Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment 3/2022

11-02-2022

ADHD Behaviors and Social Functioning in Preschool Children: The Moderating Role of Emotion Recognition

Auteurs: Allison Krasner, Marissa Dennis, Erin K. Shoulberg, Betsy Hoza, Hannah Scott, Caroline P. Martin

Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment | Uitgave 3/2022

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

This study examined the moderating role of emotion recognition on the association between preschoolers’ ADHD behaviors and social functioning outcomes. Sixty preschoolers (48.3% female; Mage = 3.94, SDage = .56) were recruited from Head Start-affiliated classrooms. Teacher-rated ADHD behaviors and an objective measure of children’s emotion recognition were assessed at the beginning of the school year. Teacher ratings of social functioning outcomes were obtained approximately three months after the start of school. Hierarchical regressions examined the unique and interactive effects of ADHD behaviors and emotion recognition on preschoolers’ social functioning outcomes (i.e., oppositional behaviors, peer behavior problems, and social-emotional school readiness). The interaction between ADHD behaviors and emotion recognition predicted oppositional behaviors, peer behavior problems and social-emotional school readiness such that higher levels of emotion recognition appear to buffer the negative association between ADHD behaviors and adaptive social functioning. Preliminary considerations for interventions aimed at promoting preschoolers’ social functioning are discussed.
Literatuur
go back to reference Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. SAGE Publications. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. SAGE Publications.
go back to reference American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision).
go back to reference Carson, V., Lee, E. Y., Hewitt, L., Jennings, C., Hunter, S., Kuzik, N., Stearns, J. A., Powley Unrau, S., Poitras, V. J., Gray, C., Adamo, K. B., Janssen, I., Okely, A. D., Spence, J. C., Timmons, B. W., Sampson, M., & Tremblay, M. S. (2017). Systematic review of the relationships between physical activity and health indicators in the early years (0–4 years). BMC Public Health, 17(5), 33–63. https://​doi.​org/​10.​1186/​s12889-017-4860-0 CrossRef Carson, V., Lee, E. Y., Hewitt, L., Jennings, C., Hunter, S., Kuzik, N., Stearns, J. A., Powley Unrau, S., Poitras, V. J., Gray, C., Adamo, K. B., Janssen, I., Okely, A. D., Spence, J. C., Timmons, B. W., Sampson, M., & Tremblay, M. S. (2017). Systematic review of the relationships between physical activity and health indicators in the early years (0–4 years). BMC Public Health, 17(5), 33–63. https://​doi.​org/​10.​1186/​s12889-017-4860-0 CrossRef
go back to reference Conners, C. K. (1997). Conners’ rating scales-revised: User’s manual. Multi-Health Systems. Conners, C. K. (1997). Conners’ rating scales-revised: User’s manual. Multi-Health Systems.
go back to reference Harvey, E. A., Breaux, R. P., & Lugo-Candelas, C. I. (2016). Early development of comorbidity between symptoms of attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Journal of Abnormal Psychology, 125(2), 154–167. https://​doi.​org/​10.​1037/​abn0000090 Harvey, E. A., Breaux, R. P., & Lugo-Candelas, C. I. (2016). Early development of comorbidity between symptoms of attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Journal of Abnormal Psychology, 125(2), 154–167. https://​doi.​org/​10.​1037/​abn0000090
go back to reference Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., Arnold, L. E., Abikoff, H. B., Conners, C. K., Elliott, G. R., Greenhill, L. L., Hechtman, L., Jensen, P. S., Kraemer, H. C., March, J. S., Newcorn, J. H., Severe, J. B., Swanson, J. M., Vitiello, B., … Wigal, T. (2005a). Peer-assessed outcomes in the multimodal treatment study of children with attention deficit hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 34(1), 74–86. https://​doi.​org/​10.​1207/​s15374424jccp340​1_​7 CrossRef Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., Arnold, L. E., Abikoff, H. B., Conners, C. K., Elliott, G. R., Greenhill, L. L., Hechtman, L., Jensen, P. S., Kraemer, H. C., March, J. S., Newcorn, J. H., Severe, J. B., Swanson, J. M., Vitiello, B., … Wigal, T. (2005a). Peer-assessed outcomes in the multimodal treatment study of children with attention deficit hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 34(1), 74–86. https://​doi.​org/​10.​1207/​s15374424jccp340​1_​7 CrossRef
