Private Speech and Self-Regulation in Children with Impulse-Control Difficulties: Implications for Research and Practice

2001 ◽  
Vol 2 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Laura E. Berk
Keyword(s):  
Impulse Control ◽  
Self Regulation ◽  
Speech Development ◽  
Private Speech ◽  
Regulatory Function ◽  
Main Body ◽  
Hyperactivity Disorder ◽  
Challenging Tasks ◽  
Adhd Children ◽  
Practical Implications

The author considers Vygotsky’s theory of the development of private speech, placing special emphasis on its implications for children with impulse-control difficulties. Research supporting Vygotsky’s view of private speech as having social origins, as being progressively internalized with age, and as serving a self-regulatory function is summarized. The main body of the paper focuses on a series of studies examining private speech in children symptomatic of attention-deficit hyperactivity disorder (ADHD). Children with ADHD show a similar course of private-speech development as do other children. However, they fail to increase their use of task-relevant private speech with task difficulty (as matched controls do), and their internalization of private speech is substantially delayed. Nevertheless, when ADHD children call on it, self-guiding private speech appears to be highly effective in assisting them in mastering highly challenging tasks. These findings are interpreted in light of Vygotsky’s theory and related to Barkley’s assumption that ADHD involves a primary impairment in behavioral inhibition. Practical implications for helping children with impulse-control problems are considered.

Private Speech and Self-Regulation in Children with Impulse-Control Difficulties: Implications for Research and Practice

2001 ◽  
Vol 2 (1) ◽  
pp. 1.2-21 ◽  
Author(s):  
Laura E. Berk
Keyword(s):  
Impulse Control ◽  
Self Regulation ◽  
Speech Development ◽  
Private Speech ◽  
Regulatory Function ◽  
Main Body ◽  
Hyperactivity Disorder ◽  
Challenging Tasks ◽  
Adhd Children ◽  
Practical Implications

The author considers Vygotsky’s theory of the development of private speech, placing special emphasis on its implications for children with impulse-control difficulties. Research supporting Vygotsky’s view of private speech as having social origins, as being progressively internalized with age, and as serving a self-regulatory function is summarized. The main body of the paper focuses on a series of studies examining private speech in children symptomatic of attention-deficit hyperactivity disorder (ADHD). Children with ADHD show a similar course of private-speech development as do other children. However, they fail to increase their use of task-relevant private speech with task difficulty (as matched controls do), and their internalization of private speech is substantially delayed. Nevertheless, when ADHD children call on it, self-guiding private speech appears to be highly effective in assisting them in mastering highly challenging tasks. These findings are interpreted in light of Vygotsky’s theory and related to Barkley’s assumption that ADHD involves a primary impairment in behavioral inhibition. Practical implications for helping children with impulse-control problems are considered.

Lateralized Control of Eye Movements in Attention Deficit Hyperactivity Disorder

1991 ◽  
Vol 3 (4) ◽  
pp. 377-381 ◽  
Author(s):  
Johannes C. Rothlind ◽  
Michael I. Posner ◽  
Elizabeth A. Schaughency
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Eye Movements ◽  
Impulse Control ◽  
Cerebral Hemisphere ◽  
Normal Children ◽  
Hyperactivity Disorder ◽  
Right Cerebral Hemisphere ◽  
Adhd Children ◽  
Oculomotor Responses ◽  
The Right

How does a complex syndrome that involves abnormalities in impulse control and sustained attention influence simple oculomotor responses to visual stimuli? We found that normal children, like adults, were faster in moving their eyes in directions controlled by the right cerebral hemisphere under conditions where there was no warning of the impending target. ADHD children did not show this asymmetry. We speculate that this result reflects a deficit in the vigilance network that serves to maintain the alert state.

Effect of the Theta-Beta Neurofeedback Protocol as a Function of Subtype in Children Diagnosed with Attention Deficit Hyperactivity Disorder

2016 ◽  
Vol 19 ◽  
Author(s):  
Elimelech Duarte Hernández ◽  
Javier González Marqués ◽  
Jesús M. Alvarado
Keyword(s):  
Impulse Control ◽  
Self Regulation ◽  
Control Group ◽  
Neurofeedback Training ◽  
Control Scale ◽  
Children With Adhd ◽  
Computer Screen ◽  
Hyperactivity Disorder ◽  
Adhd Subtype ◽  
Experimental Group

