 66) or comparison (n = 86) group based on their scores on an ADHD symptoms questionnaire (Conners Rating System–Revised). The two groups were matched on age, socioeconomic status and class, and school environment. Group comparisons revealed that relative to their non–at‐risk counterparts, at‐risk boys demonstrated less mature emotion understanding. Finally, our findings indicate that poor emotion understanding plays a more notable role in the social functioning of at‐risk than non–at‐risk children. This study's contribution to the understanding and school treatment of children with ADHD emotional and social competencies is discussed. © 2009 Wiley Periodicals, Inc.     

Attention Deficit Hyperactivity Disorder,behavioural and emotional problems in children excluded from mainstream education: a preliminary study of teachers' ratings

The aim of this study was to measure the rates of Attention Deficit Hyperactivity Disorder (ADHD), and behavioural and emotional problems in children attending Behavioural Support Units (BSUs), as rated by teachers. Children (N=45) were selected from two Behavioural Support Units (primary and secondary education). Teachers completed the Strengths and Difficulties Questionnaire (SDQ) and the ADHD Rating Scale. The levels of hyperactivity and emotional problems were high among primary school age children. Children attending primary school age BSUs had significantly higher hyperactivity and emotional scores than their older counterparts. The findings are discussed in relation to the literature on ADHD and other mental health problems in children. The implications for the provision of services for children excluded from mainstream education are also discussed.     

A journey of self‐discovery: an intervention involving massage,yoga and relaxation for children with emotional and behavioural difficulties attending primary schools

This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day.     

Peer Problems and Hyperactivity–Impulsivity Among Norwegian and American Children: The Role of 5‐HTTLPR

Peer problems are linked to attention deficit hyperactivity disorder (ADHD) symptoms and the serotonin system is thought to be involved in ADHD‐related behavior. Hence, from a Gene × Environment perspective, the serotonin transporter 5‐HTTLPR may play a moderating role. In two large community samples, the moderating role of 5‐HTTLPR was examined related to more hyperactivity–impulsivity symptoms (HI symptoms) predicted by more peer problems. In Study 1, involving 642 Norwegian children, results indicated that for s‐allele carriers only, caregiver‐reported peer problems at age 4 predicted more parent‐reported HI symptoms at age 6. In Study 2, similar results emerged involving 482 American children. Discussion focuses on differential sensitivity to the adverse effects of poor peer relations.     

Long‐Term Episodic Memory in Children with Attention‐Deficit/Hyperactivity Disorder

Twenty‐nine grade‐matched 4th–8th‐grade males, 12 with attention‐deficit/hyperactivity disorder (ADHD) (age M= 12.2 years, SD= 1.48), and 17 without (age M= 11.5, SD= 1.59), completed two working memory tasks (digit span and the Simon game) and three long‐term episodic memory tasks (a personal event memory task, story memory task, and picture recognition task). In line with clinical observations, children with ADHD performed worse than peers on all working memory tasks, but performed as well as or better than peers on long‐term episodic tasks, demonstrating particularly detailed memory for personally experienced past events. Participants' parents also completed questionnaires about their children's memories in daily life. Parents rated children with ADHD lower than children without ADHD on working and semantic memory (e.g., remembering names, spelling, and math), but rated them as high or higher on memory for events. Implications for theory and educational practice are discussed.     

Peer Problems Among Postinstitutionalized,Internationally Adopted Children: Relations to Hypocortisolism,Parenting Quality,and ADHD Symptoms

Seventy-eight postinstitutionalized (PI) children adopted at ages 17–36 months were assessed 2, 8, 16, and 24 months postadoption on measures of cortisol and parenting quality, and compared to same-aged children adopted from foster care (FC, n = 45) and nonadopted children (NA, n = 45). In kindergarten (M_age = 6.0 years), teachers, parents, and trained observers completed measures of peer relationships and attention deficit hyperactivity disorder (ADHD) symptoms. PI children had more peer problems and ADHD symptoms according to teachers and observers than NA children with FC children in between, whereas both PI and FC children were at significantly greater risk of hypocortisolism (i.e., blunted cortisol diurnal rhythm and reactivity). Hypocortisolism and ADHD symptoms mediated the association between preadoption adversity and peer difficulties. Higher postadoption parenting quality was protective.     

Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8–12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e.g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD.     

Outcomes of a school‐based mental health program for youth with serious emotional disorders

The present study describes a comprehensive, day treatment program conducted in public school classrooms for children with serious emotional disorders (SED) and presents data evaluating program efficacy. Behavioral outcomes are presented for 142 children, ages 5 to 18 years, over the course of an academic year. Treatment efficacy was assessed using a behavioral outcome measure, the Youth Outcome Questionnaire. At initial evaluation, all children were exhibiting emotional symptoms beyond the scope of outpatient services, with 97% being classified as having a Severe Emotional Disorder. At the 9‐month follow‐up, 50.7% of the sample showed overall symptom reduction, and 27.5% scored below clinical cutoff levels, indicating remission of symptoms to within normal limits. Treatment response was equally likely among boys and girls, and across diagnostic categories. Elementary school‐aged children and adolescents made equivalent gains in the program; however, mixed‐model, repeated‐measures ANOVA revealed a significant group × time interaction ( p < .05), indicating that these groups showed different patterns of improvement over time. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 661–675, 2002.     

Follow‐up study of ex‐students of a residential school for children with emotional and behavioural difficulties in New Zealand

A follow‐up study was conducted on ex‐students of a residential special school for children with emotional and behavioural difficulties in New Zealand. Previous research on post‐school outcomes for students with emotional and behavioural difficulties has found low levels on quality of life indicators such as education, employment and community adjustment. Twenty‐nine ex‐students and/or their parents or caregivers were located and interviewed 10–14 years after they had left residential school. Interviews focused on their educational achievement, employment record and community adjustment. Findings indicated low levels of achievement in terms of educational qualifications and employment records, high rates of involvement with the criminal justice system and low levels of community adjustment. Implications of the study findings suggest that key factors in improving student outcomes are establishing effective procedures for transition, providing ongoing support for ex‐students, and better special needs training for teachers in mainstream schools.     

Early literacy and parental writing mediation in young children with and without ADHD

The study compared early literacy of Israeli children aged five to six years with and without attention deficit hyperactivity disorder (ADHD), contrasted parental writing mediation in the two groups and tested the relations between parents’ mediation characteristics and children’s early literacy skills. Each of 62 parent‐child dyads (32 with ADHD) was videotaped at home while writing words. Videotapes were transcribed and analysed for mediation (specific writing task measures, emotional measures typical of problem‐solving tasks, and general measures of interactions). Children’s early literacy (word writing, letter knowledge and phonological awareness) was assessed at home. Results showed that children with ADHD already exhibited lower literacy achievements at ages five to six compared to their peers without ADHD. Parents of children with ADHD scored lower than parents of children without ADHD on the writing‐specific, emotional and general mediation measures. In both groups, the specific writing mediation measures correlated significantly with children’s early literacy. More emotional mediation measures correlated significantly with children’s early literacy in the ADHD than in the non‐ADHD group. Discussion focused on parent‐child writing interactions as a context of early literacy development among young children with ADHD.     

ANCHORING ADHD SYMPTOMS TO MENTAL AGE

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM‐5), requires that symptoms of ADHD must be developmentally inappropriate in order for an ADHD diagnosis to be considered. Because the DSM‐5 does not specifically outline procedure for determining developmental inappropriateness of behaviors, practitioners do not have guidance for making this consideration. To explore the relationship between mental age and behavior ratings of ADHD symptoms, the cognitive and behavioral data from 50 children who were evaluated in a school or clinic were compiled for this study. Cognitive ability scores were used to calculate mental age and behavior rating scores were then recalculated using the assessed mental age. Using the recalculated behavior ratings, scores based on mental age decreased significantly on the Attention Problems, Hyperactivity, and Atypicality scales of the BASC‐2. Additionally, as the discrepancy between mental and chronological age increased, larger differences in scores were found.     

