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Gepubliceerd in: Research on Child and Adolescent Psychopathology 6/2022

11-11-2021

Executive Functioning and Emotion Regulation in Children with and without ADHD

Auteurs: Nicole B. Groves, Erica L. Wells, Elia F. Soto, Carolyn L. Marsh, Emma M. Jaisle, T. Kathy Harvey, Michael J. Kofler

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 6/2022

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Abstract

Difficulties with emotion regulation affect the majority of youth with attention-deficit/hyperactivity disorder (ADHD) and predict greater functional impairment than ADHD symptoms alone. Deficits in executive functioning are also present for most children with ADHD, and have been linked with emotion regulation difficulties in both clinical and neurotypical populations throughout development. The current study was the first to assess all three core executive functions (working memory, inhibitory control, set shifting) simultaneously in a clinically-diverse sample of children with and without ADHD and common comorbidities and investigate the extent to which they uniquely predict emotion dysregulation. A sample of 151 children ages 8–13 years (M = 10.36, SD = 1.52; 52 girls; 70.2% White/Non-Hispanic) were assessed using a criterion battery of executive functioning tasks, teacher-reported ADHD symptoms, and parent-reported emotion regulation. Results of the bias-corrected, bootstrapped conditional effects path model revealed that better-developed working memory predicted better emotion regulation (β = 0.23) and fewer ADHD symptoms (β = -0.21 to -0.37), that ADHD symptoms (β = -0.18 to -0.20) independently predicted emotion dysregulation, and that working memory exerted indirect effects on emotion regulation through both inattention and hyperactivity/impulsivity (β = 0.04–0.07). Sensitivity analyses indicated that these effects were generally robust to control for age, sex, executive function interrelations, and inclusion/exclusion of children with co-occurring ASD. These findings underscore the importance of working memory (relative to inhibitory control and set shifting) and its relations with ADHD symptoms for understanding children’s emotion regulation skills, and may help explain the limited efficacy of first-line ADHD treatments, which do not target working memory, for improving emotion regulation skills.
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1
The pattern and interpretation of results was unchanged with participants with ASD excluded, with two minor exceptions noted in the Sensitivity Analyses section below.
 
2
Stop-signal reaction time (SSRT) was also computed due to debate regarding the optimal metric for estimating inhibitory control from the stop-signal task. When substituted for SSD, SSRT failed to load with the inhibitory control variable from the go/no-go task when factor analyzed and was therefore excluded from further analysis.
 
3
The Rapport visuospatial working memory test used in Groves et al. (2020) was also included in the current study to provide broad coverage of all three ‘working’ components of working memory (see Fosco et al., 2019) and ensure that our derived working memory component reflected working memory rather than phonological storage/rehearsal as might have occurred if only including phonological tasks (Baddeley, 2007). None of the current study’s other 6 tests were included in our previous study. The current study used the criterion executive functioning battery recommended by Kofler et al., (2018); the battery was selected a priori, prior to accessing the data, with researchers masked to the effects on study results.
 
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Metagegevens
Titel
Executive Functioning and Emotion Regulation in Children with and without ADHD
Auteurs
Nicole B. Groves
Erica L. Wells
Elia F. Soto
Carolyn L. Marsh
Emma M. Jaisle
T. Kathy Harvey
Michael J. Kofler
Publicatiedatum
11-11-2021
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 6/2022
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-021-00883-0

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