Individuals withADHDoften experienceemotion dysregulation, including heightened irritability, which can lead to significant challenges in various aspects of life.
Emotion dysregulation in ADHD may manifest as difficulty managing and appropriately expressing emotions, especially in response to frustrating or stressful situations. This can result in impulsive emotional reactions, such as anger outbursts or emotional meltdowns.
These emotional difficulties can have negative consequences for individuals with ADHD, including strained relationships with family and peers, academic and occupational challenges, and an increased risk for comorbid mental health problems.
Key Points
Rationale
Children with ADHD often experience higher levels of irritability and difficulties in socioemotional development compared to typically developing peers (Stringaris et al., 2018).
While these factors are known to be associated, their developmental trajectories and potential changes in their relationship over time, especially in the context of ADHD, remain unclear (Dougherty et al., 2015; Evans et al., 2020; Lengua, 2003).
Most studies have focused on irritability as a predictor of later socioemotional problems. However, some evidence suggests peer difficulties and emotional problems may exacerbate or contribute to the development of irritability (Barker & Salekin, 2012; Mulraney et al., 2017).
This study aimed to clarify the longitudinal relationship between irritability and socioemotional difficulties in children with and without ADHD during the transition from late childhood to early adolescence.
Method
Longitudinal study using latent change score models to examine irritability and socioemotional difficulties at two time points (baseline and 18-month follow-up).
Procedure
Community-based sample recruited through schools, screened for ADHD. Irritability and socioemotional difficulties assessed at baseline (mean age 10.5 years) and 18-month follow-up using parent-report measures.
Sample
336 children (45% ADHD, 61.9% male). ADHD status was confirmed using a DISC-IV diagnostic interview.
Measures
Statistical Analysis
Latent change score models examined baseline correlations, cross-coupling (baseline levels of one variable predicting change in the other), and covariance between latent change scores. Group differences tested using Wald test.
Results
Insights
This study highlights the dynamic relationship between irritability and socioemotional difficulties, suggesting that these factors influence each other over time.
Notably, socioemotional difficulties appear to drive later irritability, rather than the reverse. ADHD may exacerbate certain aspects of this relationship.
The findings underscore the importance of addressing peer and emotional problems in ADHD interventions.
Future research should investigate specific mechanisms underlying these relationships and how they can be targeted in clinical settings.
Strengths
This study had several methodological strengths, including:
Limitations
Despite strengths, this study also came with several limitations, including:
Implications
The findings emphasize the need for effectiveinterventions targeting peer and emotional difficultiesin ADHD, as these factors appear to drive irritability over time.
Clinicians should consider subthreshold emotional symptoms even in the absence of comorbid diagnoses.
The study also highlights the importance of investigating specific mechanisms underlying the relationship between socioemotional difficulties and irritability to inform targeted interventions.
Methodologically, the use of latent change score models provides a valuable approach for examining developmental relationships between variables without assumptions of causality.
References
Dougherty, L. R., Smith, V. C., Bufferd, S. J., Kessel, E., Carlson, G. A., & Klein, D. N. (2015). Preschool irritability predicts child psychopathology, functional impairment, and service use at age nine.Journal of Child Psychology and Psychiatry,56(9), 999-1007.https://doi.org/10.1111/jcpp.12403
Evans, S. C., Cooley, J. L., Blossom, J. B., Pederson, C. A., Tampke, E. C., & Fite, P. J. (2020). Examining ODD/ADHD symptom dimensions as predictors of social, emotional, and academic trajectories in middle childhood.Journal of Clinical Child & Adolescent Psychology,49(6), 912-929.https://doi.org/10.1080/15374416.2019.1644645
Lengua, L. J. (2003). Associations among emotionality, self-regulation, adjustment problems, and positive adjustment in middle childhood.Journal of applied developmental psychology,24(5), 595-618.https://doi.org/10.1016/j.appdev.2003.08.002
Mulraney, M., Zendarski, N., Mensah, F., Hiscock, H., & Sciberras, E. (2017). Do early internalizing and externalizing problems predict later irritability in adolescents with attention-deficit/hyperactivity disorder?.Australian & New Zealand Journal of Psychiatry,51(4), 393-402.https://doi.org/10.1177/0004867416659365
Stringaris, A., Vidal‐Ribas, P., Brotman, M. A., & Leibenluft, E. (2018). Practitioner review: definition, recognition, and treatment challenges of irritability in young people.Journal of Child Psychology and Psychiatry,59(7), 721-739.https://doi.org/10.1111/jcpp.12823
Keep Learning
Here are some reflective questions related to this study that could prompt further discussion:
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