Hurricane Sandy Exposure Alters the Development of Neural Reactivity to Negative Stimuli in Children

This study examined whether exposure to Hurricane Sandy‐related stressors altered children's brain response to emotional information. An average of 8 months (M_age = 9.19) before and 9 months after (M_age = 10.95) Hurricane Sandy, 77 children experiencing high (n = 37) and low (n = 40) levels of hurricane‐related stress exposure completed a task in which the late positive potential, a neural index of emotional reactivity, was measured in response to pleasant and unpleasant, compared to neutral, images. From pre‐ to post‐Hurricane Sandy, children with high stress exposure failed to show the same decrease in emotional reactivity to unpleasant versus neutral stimuli as those with low stress exposure. Results provide compelling evidence that exposure to natural disaster‐related stressors alters neural emotional reactivity to negatively valenced information.     

Supporting children with genetic syndromes in the classroom: the example of 22q deletion syndrome

An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22qDS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social‐emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom‐based interventions. Suggested recommendations in the learning and emotional‐behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important.     

Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: THE role of teaching experience

Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD are compared across stages of Australian teachers' careers. Relative to pre‐service teachers with (n = 218) and without (n = 109) teaching experience, in‐service teachers (n = 127) show more overall knowledge of ADHD, more knowledge of characteristics and treatments for ADHD, and higher perceived knowledge. In‐service teachers reported less favorable emotion about teaching children with ADHD than did pre‐service teachers without experience and more favorable behaviors than pre‐service teachers with experience. Groups did not differ in knowledge of causes of ADHD, overall attitudes, stereotypical beliefs, and beliefs about teaching children with ADHD. Identification of knowledge gaps and ambivalent attitudes will guide pre‐service and in‐service training courses. © 2012 Wiley Periodicals, Inc.     

Developmental Changes in Attention and Comprehension Among Children With Attention Deficit Hyperactivity Disorder

Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time. Deficits in comprehension among children with ADHD, however, increased over time. Whereas comparison children’s recall of factual and causal information increased over time in both viewing conditions, children with ADHD showed no developmental improvement in recall of factual information in the toys‐present condition and no improvement in recall of causal relations in either viewing condition.     

Children with epilepsy: the role of the educational psychologist

Childhood epilepsy is the most common paediatric neurological disorder. It is a condition with a well-documented association with cognitive, behavioural and emotional difficulties. Children with epilepsy are at increased risk of global and specific cognitive impairments. They are also at increased risk for symptoms associated with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), depression and anxiety. The cognitive, behavioural and emotional difficulties associated with childhood epilepsy are often overshadowed by the need to treat epileptic seizures. Psychologists working in schools can provide valuable insight into the cognitive, behavioural and emotional issues faced by children with epilepsy through appropriate assessment and the recommendation of interventions which will lessen the impact of such difficulties. Educational psychologists can also help the children’s families cope with a condition with challenging psychosocial implications and provide a valuable link between school staff and supporting health professionals.     

注意缺损多动障碍与情绪的相关研究综述

ADHD的症状非常复杂,并因其往往伴随其他障碍而引起广大研究者的兴趣。情感功能模型理论包括情感表达的技能、情感识别和评估以及情绪调节,总称为“情感能力”。以往研究主要是从多动症儿童的发病机制以及多动症的治疗和干预等方面进行,近年来国外开始关注多动症儿童情感能力的研究。文章综述了国内外多动症儿童情绪特征研究的重要成果,为国内学者进行多动症的相关研究开辟了新的视角。     

Concurrent and Subsequent Associations Between Daily Digital Technology Use and High‐Risk Adolescents’ Mental Health Symptoms

Adolescents are spending an unprecedented amount of time using digital technologies (especially mobile technologies), and there are concerns that adolescents’ constant connectivity is associated with poor mental health, particularly among at‐risk adolescents. Participants included 151 adolescents at risk for mental health problems (M_age = 13.1) who completed a baseline assessment, 30‐day ecological momentary assessment, and 18 month follow‐up assessment. Results from multilevel regression models showed that daily reports of both time spent using digital technologies and the number of text messages sent were associated with increased same‐day attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD) symptoms. Adolescents’ reported digital technology usage and text messaging across the ecological momentary assessment (EMA) period was also associated with poorer self‐regulation and increases in conduct problem symptoms between the baseline and follow‐up assessments.