Responding to interpersonal and physically provoking situations in classrooms: emotional intensity in children with attention deficit hyperactivity disorder

Carroll, Annemaree, Houghton, Stephen, Taylor, Myra, Hemingway, Francene, List-Kerz, Michelle, Cordin, Robin and Douglas, Graham (2006) Responding to interpersonal and physically provoking situations in classrooms: emotional intensity in children with attention deficit hyperactivity disorder. International Journal of Disability, Development and Education, 53 2: 209-227. doi:10.1080/10349120600716174


Author Carroll, Annemaree
Houghton, Stephen
Taylor, Myra
Hemingway, Francene
List-Kerz, Michelle
Cordin, Robin
Douglas, Graham
Title Responding to interpersonal and physically provoking situations in classrooms: emotional intensity in children with attention deficit hyperactivity disorder
Journal name International Journal of Disability, Development and Education   Check publisher's open access policy
ISSN 1034-912X
1465-346X
Publication date 2006-01-01
Sub-type Article (original research)
DOI 10.1080/10349120600716174
Volume 53
Issue 2
Start page 209
End page 227
Total pages 17
Place of publication Abingdon, United Kingdom
Publisher Routledge
Collection year 2006
Subject 330108 Special Education
740501 Special education
Abstract The present research investigated the emotional functioning of children with and without Attention Deficit Hyperactivity Disorder (ADHD), in order to examine the relationships between emotional intensity and classroom-based responses to physically and interpersonally provoking situations. Seventy children (35 with ADHD and 35 without ADHD) in Years 3–8 participated and were matched on age, gender, grade, and school class. Each child was observed individually in the classroom over two 20-min periods. The Responses to Interpersonal and Physically Provoking Situations Observation Schedule was used to record the frequency and severity of responses and the triggers for these during the observational periods. Children later rated their emotional intensity in response to hypothetical scenarios on the Emotional Intensity Scale for Children. Results revealed children with ADHD displayed significantly more frequent and severe challenging and solitary off-task behaviours, and significantly more frequent vocalisations and severe interactional off-task behaviours. For triggers, environmental and teacher-initiated distractions were significantly more frequently observed in children with ADHD. There were no differences in ratings of emotional intensity between children with and without ADHD, although a number of significant and meaningful correlations were observed between positive emotional intensity scores and responses and triggers.
Keyword Attention Deficit Hyperactivity Disorder
Children
Classroom‐based responses
Emotion regulation
Emotional intensity
Observational recording
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Faculty of Humanities and Social Sciences - Publications
2007 Higher Education Research Data Collection
ERA 2012 Admin Only
 
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Created: Wed, 15 Aug 2007, 20:44:37 EST