Article
Psychology, Developmental
Christina Harkins, Micah O. O. Mazurek
Summary: This study aimed to assess the impact of co-occurring attention deficit/hyperactivity disorder (ADHD) on social functioning among individuals with autism spectrum disorder (ASD). The results showed that individuals with co-occurring ADHD had more impairments in social awareness, but not in other social areas. Treatment significantly improved social functioning for both ASD and ASD + ADHD groups, with no negative impact from co-occurring ADHD.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2023)
Article
Pediatrics
Rebecka Astenvald, Matilda A. Frick, Janina Neufeld, Sven Bolte, Johan Isaksson
Summary: This study discovered a significant association between attention-deficit/hyperactivity disorder (ADHD) and emotion dysregulation (ED), even after adjusting for other mental health conditions. Within-pair analysis indicated a genetic influence on the association between ADHD and ED.
CHILD AND ADOLESCENT PSYCHIATRY AND MENTAL HEALTH
(2022)
Article
Psychology, Multidisciplinary
Zohreh Vafa, Morteza Azizi, Mojtaba Elhami Athar
Summary: The study found that emotion dysregulation, social competence, and peer problems can predict school alienation. It suggests that school psychologists and other clinicians should focus on these areas and design interventions to improve students' emotion regulation, social competence, and peer relationships.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Psychology, Developmental
Rebecca C. Shaffer, Lauren M. Schmitt, Debra L. Reisinger, Marika Coffman, Paul Horn, Matthew S. Goodwin, Carla Mazefsky, Shelley Randall, Craig Erickson
Summary: This study developed the Regulating Together (RT) program to help individuals with ASD reduce emotion dysregulation. A multi-phase trial was conducted and the results showed improvements in reactivity, emotion regulation knowledge, and flexibility after treatment and at the 10-week post-treatment follow-up. In addition, there was a reduction in inpatient hospitalization rates.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2023)
Article
Clinical Neurology
Qianrong Liu, Wai Chen, David A. Preece, Defeng Xu, Haimei Li, Ningning Liu, Guanghui Fu, Yufeng Wang, Qiujin Qian, James J. Gross, Lu Liu
Summary: This study found that in adults with attention-deficit/hyperactivity disorder (ADHD), lower use of cognitive reappraisal (CR) is associated with increased expression of emotion dysregulation (ED), while higher use of expressive suppression (ES) may play a unique compensatory role in emotion regulation.
JOURNAL OF AFFECTIVE DISORDERS
(2022)
Review
Psychiatry
Claudia Carmassi, Lorenzo Conti, Davide Gravina, Benedetta Nardi, Liliana Dell'Osso
Summary: Emotional dysregulation (ED) refers to inappropriate emotional reactions related to environmental or cognitive stimuli. This study aimed to evaluate the scientific evidence of ED in adult psychiatric population and found that ED is a trans-diagnostic factor across multiple mental disorders.
FRONTIERS IN PSYCHIATRY
(2022)
Article
Psychology, Multidisciplinary
Sarah R. Edmunds, Jason Fogler, Yael Braverman, Rachel Gilbert, Susan Faja
Summary: The relative difference of resting EEG frontal alpha activation between left and right hemispheres (FAA) correlates with global approach and avoidance tendencies. FAA may relate to problems with executive and affective functioning in children with neurodevelopmental differences, including autism and ADHD. Children with ADHD displayed greater left FAA compared to autistic and neurotypical children, and they also had greater challenges with hot executive function (EF) on a gambling task. Children with co-occurring autism and ADHD had greater parent-reported emotion dysregulation than neurotypical and autism-only groups. Greater left FAA predicted worse hot EF for all children but was not significantly related to emotion dysregulation. Regardless of clinical diagnosis, relatively greater left FAA relates to hot EF. While hot EF deficits may be specific to ADHD rather than autism, both diagnoses together confer additive risk for emotion dysregulation.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Education, Special
Laudan B. Jahromi, Katherine S. Kirkman, Morgan A. Friedman, Amanda Dimachkie Nunnally
Summary: Children with ASD exhibit lower levels of non-stereotypical affective perspective taking and emotion regulation, with differences in coping strategies compared to typical peers during interactions. Their emotion regulation and coping strategies during interactions with peers are associated with their prosocial behaviors one year later.
AJIDD-AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
(2021)
Article
Psychology, Developmental
Gemma Mestre-Bach, Trevor Steward, Marc N. Potenza, Roser Granero, Fernando Fernandez-Aranda, Teresa Mena-Moreno, Pablo Magana, Cristina Vintro-Alcaraz, Amparo del Pino-Gutierrez, Jose M. Menchon, Susana Jimenez-Murcia
Summary: This study examined the relationships between ADHD symptoms, emotion regulation, and gambling disorder severity. The results revealed significant correlations between ADHD symptoms and gambling disorder severity, as well as emotion regulation and gambling disorder severity. The presence of ADHD symptoms was associated with greater severity of gambling disorder and emotional dysregulation.
