Differentiating Symptoms of ADHD in Preschoolers: The Role of Emotion Regulation and Executive Function

2020 ◽  
pp. 108705471989685
Author(s):  
Taylor D. Landis ◽  
Alexis M. Garcia ◽  
Katie C. Hart ◽  
Paulo A. Graziano
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Individual Differences ◽  
Task Performance ◽  
Externalizing Behavior ◽  
Adhd Symptoms ◽  
Regression Analyses ◽  
Oppositional Defiant ◽  
Inattention And Hyperactivity

Objective: This study examined the extent to which individual differences in executive function (EF) and emotion regulation (ER) were uniquely associated with inattention and hyperactivity symptoms of ADHD, respectively. Method: Participants included 249 preschool children with at-risk or clinically elevated levels of externalizing behavior problems (EBPs). Results: Regression analyses were conducted examining the association between EF and ER—as reported by parents/teachers and assessed via child task performance—and hyperactivity and inattention. Even after accounting for IQ, age, sex, and severity of oppositional defiant disorder, greater levels of parent/teacher-reported EF problems and worse EF performance were associated with greater inattention. In addition, better observed ER was associated with lower inattention. Conversely, greater levels of parent/teacher-reported EF problems and worse parent/teacher-reported ER were associated with greater hyperactivity. Conclusion: Our findings suggest that underlying deficits in EF and ER do differentially relate to ADHD symptoms.

Delay of gratification in preschoolers with and without autism spectrum disorder: Individual differences and links to executive function, emotion regulation, and joint attention

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1720-1731 ◽  
Author(s):  
Laudan B Jahromi ◽  
Yanru Chen ◽  
Andrew J Dakopolos ◽  
Alice Chorneau
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Executive Function ◽  
Individual Differences ◽  
Joint Attention ◽  
Children With Autism ◽  
Delay Of Gratification ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Strategies

This study examined delay of gratification behaviors in preschool-aged children with and without autism spectrum disorder. Recent research has found that elementary-aged children with autism spectrum disorder showed challenges with delay of gratification and that there were individual differences in terms of children’s behaviors during the wait. We extend this work to a younger sample of children with autism spectrum disorder to understand whether these difficulties emerge by the preschool years. Moreover, we assessed whether individual differences in other key self-regulatory capacities (i.e. effortful control, emotion regulation, executive function, and joint attention) were related to delay of gratification wait durations or behavioral strategies. Findings revealed that preschoolers with autism spectrum disorder waited for a shorter duration, demonstrated more temptation-focused behaviors, and expressed less positive affect than their typical peers during the delay of gratification task. At the full-sample level, individual differences in children’s temptation-focused behaviors (i.e. visual attention and verbalizations focused on the temptation) were related to children’s executive function, joint attention, and parents’ ratings of emotion regulation. When we examined associations within groups, the associations were not significant for the autism spectrum disorder group, but for typically developing children, there was a positive association between temptation-focused behaviors and emotion regulation.

scholarly journals Linking Stressful Experiences and Psychological Problems: The Role of Self-Esteem

2018 ◽  
Vol 10 (7) ◽  
pp. 914-923 ◽  
Author(s):  
Elisabeth L. de Moor ◽  
Roos Hutteman ◽  
Kees Korrelboom ◽  
Odilia M. Laceulle
Keyword(s):  
Individual Differences ◽  
Self Esteem ◽  
Psychological Problems ◽  
Questionnaire Data ◽  
Regression Analyses ◽  
Cross Sectional ◽  
Stressful Experiences ◽  
Post Hoc ◽  
Moderating Role

Stressful experiences have repeatedly been related to psychological problems. The current study extends previous work on stress and psychological problems by examining the link between stressful experiences and both internalizing (INT) and externalizing (EXT) problems. Additionally, individual differences are investigated by testing the moderating role of self-esteem. Questionnaire data of 750 adolescents aged 12–18 were collected and analyzed using multiple regression analyses. Analyses were controlled for sex and socioeconomic status. Results indicated that adolescents who report more stressful experiences are more likely to experience both INT and EXT problems, and these relationships were stronger for adolescents with low self-esteem. Post hoc analyses (e.g., different thresholds for determining stressful experiences) support the robustness of our findings. The findings on self-esteem emphasize the importance of taking individual differences into account in the relation between stressful experiences and psychological problems. The results can be seen as a next step in cross-sectional research.

