Poster #16 - Self-Regulation Abilities as Explanatory Factors of the Association Between Language Competence and ADHD Behaviors

• In Event: Poster Session 06

Abstract

Language problems and attention-deficit/hyperactivity disorder behaviors (ADHD) commonly co-occur (Mueller & Tomblin, 2012). However, underlying causes of the co-occurrence of language problems and ADHD behaviors are not well understood(Korrel et al., 2017). Self-regulation abilities, or a set of abilities needed to modulate emotional and behavioral responses based on contextual demands (Perry et al., 2018), have been proposed as potential underlying factors of the association between language problems and ADHD behaviors (Petersen et al., 2015). Children with ADHD often exhibit self-regulation deficits (Barkley, 1997), and prior research highlights positive links between language competence and self-regulation abilities (e.g., Bono, 2003). Importantly, a preliminary study found that behavioral inhibition, one aspect of self-regulation, mediated the association between language problems and ADHD behaviors in an early childhood sample (Petersen et al., 2015). However, the Petersen et al. (2015) study did not measure emotional control or children’s abilities to shift behavior based on contextual demands, additional key aspects of self-regulation.

Building upon the work of Petersen et al. (2015), the aim of the current study was to examine emotional control and behavioral shifting as explanatory factors of the association between preschooler’s language competence and ADHD behaviors. Baseline teacher report data from a preschool program evaluation study were utilized. The study sample included 187 children from cohorts recruited across two preschool years (Mage = 4.10 years; 55.1% = Male; 57.7% White). Language competence was measured via the percentage of language subscale items rated as meeting or exceeding developmental expectations on the Teaching Strategies GOLD assessment system (Teaching Strategies LLC, 2016). Behavioral shifting and emotional control were measured via T scores on the Shift and Emotional Control subscales from the Behavior Rating Inventory of Executive Function–Preschool Version (BRIEF-P; Gioia et al., 2003), respectively. Children’s mean total ADHD behaviors were measured via the ADHD Rating Scale IV-Preschool Version (McGoey et al., 2007).

Mediation models were utilized to examine the indirect association between language competence and ADHD behaviors through each of the two focal self-regulation indices as mediators (i.e., behavioral shifting, emotional control). Sex was included as a covariate. Results indicated that both behavioral shifting (b = -.21, 95% CI [-.38, -.07]; Figure 1) and emotional control (b =-.22, 95% CI [-.39, -.03]; Figure 2) were significant mediators of the association between language competence and ADHD behaviors.

Our results highlight that behavioral shifting and emotional control, both key self-regulation abilities, may be explanatory factors in the co-occurrence of language problems and ADHD behaviors. Thus, both emotional control and behavioral shifting may be viable targets for early interventions intended to bolster the success of preschoolers displaying co-occurring language problems and ADHD behaviors. From an assessment perspective, our findings suggest that screening for emotional control and behavioral shifting difficulties may be important when assessing for language problems or ADHD behaviors. Further, negative associations between language competence and ADHD behaviors observed in our models highlight the need to screen for both language problems and ADHD behaviors in the context of assessments conducted for either developmental concern.

Authors

• Marissa Dennis, University of Vermont
  Presenting Author

• Erin K Shoulberg, University of Vermont

• Allison Krasner, University of Vermont

• Hannah Scott, University of Vermont

• Betsy Hoza, University of Vermont