go back to reference Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., Kraemer, H. C., Pelham, W. E., Wigal, T., & Arnold, L. E. (2005b). What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73(3), 411–423. https://​doi.​org/​10.​1037/​0022-006X.​73.​3.​411 Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., Kraemer, H. C., Pelham, W. E., Wigal, T., & Arnold, L. E. (2005b). What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73(3), 411–423. https://​doi.​org/​10.​1037/​0022-006X.​73.​3.​411
go back to reference Hoza, B., Shoulberg, E.K., Tompkins, C.L., Meyer, L.E., Martin, C.P., Krasner, A., Dennis, M., Cook, H. (2021). Meeting a physical activity guideline in preschool and school readiness: A program evaluation. Child Psychiatry & Human Development, 52(4), 719- 727. https://​doi.​org/​10.​1007/​s10578-020-01055-9 Hoza, B., Shoulberg, E.K., Tompkins, C.L., Meyer, L.E., Martin, C.P., Krasner, A., Dennis, M., Cook, H. (2021). Meeting a physical activity guideline in preschool and school readiness: A program evaluation. Child Psychiatry & Human Development, 52(4), 719- 727. https://​doi.​org/​10.​1007/​s10578-020-01055-9
go back to reference Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY-II: Clinical and interpretive manual. Harcourt Assessment, PsychCorp. Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY-II: Clinical and interpretive manual. Harcourt Assessment, PsychCorp.
go back to reference Lahey, B. B., Pelham, W. E., Stein, M. A., Loney, J. A. N., Trapani, C., Nugent, K., Kipp, H., Schmidt, E., Lee, S., Cale, M., Gold, E., Hartung, C. M., Willcutt, E., & Baumann, B. (1998). Validity of DSM‐IV attention‐deficit/hyperactivity disorder for younger children. Journal of the American Academy of Child & Adolescent Psychiatry, 37(7), 695–702. https://​doi.​org/​10.​1097/​00004583-199807000-00008 Lahey, B. B., Pelham, W. E., Stein, M. A., Loney, J. A. N., Trapani, C., Nugent, K., Kipp, H., Schmidt, E., Lee, S., Cale, M., Gold, E., Hartung, C. M., Willcutt, E., & Baumann, B. (1998). Validity of DSM‐IV attention‐deficit/hyperactivity disorder for younger children. Journal of the American Academy of Child & Adolescent Psychiatry, 37(7), 695–702. https://​doi.​org/​10.​1097/​00004583-199807000-00008
go back to reference Mathersul, D., Palmer, D. M., Gur, R. C., Gur, R. E., Cooper, N., Gordon, E., & Williams, L. M. (2009). Explicit identification and implicit recognition of facial emotions: II. Core domains and relationships with general cognition. Journal of Clinical and Experimental Neuropsychology, 31(3), 278–291. https://​doi.​org/​10.​1080/​1380339080204361​9 Mathersul, D., Palmer, D. M., Gur, R. C., Gur, R. E., Cooper, N., Gordon, E., & Williams, L. M. (2009). Explicit identification and implicit recognition of facial emotions: II. Core domains and relationships with general cognition. Journal of Clinical and Experimental Neuropsychology, 31(3), 278–291. https://​doi.​org/​10.​1080/​1380339080204361​9
go back to reference McGoey, K. E., DuPaul, G. J., Haley, E., & Shelton, T. L. (2007). Parent and teacher ratings of attention-deficit/hyperactivity disorder in preschool: The ADHD rating scale-IV preschool version. Journal of Psychopathology and Behavioral Assessment, 29(4), 269–276. https://​doi.​org/​10.​1007/​s10862-007-9048-y McGoey, K. E., DuPaul, G. J., Haley, E., & Shelton, T. L. (2007). Parent and teacher ratings of attention-deficit/hyperactivity disorder in preschool: The ADHD rating scale-IV preschool version. Journal of Psychopathology and Behavioral Assessment, 29(4), 269–276. https://​doi.​org/​10.​1007/​s10862-007-9048-y
go back to reference McQuade, J. D., & Hoza, B. (2015). Peer relationships of children with ADHD. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed., pp. 210–222). Guilford Press. McQuade, J. D., & Hoza, B. (2015). Peer relationships of children with ADHD. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed., pp. 210–222). Guilford Press.
