Training needs of social skills and emotion regulation in children with different ADHD presentations

Abstract

<p>ADHD (Attention Deficit Hyperactivity Disorder) has a complex heterogeneous phenotype, with diagnostic criteria that have undergone several changes and continue to be somewhat controversial. Furthermore, the classification and prevalence of ADHD presentations remain unclear in Hong Kong. Although many studies have emphasized emotional dysregulation and social impairments in ADHD, the relationship between different ADHD presentations and these two factors is still debated. This study employed Latent Class Analysis (LCA) to categorize ADHD presentations and identify their prevalence among primary school children in Hong Kong, followed by logistic regression analysis to examine the emotion regulation and social skills training needs of different ADHD presentations. A 4-class model, including ADHD-C (combined presentation), ADHD-HI (predominantly hyperactive-impulsive presentation), ADHD-IA (predominantly inattentive presentation), and a No-ADHD group, was obtained. The ADHD-C group had the highest proportion and exhibited the most severe ADHD symptoms, while the ADHD-IA group had the lowest proportion and the ADHD-HI group showed the mildest ADHD symptoms. The ADHD-C group demonstrated the most severe emotional lability and negativity, followed by the ADHD-HI group. Additionally, the ADHD-C group exhibited the most severe social impairments, with ADHD-HI and ADHD-IA groups showing similar levels of deficits. Specifically, students with ADHD-C and ADHD-HI required more training needs in emotion regulation to relieve their emotional lability and negativity. In addition, students with ADHD-C and ADHD-IA showed more training needs in social skills for appropriate social performance in cooperation, responsibility, and self-control, while students with ADHD-HI and ADHD-C required more training needs in social skills to reduce their over-assertion. Furthermore, the elimination of subtypes in the diagnostic criteria for ADHD necessitates the interventions based on each individual's specific symptoms and presentation. The results of this study highlight the need for careful consideration and adaptation of interventions to cater the diverse and unique needs of students with different ADHD presentations.</p>