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Clinical and neuroscientific insights suggest that emotion regulation (ER) is a core challenge for children with Attention Deficit Hyperactivity Disorder (ADHD). Relatively few empirical studies yet explicitly address ADHD children's ER. The conceptual and practical underpinnings of ER for ADHD youth's wellbeing also remain to be fully established. Objectives and aims: To assess basic and contextual emotion recognition in children with ADHD. To advance conceptual and practical insights into ADHD children's emotional development.
A subsample of ADHD children (n = 15) with comorbid learning problems and autism spectrum symptoms (ASS) made significantly more FER errors (t (26) = -2,578, p = 0,016), especially for happiness and anger, and doubted more their choices (t (26) = -2,147, p = 0,041). Another subsample of learning disordered ADHD children without ASS (n = 20) did not differ in basic FER compared to controls (n = 20) but was less efficient in contextualising emotions, especially anxiety, and in Theory of Mind. ADHD children's behavioural problems were inversely proportional to their emotion recognition skills.
Further investigation is warranted to identify which emotion regulation components are particularly challenging for bipolar patients according to subgroup differences. A scientist-practitioner model contributes to fostering therapeutic adherence and outcomes.
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