go back to reference Muthén, L.K. & Muthén, B.O. (2017). Mplus user’s guide. Eighth edition. Muthén & Muthén. Muthén, L.K. & Muthén, B.O. (2017). Mplus user’s guide. Eighth edition. Muthén & Muthén.
go back to reference Normand, S., Schneider, B. H., Lee, M. D., Maisonneuve, M., Chupetlovska-Anastasova, A., Kuehn, S. M., & Robaey, P. (2013). Continuities and changes in the friendships of children with and without ADHD: A longitudinal, observational study. Journal of Abnormal Child Psychology, 41(7), 1161–1175. https://​doi.​org/​10.​1007/​s10802-013-9753-9 Normand, S., Schneider, B. H., Lee, M. D., Maisonneuve, M., Chupetlovska-Anastasova, A., Kuehn, S. M., & Robaey, P. (2013). Continuities and changes in the friendships of children with and without ADHD: A longitudinal, observational study. Journal of Abnormal Child Psychology, 41(7), 1161–1175. https://​doi.​org/​10.​1007/​s10802-013-9753-9
go back to reference Pelham, W. E. (2002). Attention deficit hyperactivity disorder: Diagnosis, assessment, nature, etiology, and treatment. University at Buffalo. Unpublished manuscript. Pelham, W. E. (2002). Attention deficit hyperactivity disorder: Diagnosis, assessment, nature, etiology, and treatment. University at Buffalo. Unpublished manuscript.
go back to reference Reynolds, C. R., & Kamphaus, R.W. (1992). Manual for the BASC: Behavior assessment. American Guidance Service. Reynolds, C. R., & Kamphaus, R.W. (1992). Manual for the BASC: Behavior assessment. American Guidance Service.
go back to reference Richters, J. E., Arnold, L. E., Jensen, P. S., Abikoff, H., Conners, C. K., Greenhill, L. L., Hechtman, L., Hinshaw, S. P., Pelham, W. E., & Swanson, J. M. (1995). NIMH collaborative multisite multimodal treatment study of children with ADHD: I. Background and rationale.  Journal of the American Academy of Child & Adolescent Psychiatry,  34(8), 987–1000. https://​doi.​org/​10.​1097/​00004583-199508000-00008 Richters, J. E., Arnold, L. E., Jensen, P. S., Abikoff, H., Conners, C. K., Greenhill, L. L., Hechtman, L., Hinshaw, S. P., Pelham, W. E., & Swanson, J. M. (1995). NIMH collaborative multisite multimodal treatment study of children with ADHD: I. Background and rationale.  Journal of the American Academy of Child & Adolescent Psychiatry34(8), 987–1000. https://​doi.​org/​10.​1097/​00004583-199508000-00008
go back to reference Teaching Strategies LLC. (2016). GOLD® objectives for development & learning: Birth through third grade. Teaching Strategies LLC. (2016). GOLD® objectives for development & learning: Birth through third grade.
go back to reference Willcutt, E., & Bidwell, L. C. (2011). Neuropsychology of attention deficit hyperactivity disorder: Implications for assessment and treatment. In S. W. Evans & B. Hoza (Eds.), Treating attention deficit hyperactivity disorder: Assessment and intervention in developmental context (pp. 6–1–6–24). Civic Research Institute. Willcutt, E., & Bidwell, L. C. (2011). Neuropsychology of attention deficit hyperactivity disorder: Implications for assessment and treatment. In S. W. Evans & B. Hoza (Eds.), Treating attention deficit hyperactivity disorder: Assessment and intervention in developmental context (pp. 6–1–6–24). Civic Research Institute.
go back to reference Willoughby, M. T., Pek, J., & Greenberg, M. T. (2012). Parent-reported attention deficit/hyperactivity symptomatology in preschool-aged children: Factor structure, developmental change, and early risk factors. Journal of Abnormal Child Psychology, 40(8), 1301–1312. https://​doi.​org/​10.​1007/​s10802-012-9641-8 Willoughby, M. T., Pek, J., & Greenberg, M. T. (2012). Parent-reported attention deficit/hyperactivity symptomatology in preschool-aged children: Factor structure, developmental change, and early risk factors. Journal of Abnormal Child Psychology, 40(8), 1301–1312. https://​doi.​org/​10.​1007/​s10802-012-9641-8
Metagegevens
Titel
ADHD Behaviors and Social Functioning in Preschool Children: The Moderating Role of Emotion Recognition
Auteurs
Allison Krasner
Marissa Dennis
Erin K. Shoulberg
Betsy Hoza
Hannah Scott
Caroline P. Martin
Publicatiedatum
11-02-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Psychopathology and Behavioral Assessment / Uitgave 3/2022
Print ISSN: 0882-2689
Elektronisch ISSN: 1573-3505
DOI
https://doi.org/10.1007/s10862-022-09957-9