Social, academic and emotional impairment in children with ADHD
Küçük Resim Yok
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Nova Science Publishers, Inc.
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning and development (e.g., difficulties in peer/social relationships, academic underachievement; American Psychiatric Association, 2013). ADHD approximately affects 5% of school-age children (Polanczyk, de Lima, Horta, Biederman & Rohde, 2007). Numerous studies have shown that children with ADHD are at significantly greater risk for social cognitive, academic, familial impairment compared with those without the disorder. Social impairment becomes manifested as rejection by peers and conflicts with other children and adults. Lack of friendships, or have limitations in their activities with friends are a result of the children’s and adolescents’ inability to effectively participate in social exchanges such as sharing, cooperating, and turn-taking (Barkley, 2006). And also immature self-regulation of affect and motivation may result in the emotional and behavioral problems seen in the classroom, student-teacher conflict, and suspensions and other punishments, all of which serve to lessen student productivity and opportunities for learning (Raggi &Chronis, 2006). Studies showed that emotion dysregulation to be a core feature of ADHD; and suggest that emotion regulation difficulties contribute to the social functional impairment from childhood to adulthood. The emotional impairments of children with ADHD may involve poor self-regulation of emotion, greater excessive emotional expression, particularly anger and aggression, greater problems coping with frustration, reduced empathy, and decreased arousal to stimulation. Besides, research findings suggest that emotional dysregulation form a significant risk factor for psychopathology other than ADHD. ADHD has substantial negative long-term effects on personality in adulthood. It is known that children with ADHD display lower work productivity, lower self-expectations, less persistence and more discouragement at academic tasks, less enjoyment of learning, and a preference for easy over challenging work (Raggi & Chronis, 2006). These appear to play a considerable role in the development of academic impairment in children and adolescents with ADHD. Academic impairment has negative long-term trajectories involving grade retention, school dropout, suspensions and expulsions, and substance abuse (Carlson et al., 2002; Hoza et al., 2001). This chapter aims to provide an understanding of ADHD and to describe social, academic and emotional impairments linking with ADHD. © 2020 by Nova Science Publishers, Inc.
Açıklama
Anahtar Kelimeler
Academic impairment, Adhd, Emotional, Social
Kaynak
Understanding Children with Attention Deficit Hyperactivity Disorder (ADHD)
WoS Q Değeri
Scopus Q Değeri
N/A
