Date of Award

2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

Difficulties with Emotional Dysregulation (ED) in children with attention deficit hyperactivity disorder (ADHD) are commonplace; however, in the DSM-5, ED is not characterized to be an associated feature of ADHD despite recommendations that it ought to be (Barkley, 2015). The lack of understanding of the role of ED in ADHD yields a less comprehensive picture of the breadth of impairment that individuals with ADHD may experience. At present, the literature examining ED is unclear regarding the extent to which ED is a core versus associated feature of ADHD. The current study utilized archival data from children evaluated for possible ADHD and examined the extent to which ED may predict peer and academic impairment beyond impairment due to core ADHD symptoms. Consistent with hypotheses, approximately 50% of children diagnosed with ADHD had elevated ED based on parent or teacher ratings on the BRIEF Emotional Control scale. For parents and teachers, children with ADHD + oppositional defiant disorder (ODD) were rated significantly higher in ED as compared to the ADHD Only, ODD only and no ADHD groups. As hypothesized, ED was a significant predictor of parent and teacher ratings of peer impairment as well as teacher ratings of academic impairment, after accounting for inattentive and hyperactive/impulsive symptoms. Results further support a moderating influence of ED in predicting teacher ratings of peer impairment such that ED enhanced the influence of child hyperactivity on peer impairment. Results contribute to understanding of how ED contributes to impairment among children with ADHD symptoms. The results of this study have potential implications for the assessment and treatment of children with ADHD.

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