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

在课堂和过渡期间激发情绪的事件：为被诊断为注意力缺陷多动障碍的儿童开发自我调节程序。ADHD患者在抑制控制方面的缺陷会导致情绪自我调节方面的问题。因此，患有ADHD的儿童更容易冲动，对情绪化事件的情绪反应调节能力较差。然而，很少有研究系统地研究这一群体在课堂上和过渡期间的情绪反应。通过一系列研究，本研究将确定中小学生ADHD儿童的情绪激发事件，然后开发和评估情绪自我调节计划(结合/不使用药物)，以帮助ADHD儿童管理情绪激发事件。

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