Executive Functions and Emotion Regulation in Attention-Deficit/Hyperactivity Disorder and Borderline Intellectual Disability.

Elena Predescu,Diana I Rus,Roxana Sipos,Anamaria Ciocan,Cristina A Costescu

doi:10.3390/jcm9040986

Abstract

The main objective of this study is to investigate the multiple relations and to determine the differences between executive functions (EFs), emotion regulation, and behavioral and emotional problems in children with attention-deficit/hyperactivity disorder (ADHD), borderline intellectual disability (ID), and typical development (TD). The sample included 85 children aged 6 to 11 years, 42 with typical development (TD), 27 with ADHD, and 16 with borderline ID. The results emphasized a positive correlation between adaptive emotion regulation strategies and EFs, and no significant relations between the maladaptive emotion regulation strategies and EFs. In addition, the executive function of planning correlated negatively with anxiety, ADHD symptoms, and conduct problems. The performance of both clinical groups regarding EFs was significantly lower than that of the TD group, and they differed significantly from each other only on visual attention. The presence of oppositional-defiant and conduct problems was higher in both clinical groups than in the TD group, and more anxiety symptoms were reported in children with ADHD. This study supports the idea that emotion regulation, Efs, and clinical symptoms are interconnected. It also profiles the deficits in cognitive functioning and emotion regulation in two clinical groups, thus helping future intervention programs.

Highlights

One of the key concepts in developmental psychopathology is that of executive dysfunction
The main objective of this study is to investigate the multiple relations and to determine the differences between executive functions (EFs), emotion regulation, and behavioral and emotional problems in children with attention-deficit/hyperactivity disorder (ADHD), borderline intellectual disability (ID), and typical development (TD)
A t-test for independent samples was used to investigate the differences between the TD children and those diagnosed with ADHD or borderline ID

Summary

Introduction

One of the key concepts in developmental psychopathology is that of executive dysfunction. Several developmental disorders have been associated with deficits in executive functions (EF), including attention deficit and hyperactivity disorder (ADHD) [1] and intellectual disability (ID) [2]. The EF role is considered separately for each of these disorders, and there have been attempts to describe different types of EF problems. These attempts pointed to the need for a better understanding of the executive functions’ normal development. Cognitive functioning and psychopathology are closely linked to child development. The school years are characterized by cognitive skills and self-regulation strategies refinement while, in some children, clinical symptoms emerge. A disruption in one area of development may be accompanied by impairment in other areas [3]

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