Variability in Positive and Negative Affect among Adolescents with and without ADHD: Differential Associations with Functional Outcomes

Breaux, Rosanna; Langberg, Joshua M.; Swanson, Courtney S.; Eadeh, Hana-May; Becker, Stephen P.

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Variability in Positive and Negative Affect among Adolescents with and without ADHD: Differential Associations with Functional Outcomes

Breaux, Rosanna; Langberg, Joshua M.; Swanson, Courtney S.; Eadeh, Hana-May; Becker, Stephen P.

Año: 2020
Revista / colección: Grantee Submission
ISSN: EISSN-
Licencia: Licencia no declarada

Resumen ADIPA

Elaborado con IA a partir del resumen de los autores

Estudio empírico que examina la variabilidad en afecto positivo y negativo en adolescentes de 12 a 14 años con y sin trastorno por déficit de atención e hiperactividad (TDAH). Participaron 302 adolescentes (55% varones, 54% diagnosticados con TDAH) y sus cuidadores, quienes completaron la Escala de Afecto Positivo y Negativo durante dos semanas mediante diarios diarios. Los adolescentes con TDAH mostraron mayor variabilidad en afecto positivo, miedo y angustia reportados por ellos mismos y sus padres. En este grupo, la variabilidad afectiva se asoció con más síntomas internalizantes, peor funcionamiento social y más síntomas externalizantes. En adolescentes sin TDAH, la variabilidad afectiva se vinculó con mejor funcionamiento social. Los autores concluyen que la variabilidad afectiva significativa presente en niños con TDAH persiste en la adolescencia y se asocia con deterioro social y conductual, sugiriendo que las intervenciones deben fortalecer la regulación emocional.

Puntos clave

Los adolescentes con TDAH experimentan mayor variabilidad en afecto positivo, miedo y angustia que sus pares sin TDAH, según reportes de los mismos adolescentes y sus padres.
La variabilidad en afecto positivo y miedo se asocia en adolescentes con TDAH con síntomas internalizantes, deterioro del funcionamiento social y síntomas externalizantes.
En adolescentes sin TDAH la relación es inversa: mayor variabilidad afectiva se vincula con mejor funcionamiento social, sugiriendo un patrón diferencial según diagnóstico.
La regulación emocional deficiente en adolescentes con TDAH manifesta como extremos y cambios rápidos en experiencias afectivas que impactan el desempeño académico y social.

Para quién: Psicólogos clínicos, educativos e investigadores que trabajan con adolescentes con TDAH para diseñar intervenciones dirigidas a la regulación emocional y el funcionamiento psicosocial.

Resumen de los autores

Introduction: This study examined whether adolescents with and without attention-deficit/hyperactivity disorder (ADHD) differed in affect variability and whether variability in positive and negative affect was associated with functional outcomes. Method: Participants were 302 adolescents (12-14 years, "M"age=13.17, 55% male; 54% diagnosed with ADHD; 82% white) and their caregivers who each completed the 10-item Positive and Negative Affect Scale via daily diaries for approximately two weeks. Multi-informant ratings of emotional, behavioral, social, and academic outcomes were assessed. Results: Adolescents with ADHD were found to experience greater variability in self- and parent-reported positive affect, fear, and distress. For adolescents with ADHD, greater variability in self- and parent-reported positive affect, fear, and distress were associated with more internalizing symptoms, greater variability in parent-reported positive affect was associated with worse social functioning, and greater variability in self- and parent-reported fear was associated with more externalizing symptoms. In contrast, greater variability in self- and parent-reported positive affect, fear, and distress were associated with better social functioning in adolescents without ADHD. Limitations: Future work should examine affect variability in adolescents with ADHD within the same day rather than across days. The limited age range and demographic diversity of our sample may limit generalizability of findings. Conclusions: Findings suggest the significant affect variability found among children with ADHD is also present in adolescents with ADHD and is associated with social and behavior impairment. Interventions for adolescents with ADHD should target emotion regulation abilities to help reduce the extremes of and shifts in affective experiences in this population. [This paper was published in "Journal of Affective Disorders" v274 p500-507 2020.]

Cómo citar (APA 7)

Breaux, R., Langberg, J. M., Swanson, C. S., Eadeh, H. M., & Becker, S. P. (2020). Variability in Positive and Negative Affect among Adolescents with and without ADHD: Differential Associations with Functional Outcomes. https://eric.ed.gov/?id=ED606412

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Variability in Positive and Negative Affect among Adolescents with and without ADHD: Differential Associations with Functional Outcomes

Resumen ADIPA

Puntos clave

Resumen de los autores

Áreas y palabras clave

Cómo citar (APA 7)

Variability in Positive and Negative Affect among Adolescents with and without ADHD: Differential Associations with Functional Outcomes

Resumen ADIPA

Puntos clave

Resumen de los autores

Áreas y palabras clave

Cómo citar (APA 7)

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