Examining emotion regulation using a distraction and reappraisal task in children and adolescents with and without ADHD

Children with attention-deficit/hyperactivity disorder (ADHD) have difficulty with emotion regulation relative to their non-ADHD peers, including the use of distraction and reappraisal to regulate emotions. The aim of the current study was to examine emotion regulation in children and adolescents with ADHD using distraction and reappraisal strategies. A group of 20 children and adolescents with ADHD (85% male; mean age = 11.55) and 20 non-ADHD matched controls (85% male; mean age = 11.65 years) completed an experimental task in which they were instructed to react naturally or decrease negative emotion using distraction and reappraisal in response to negative emotional pictures. Participants were asked to rate their emotion after viewing each picture. A significant main effect of instruction on emotion regulation was found, indicating that the distraction and reappraisal instructions improved emotion regulation in both groups. No effect for group or group by instruction was significant. Children and adolescents with ADHD can regulate their emotions as well as non-ADHD controls when they are trained to use distraction and reappraisal. Treatment development efforts should consider the addition of training in emotion regulation strategies for children and adolescents with ADHD.

Automated summary

The aim of this study was to examine emotion regulation in children and adolescents with attention-deficit/hyperactivity disorder (ADHD) using distraction and reappraisal strategies. The results showed that both ADHD and control groups improved their emotion regulation with the guidance of distraction and reappraisal. Therefore, treatment development efforts for ADHD children and adolescents should consider incorporating training in emotion regulation strategies.