Multi-Informant Ratings of Irritability and Disruptiveness in School-Aged Children with ADHD

Autor/inn/en	Vuori, Miika; Autti-Rämö, Ilona; Junttila, Niina; Tuulio-Henriksson, Annamari
Titel	Multi-Informant Ratings of Irritability and Disruptiveness in School-Aged Children with ADHD
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 4, S.1136-1150 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1755426
Schlagwörter	Attention Deficit Hyperactivity Disorder; Teacher Attitudes; Behavior Problems; Student Behavior; Personality Traits; Parent Attitudes; Student Attitudes; Psychological Patterns; Peer Relationship; Foreign Countries; Elementary School Students; Correlation; Finland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Student behaviour; Schülerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Elternverhalten; Peer-Beziehungen; Ausland; Korrelation; Finnland
Abstract	Emotion dysregulation is a common social functioning deficit in children with attention-deficit/hyperactivity disorder (ADHD). Little is known about how teachers rate irritability in school-aged children with ADHD. We examined irritability and disruptive behaviour in clinic-referred school-aged children (n = 145) with ADHD. Children in this cross-sectional study were 6-12 years old (M[subscript age] = 9.2 years, 16.6% female). We obtained ratings from children themselves as well as their mothers, fathers, and teachers at the baseline of a family intervention program. Descriptive statistics and multilevel regression models were employed. Children displayed increased irritability, such as frequent temper outbursts, when compared with population sample peers. Children's proneness to anger was strongly associated with perceived peer difficulties particularly in teacher ratings. Findings highlight the significance of home- and school-based support when considering social functioning in children with neurodevelopmental conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01