JOURNAL OF ATTENTION DISORDERS
(2021)
Article
Psychiatry
Margreet Bierens, Catharina A. A. Hartman, Helen Klip, Stijn Deckers, Jan Buitelaar, Nanda Rommelse
Summary: Emotion dysregulation (ED) is considered as the core feature of mental disorders and this study aimed to explore the overlapping and distinct characteristics of ED for different types of disorders. The findings showed that ED levels were similar across disorders and predicted lower quality of life and longer treatment duration. Certain disorder-specific elements were found in ED.
FRONTIERS IN PSYCHIATRY
(2023)
Article
Psychology, Multidisciplinary
Deepali M. Dhruve, Jenna E. Russo, Arazais D. Oliveros
Summary: Stress caused by the global COVID-19 pandemic is associated with psychological consequences, such as depressive symptoms. Outbreaks and pandemics can accentuate stressors or generate new ones due to health-related concerns, reduced mobility, and social activity. Research suggests that college students, with their familiarity with technology and virtual socializing, may have some protection against depression, so studying this group is important.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Psychiatry
Ru Ying Cai, Antonio Y. Hardan, Jennifer M. Phillips, Thomas W. Frazier, Mirko Uljarevi
Summary: Emotion regulation is considered a transdiagnostic process linked with mental health and neurodevelopmental conditions. This study explored the relationship between emotion regulation and internalizing and externalizing symptoms in a sample of adolescents, finding that emotion dysregulation significantly contributes to the severity of symptoms beyond diagnostic status.
FRONTIERS IN PSYCHIATRY
(2021)
Article
Psychology, Developmental
Christina M. Harkins, Benjamin L. Handen, Micah O. Mazurek
Summary: Children with autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) both face behavioral and social difficulties, which may become more severe when the two disorders co-occur. Limited research has been conducted on the impact of ASD + ADHD comorbidity on social functioning. A study involving 282 children diagnosed with ASD, ADHD, or ASD + ADHD found no significant differences in social impairment between the ASD and ASD + ADHD groups. This study contributes to existing literature by highlighting mixed findings on social functioning in the context of ASD + ADHD comorbidity.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2022)
Article
Psychiatry
Troy Q. Boucher, Julia N. Lukacs, Nichole E. Scheerer, Grace Iarocci
Summary: Based on brief videos, this study found that non-autistic adults rated autistic children less favorably than non-autistic children in terms of first impressions, with audio playing a significant role. The rater's own characteristics such as social competence, autism stigma, and past experiences with autistic people were found to be related to the bias against autistic children. These negative judgments may contribute to the social exclusion experienced by autistic children.
FRONTIERS IN PSYCHIATRY
(2023)
Article
Psychology, Experimental
Nicholas M. Thompson, Carien M. van Reekum, Bhismadev Chakrabarti
Summary: Understanding and sharing others' emotions (i.e., empathy) requires the ability to manage one's own emotions (i.e., emotion regulation). Empirical evidence suggests a negative relationship between cognitive empathy and emotion dysregulation, while no significant relationship was found between affective empathy and emotion dysregulation.
Article
Clinical Neurology
Lauren N. Irwin, Elia F. Soto, Elizabeth S. M. Chan, Caroline E. Miller, Shana Carrington-Forde, Nicole B. Groves, Michael J. Kofler
Summary: Children with ADHD show difficulties in activities of daily living (ADLs), which are associated with lower working memory and inattentive symptoms of ADHD.
CHILD NEUROPSYCHOLOGY
(2021)
Article
Clinical Neurology
Chloe N. Carames, Lauren N. Irwin, Michael J. Kofler
Summary: The study suggests that visual perception is uniquely linked to reading and math skills, while motor coordination is associated with reading, writing, and math skills in school-aged children. The integration of visual perception and motor coordination specifically affects math skills. Children with ADHD show lower levels of visual-motor integration and motor coordination, indicating unique risk factors for academic underachievement in math, reading, and written language skills.
CHILD NEUROPSYCHOLOGY
(2022)
Article
Psychology, Developmental
Elizabeth S. M. Chan, Nicole B. Groves, Carolyn L. Marsh, Caroline E. Miller, Kijana P. Richmond, Michael J. Kofler
Summary: The study found that most children with ADHD are perceived as resilient by their parents and teachers, with resilience levels not significantly different from children without ADHD. Exploratory analysis highlighted specific factors that promote resilience in children with ADHD, while other factors were beneficial only for children without ADHD.
JOURNAL OF ATTENTION DISORDERS
(2022)
Article
Psychology, Clinical
Nicole B. Groves, Erica L. Wells, Elia F. Soto, Carolyn L. Marsh, Emma M. Jaisle, T. Kathy Harvey, Michael J. Kofler
Summary: The study found that better-developed working memory predicted better emotion regulation and fewer ADHD symptoms, with ADHD symptoms independently predicting emotion dysregulation. Working memory exerted indirect effects on emotion regulation through inattention and hyperactivity/impulsivity, highlighting its importance for understanding children's emotion regulation skills.
