Intervention response among preschoolers with ADHD: The role of emotion understanding.
Intervention response among preschoolers with ADHD: The role of emotion understanding.
复制标题
学龄前多动症儿童的干预反应：情绪理解的作用。
DOI：
10.1016/j.jsp.2020.11.001
复制
发表时间：
2021-03
影响因子：
5
通讯作者：
Graziano PA
中科院分区：
文献类型：
--
作者：
Hare MM;Garcia AM;Hart KC;Graziano PA
情绪识别/理解(ERU)是一种能够正确识别他人和自己的情绪状态的能力，在儿童的社会情绪发展中起着关键作用，通常是早期干预计划的目标。然而，幼儿ERU在多大程度上预测了他们的干预反应仍不清楚。目前的研究考察了ERU的初始水平和ERU的变化对多模式早期干预计划(学龄前儿童暑期治疗计划；STP-PreK)的干预反应的预测程度。参与者包括230名患有注意力缺陷/多动障碍(ADHD)的幼儿(MAGE=4.90，80.0%男性)，他们参加了为期8周的STP-PreK。通过标准化的行为任务测量儿童的ERU。同样，在干预前后获得了学习成绩(Woodcock-Johnson-IV)、执行功能(头-脚趾-膝盖-肩膀-任务)和社会-情绪功能(挑战情境任务)的标准化测量。家长和老师还报告了干预前后儿童的行为功能。初始ERU较好的儿童在学习、执行功能(EF)和社交情绪领域有更大的改善，同时注意力不集中症状严重程度也有所降低。然而，干预前ERU的水平与家长/教师报告的多动症、对立违抗障碍和整体行为障碍的改善无关。最后，ERU的变化只预测EF的改善，而不能预测任何其他入学准备结果。我们提供的初步证据表明，在患有ADHD的学龄前儿童样本中，ERU的初始水平可以预测跨学校准备领域的干预反应。
Emotion recognition/understanding (ERU), which is the ability to correctly identify emotional states in others as well as one’s self, plays a key role in children’s social-emotional development and is often targeted in early intervention programs. Yet the extent to which young children’s ERU predicts their intervention response remains unclear. The current study examined the extent to which initial levels of ERU and changes in ERU predicted intervention response to a multimodal early intervention program (Summer Treatment Program for Pre-Kindergarteners; STP-PreK). Participants included 230 young children (Mage = 4.90, 80.0% male) with attention-deficit/hyperactivity disorder (ADHD) who participated in the 8-week STP-PreK. Children’s ERU was measured via a standardized behavioral task. Similarly, standardized measures of academic achievement (Woodcock-Johnson-IV), executive functioning (Head-Toes-Knees-Shoulders-Task), and social-emotional functioning (Challenging Situation Task) were obtained pre- and post-intervention. Parents and teachers also reported on children’s behavioral functioning pre- and post-intervention. Children with better initial ERU made greater improvements in academic, executive functioning (EF), and social-emotional domains, along with decreases in inattention symptom severity. However, pre-intervention levels of ERU were not associated with improvements in parent/teacher report of hyperactivity, oppositional defiant disorder, and overall behavioral impairment. Lastly, changes in ERU only predicted improvement in EF, but not any other school readiness outcomes. We provide preliminary evidence that initial levels of ERU predict intervention response across school readiness domains in a sample of preschoolers with ADHD.
登录
查看更多内容
尤里卡！情感理解的概念模型。
DOI：
10.1177/1754073915580601
发表时间：
2016-07
期刊：
Emotion review : journal of the International Society for Research on Emotion
影响因子：
--
作者：
Castro VL;Cheng Y;Halberstadt AG;Grühn D
通讯作者：
Grühn D
影响因子：
3.6
作者：
Clark, LA;Watson, D
通讯作者：
Watson, D
DOI：
10.1016/j.jaac.2018.04.016
发表时间：
2018-08
影响因子：
13.3
作者：
Airdrie JN;Langley K;Thapar A;van Goozen SHM
通讯作者：
van Goozen SHM
DOI：
10.1080/15374416.2017.1417860
发表时间：
2018-03
期刊：
Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
影响因子：
--
作者：
Danielson ML;Bitsko RH;Ghandour RM;Holbrook JR;Kogan MD;Blumberg SJ
通讯作者：
Blumberg SJ
影响因子：
2.9
作者：
Bassett, Hideko Hamada;Denham, Susanne;Graling, Kelly
通讯作者：
Graling, Kelly