Emotionally Provoking Events in Classrooms and During Transitions: Developing Self-Regulatory Programs for Children Diagnosed With Attention Deficit Hyperactivity Disorder

注意力缺陷多动障碍患者的抑制控制缺陷会导致情绪自我调节的问题。因此，患有ADHD的儿童更容易冲动情绪，并且更不能调节他们对情绪激发事件的情绪反应。然而，很少有研究系统地研究了这一人群在课堂上和过渡期间的情绪反应。通过一系列的研究，拟议的研究将确定哪些事件是情绪激发的小学和中学学龄ADHD儿童，然后开发和评估情绪自我调节程序（结合/不结合药物），以帮助ADHD儿童管理情绪激发事件。

Deficiencies in inhibitory control seen in those with ADHD cause problems in self-regulation of emotion. Consequently, children with ADHD are more impulsively emotional and less able to regulate their emotional responses to emotionally provoking events. Few studies, however, have systematically examined the emotional responses of this population in the classroom and during transitions. Through a series of studies the proposed research will identify events which are emotionally provoking for primary and secondary school-aged ADHD children, and then develop and evaluate emotion self-regulation programs (in combination with/without medication) which assist ADHD children to manage emotionally provoking events.