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

2018 ◽  
Vol 24 (7) ◽  
pp. 1032-1044 ◽  
Author(s):  
Gloria T. Han ◽  
Yi-Lung Chen ◽  
Fang-Ju Tsai ◽  
Susan Shur-Fen Gau
Keyword(s):  
Emotional Problems ◽  
Eighth Graders ◽  
Parent Report ◽  
Third Graders ◽  
School Age Children ◽  
School Age ◽  
Adhd Symptoms ◽  
Strengths And Difficulties ◽  
Inattention And Hyperactivity

Objective: The study aimed to investigate the reciprocal and temporal relations between ADHD symptoms and emotional problems in school-age children. Method: This 1-year longitudinal study with a four-wave design included 1,253 children and adolescents (254 third graders, 281 fifth graders, and 718 eighth graders; 50.9% boys). ADHD symptoms and emotional problems were measured using parent report of the Swanson, Nolan, and Pelham, Version IV Scale and Strengths and Difficulties Questionnaire. Results: Cross-lagged panel analyses indicated that both inattention and hyperactivity/impulsivity symptoms were associated with emotional problems over the 1-year period. However, only inattention symptoms demonstrated a transactional relationship with emotional problems, such that inattention predicted future emotional problems, which in turn led to increases in inattention symptoms. Conclusion: Our findings highlight the transactional and dynamic interplay between inattention symptoms and emotional problems and support the mechanistic role of inattention symptoms in the development and persistence of emotional problems in school-age children.

Inter-Individual Differences in Striatal Connectivity Is Related to Executive Function Through Fronto-Parietal Connectivity

2019 ◽  
Author(s):  
Fahimeh Darki ◽  
Bruno Sauce ◽  
Torkel Klingberg ◽  
Keyword(s):  
Executive Function ◽  
Individual Differences ◽  
Functional Connectivity ◽  
Structural Equation ◽  
Dorsal Striatum ◽  
Childhood Development ◽  
Equation Modeling ◽  
Resting State Functional Connectivity ◽  
Memory Inhibition

Abstract The striatum has long been associated with cognitive functions, but the mechanisms behind this are still unclear. Here we tested a new hypothesis that the striatum contributes to executive function (EF) by strengthening cortico-cortical connections. Striatal connectivity was evaluated by measuring the resting-state functional connectivity between ventral and dorsal striatum in 570 individuals, aged 3–20 years. Using structural equation modeling, we found that inter-individual differences in striatal connectivity had an indirect effect (via fronto-parietal functional connectivity) and a direct effect on a compound EF measure of working memory, inhibition, and set-shifting/flexibility. The effect of fronto-parietal connectivity on cognition did not depend on age: the influence was as strong in older as younger children. In contrast, striatal connectivity was closely related to changes in cognitive ability during childhood development, suggesting a specific role of the striatum in cognitive plasticity. These results support a new principle for striatal functioning, according to which striatum promotes cognitive development by strengthening of cortico-cortical connectivity.

scholarly journals Left Unheard: Detecting Mood and Aggression Through Ostracism and Trait Mindfulness

2019 ◽  
Vol 34 (2) ◽  
Author(s):  
Cleoputri Yusainy ◽  
Putri Intan Mila Karti ◽  
Roynaldo Ramadhani Ikhsan ◽  
Ziadatul Hikmiah
Keyword(s):  
Emotion Regulation ◽  
Individual Differences ◽  
Negative Affect ◽  
Physical Aggression ◽  
Intervention Strategies ◽  
Regulation Mechanism ◽  
Trait Mindfulness ◽  
Symbolic Form ◽  
The Impact

Ostracism occurs in the real world but causal investigation of the effect of ostracism on antisocial behavior (i.e., aggression) is typically limited by ethical consideration. This lab-based study (N = 131 Indonesian undergraduates) replicated and extended Chester and DeWall’s (2016) work by: (1) measuring the impact of ostracism on direct physical aggression rather than symbolic form of aggression; (2) investigating the role of trait mindfulness as a potential emotion regulation mechanism to replace the mood-improving qualities in aggression; and (3) employing a non-Western sample. We found that after being involved in the CRTT, ostracized participants mood had recovered at least in terms of negative affect. Aggression might have been seen as justifiable once it was followed by an act of restoring control of to not damage the ostracizer’s reputation afterwards. Moreover, we found that trait mindfulness could buffer negative reactions to ostracism by reducing aggressiveness once the negative affect was higher. As a whole, this study may provide a useful framework on whether and when the mechanism of mood improvement as well as individual differences in mindfulness could be incorporated into the intervention strategies for preventing ostracism-related aggression before escalating to violence.

The role of individual differences in emotion regulation efficacy

2020 ◽  
Vol 84 ◽  
pp. 103904 ◽  
Author(s):  
Thomas I. Vaughan-Johnston ◽  
Robyn A. Jackowich ◽  
Chloe C. Hudson ◽  
Kalee De France ◽  
Tom Hollenstein ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Individual Differences
Sign in / Sign up

Export Citation Format

Share Document