AbstractNeurofeedback is a neuronal self-regulation technique that teaches people to modulate their brain frequencies using visual and auditory reinforcements presented on a computer screen. To assess the effect of neurofeedback training in children with ADHD as far as improved attention and impulse control, and analyze whether or not there are differences between the inattentive and hyperactive subtypes. Fifty children diagnosed with ADHD participated in the study: 14 comprised the control group, and 36 the experimental group (16 with the inattentive ADHD subtype, 20 with the hyperactive ADHD subtype). Attention and impulse control were assessed using the Integrated Visual Auditory CPT (IVA/CPT). Results indicated that the predominantly inattentive group showed significant differences on the Control Scale (p = .023, d = 1.31) and the Attention Scale (p < .01, d = 1.89) of the IVA/CPT; meanwhile the predominantly hyperactive group showed significant improvement on the Control Scale (p = .016, d = 1.21). The control group exhibited no significant differences on either of the two scales (p > .5). In terms of theta/beta ratio, no significant differences were detected (p = .10) between ADHD subtypes. The findings suggest that neurofeedback training using the theta/beta protocol was more effective in the predominantly inattentive subset of individuals with ADHD.

Study of Disturbed Eating Behaviors in Children with Attention Deficit Hyperactivity Disorder

QJM ◽  
2021 ◽  
Vol 114 (Supplement_1) ◽  
Author(s):  
Heba E Essawy ◽  
Ahmed A Abdelgawad ◽  
Marwa E Khamis ◽  
Alaa Zakaria
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Eating Behavior ◽  
Attention Deficit ◽  
Emotional Eating ◽  
Eating Behaviors ◽  
Independent Factor ◽  
Hyperactivity Disorder ◽  
Disturbed Eating ◽  
Adhd Children ◽  
Z Scores

ABSTRACT Background There is emergent evidence that disturbed eating behaviors, including emotional eating and obesity, co-occur with attention deficit hyperactivity disorder (ADHD) in children. The current study aims to examine the link between ADHD symptoms, eating behaviors and obesity in ADHD children. Patients and Methods 50 ADHD children diagnosed by Conners scale were included. They completed the Emotional Eating scale adapted for children (ESS-C) to evaluate eating in response to emotions. Parents completed the Children’s Eating Behavior Questionnaire (CEBQ) to assess children’s eating behavior. Multivariable regression analysis was used to detect the most independent factor for higher Body mass Index (BMI) risk. Results: Higher rates of overweight/obesity were detected among ADHD children than among normal population. Also, higher Conners global index was associated with higher BMI z-scores. Both Inattentive and combined types were linked to higher BMI, while hyperactive type with lower BMI. Regarding eating behaviors, a positive association between food approach and BMI, and a negative association between food avoidant and BMI z-scores was found. Similarly, there was a noteworthy positive relation between emotional overeating and BMI. 68% of ADHD children were high emotional eaters, mainly inattentive and combined types. Others, mainly hyperactive type, were low emotional eaters. Only ESS-C total score was confirmed as independent factor for higher BMI risk. Conclusion Our findings provide evidence that emotional overeating and food approach eating behaviors are common among ADHD children with higher BMI associated with them. Future studies for better understanding of this overlap will enhance potential interventions.

Does commitment to environmental self-regulation matter? An empirical examination from China

2015 ◽  
Vol 53 (5) ◽  
pp. 932-956 ◽  
Author(s):  
Han Lin ◽  
Saixing Zeng ◽  
Hanyang Ma ◽  
Hongquan Chen
Keyword(s):  
Environmental Performance ◽  
Effective Means ◽  
Self Regulation ◽  
Political Connections ◽  
Corporate Environmental Performance ◽  
Empirical Examination ◽  
Content Type ◽  
Environmental Commitment ◽  
Manufacturing Sectors ◽  
Practical Implications

Purpose – The purpose of this paper is to develop a better understanding of the mechanisms by which symbolic commitment to self-regulation influences corporate environmental performance through the adoption of substantive actions. Design/methodology/approach – Using a sample of Chinese listed private firms in manufacturing sectors, this paper empirically investigates whether and how corporate symbolic commitment to environmental self-regulation really improves the consequences of corporate activities with respect to environmental issues under the current Chinese context. A moderated mediation analysis is employed to test the hypotheses and examine the relationships proposed in the research framework. Findings – The authors argue that making a commitment to environmental self-regulation could motivate firms to implement effective means of being green. The intriguing and robust results show that firms with higher ranking environmental commitment are more likely to use political connections to obtain resources (green subsidies), and then improve environmental performance. Practical implications – The results of this study provide a snapshot of the mechanism between symbolic promises and real outcomes. Originality/value – The authors theorize about and test both direct and indirect effects of commitment to self-regulation on real outcomes which provide empirical evidence for the incipient but growing understanding of self-regulation.

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