RESEARCH ON CHILD AND ADOLESCENT PSYCHOPATHOLOGY
(2022)
Article
Psychology, Clinical
Leah J. Singh, Fatou Gaye, Alissa M. Cole, Elizabeth S. M. Chan, Michael J. Kofler
Summary: The results of two clinical trials provide strong support for the efficacy of Central Executive Training (CET) in treating ADHD, and are consistent with the model-driven hypothesis that academic difficulties in ADHD are partly due to underdeveloped executive functioning abilities in these children.
Article
Education, Special
Jaida S. Condo, Elizabeth S. M. Chan, Michael J. Kofler
Summary: The role of parental involvement in academic outcomes for children with ADHD is uncertain. This study found that inattention is negatively associated with academic achievement, and parental involvement is negatively associated with academic achievement. The severity of ADHD symptoms and the presence of cooccurring ODD symptoms do not moderate these relationships.
RESEARCH IN DEVELOPMENTAL DISABILITIES
(2022)
Article
Psychology, Clinical
Elizabeth S. M. Chan, Mariafernanda Macias, Michael J. Kofler
Summary: Pediatric ADHD and anxiety symptoms can influence specific aspects of the parent-child relationship, and the combination of child inattention and anxiety predicts reduced parental confidence. However, the presence of comorbid oppositional-defiant disorder is the only reliable predictor of increased parental relational frustration.
JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT
(2022)
Article
Psychology, Developmental
Elizabeth S. M. Chan, Jeffrey A. Shero, Eric D. Hand, Alissa M. Cole, Fatou Gaye, Jamie A. Spiegel, Michael J. Kofler
Summary: This review systematically quantified the efficacy of reading interventions for school-aged children with ADHD using a multi-level meta-analytic approach. Results showed that reading interventions are highly effective for improving reading skills, especially those targeting decoding and phonemic awareness. These findings suggest that reading interventions should be the first-line treatment for reading difficulties among children with ADHD.
JOURNAL OF ATTENTION DISORDERS
(2023)
Article
Psychology, Clinical
Chani Stark, Nicole B. Groves, Michael J. Kofler
Summary: The reduced social competence is a risk factor for the development of social anxiety among children with ASD, which is important for understanding the mechanism underlying the relationship between these two disorders.
BRITISH JOURNAL OF CLINICAL PSYCHOLOGY
(2023)
Article
Clinical Neurology
Carolyn L. Marsh, Nicole B. Groves, Lushna M. Mehra, Katie E. Black, Lauren N. Irwin Harper, Alexandria Meyer, Michael J. Kofler
Summary: This study aimed to investigate whether event-related potentials (ERPs) elicited after errors, specifically the error-related negativity (ERN) and error positivity (Pe), reflect cognitive control and are related to individual differences in cognitive control and executive functioning. The results showed that neither the ERN nor Pe were related to overall cognitive control or specific executive functions. However, a larger Pe was associated with better-developed inhibitory control.
CHILD NEUROPSYCHOLOGY
(2023)
Article
Clinical Neurology
Lauren N. Irwin Harper, Nicole B. Groves, Carolyn L. Marsh, Alissa M. Cole, Michael J. Kofler
Summary: Children with ADHD show impairments in set shifting task performance. This study found that training inhibitory control can improve shifting performance, while training working memory does not.
CHILD NEUROPSYCHOLOGY
(2023)
Article
Clinical Neurology
Leanne Tamm, Jeffery N. Epstein, Sarah A. Orban, Michael J. Kofler, James L. Peugh, Stephen P. Becker
Summary: Cognitive disengagement syndrome (CDS) is characterized by excessive daydreaming, mental confusion, and slowed behavior or thinking. This study examined the association between CDS symptoms and neurocognitive functioning, and found that CDS symptoms were associated with slower cognitive processing across multiple domains, while symptoms of ADHD were associated with specific cognitive task impairments.
CHILD NEUROPSYCHOLOGY
(2023)
Article
Psychology, Educational
Alissa M. Cole, Elizabeth S. M. Chan, Fatou Gaye, Jamie A. Spiegel, Elia F. Soto, Michael J. Kofler
Summary: The simple view of reading asserts that children's reading comprehension performance can be explained entirely by their decoding and language comprehension skills. This study examined this view in a clinically evaluated sample of 250 children with and without ADHD and found that decoding and language comprehension explained all of the variance in reading comprehension for both groups. These findings support the simple view of reading and suggest that it holds for children with ADHD.
JOURNAL OF EDUCATIONAL PSYCHOLOGY
(2023)
Article
Psychology, Clinical
Fatou Gaye, Nicole B. Groves, Elizabeth S. M. Chan, Alissa M. Cole, Emma M. Jaisle, Elia F. Soto, Michael J. Kofler
Summary: The study finds that math difficulties in children with ADHD and clinically evaluated children without ADHD are largely associated with their neurocognitive vulnerabilities in working/short-term memory and, to a lesser extent, overt ADHD symptoms.