Emotion Regulation Difficulties in Boys with Oppositional Defiant Disorder/Conduct Disorder and the Relation with Comorbid Autism Traits and Attention Deficit Traits

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Abstract

Previous research has pointed towards a link between emotion dysregulation and aggressive behavior in children. Emotion regulation difficulties are not specific for children with persistent aggression problems, i.e. oppositional defiant disorder or conduct disorder (ODD/CD), children with other psychiatric conditions, such as autism spectrum disorders or attention-deficit/hyperactivity disorder, have emotion regulation difficulties too. On a behavioral level some overlap exists between these disorders and comorbidity is high. The aim of this study was therefore twofold: 1) to examine emotion regulation difficulties in 65 boys with ODD/CD in comparison to a non-clinical control group (NC) of 38 boys (8–12 years) using a performance measure (Ultimatum Game), parent report and self-report, and 2) to establish to what extent emotion regulation in the ODD/CD group was correlated with severity of autism and/or attention deficit traits. Results on the Ultimatum Game showed that the ODD/CD group rejected more ambiguous offers than the NC group, which is seen as an indication of poor emotion regulation. Parents also reported that the ODD/CD group experienced more emotion regulation problems in daily life than the NC group. In contrast to these cognitive and behavioral measures, self-reports did not reveal any difference, indicating that boys with ODD/CD do not perceive themselves as having impairments in regulating their emotions. Emotional decision making within the ODD/CD group was not related to variation in autism or attention deficit traits. These results support the idea that emotion dysregulation is an important problem within ODD/CD, yet boys with ODD/CD have reduced awareness of this.

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Most cited references 30

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Social information-processing mechanisms in reactive and proactive aggression.

Nicki Crick, Kenneth Dodge (1996)

Theories of aggressive behavior and ethological observations in animals and children suggest the existence of distinct forms of reactive (hostile) and proactive (instrumental) aggression. Toward the validation of this distinction, groups of reactive aggressive, proactive aggressive, and nonaggressive children were identified (n = 624 9-12-year-olds). Social information-processing patterns were assessed in these groups by presenting hypothetical vignettes to subjects. 3 hypotheses were tested: (1) only the reactive-aggressive children would demonstrate hostile biases in their attributions of peers' intentions in provocation situations (because such biases are known to lead to reactive anger); (2) only proactive-aggressive children would evaluate aggression and its consequences in relatively positive ways (because proactive aggression is motivated by its expected external outcomes); and (3) proactive-aggressive children would select instrumental social goals rather than relational goals more often than nonaggressive children. All 3 hypotheses were at least partially supported.

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Explicit and implicit emotion regulation: a dual-process framework.

Anett Gyurak, James J Gross, Amit Etkin (2011)

It is widely acknowledged that emotions can be regulated in an astonishing variety of ways. Most research to date has focused on explicit (effortful) forms of emotion regulation. However, there is growing research interest in implicit (automatic) forms of emotion regulation. To organise emerging findings, we present a dual-process framework that integrates explicit and implicit forms of emotion regulation, and argue that both forms of regulation are necessary for well-being. In the first section of this review, we provide a broad overview of the construct of emotion regulation, with an emphasis on explicit and implicit processes. In the second section, we focus on explicit emotion regulation, considering both neural mechanisms that are associated with these processes and their experiential and physiological consequences. In the third section, we turn to several forms of implicit emotion regulation, and integrate the burgeoning literature in this area. We conclude by outlining open questions and areas for future research. © 2011 Psychology Press, an imprint of the Taylor & Francis Group, an Informa business

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The role of emotion regulation in autism spectrum disorder.

John Herrington, Lawrence Scahill, Carla A Mazefsky … (2013)

Autism spectrum disorder (ASD) is associated with amplified emotional responses and poor emotional control, but little is known about the underlying mechanisms. This article provides a conceptual and methodologic framework for understanding compromised emotion regulation (ER) in ASD. After defining ER and related constructs, methods to study ER were reviewed with special consideration on how to apply these approaches to ASD. Against the backdrop of cognitive characteristics in ASD and existing ER theories, available research was examined to identify likely contributors to emotional dysregulation in ASD. Little is currently known about ER in youth with ASD. Some mechanisms that contribute to poor ER in ASD may be shared with other clinical populations (e.g., physiologic arousal, degree of negative and positive affect, alterations in the amygdala and prefrontal cortex), whereas other mechanisms may be more unique to ASD (e.g., differences in information processing/perception, cognitive factors [e.g., rigidity], less goal-directed behavior and more disorganized emotion in ASD). Although assignment of concomitant psychiatric diagnoses is warranted in some cases, poor ER may be inherent in ASD and may provide a more parsimonious conceptualization for the many associated socioemotional and behavioral problems in this population. Further study of ER in youth with ASD may identify meaningful subgroups of patients and lead to more effective individualized treatments. Copyright © 2013 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

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Author and article information

Contributors

Carles Soriano-Mas: Role: Editor

Journal

Journal ID (nlm-ta): PLoS One

Journal ID (iso-abbrev): PLoS ONE

Journal ID (publisher-id): plos

Journal ID (pmc): plosone

Title: PLoS ONE

Publisher: Public Library of Science (San Francisco, CA USA )

ISSN (Electronic): 1932-6203

Publication date (Electronic): 15 July 2016

Publication date Collection: 2016

Volume: 11

Issue: 7

Electronic Location Identifier: e0159323

Affiliations

[1 ]Department of Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands

[2 ]Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands

[3 ]Department of Adolescent Development, Utrecht University, Utrecht, The Netherlands

[4 ]School of Psychology, Cardiff University, Cardiff, United Kingdom

Bellvitge Biomedical Research Institute-IDIBELL, SPAIN

Author notes

Competing Interests: The authors have declared that no competing interests exist.

Conceived and designed the experiments: SVR MDW SVG HS. Performed the experiments: JS. Analyzed the data: JS SVR. Contributed reagents/materials/analysis tools: JS SVR. Wrote the paper: JS SVR MDW SVG HS.

* E-mail: j.schoorl@ 123456fsw.leidenuniv.nl

Article

Publisher ID: PONE-D-15-42745

DOI: 10.1371/journal.pone.0159323

PMC ID: 4946778

PubMed ID: 27420110

SO-VID: 17cd9813-d00e-490e-ba9f-0fdb696e1f0a

License:

This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

History

Date received : 28 September 2015

Date accepted : 30 June 2016

Page count

Figures: 1, Tables: 1, Pages: 12

Funding

Funded by: Netherlands Organization for Scientific Research (NWO)

Award ID: 056-21-010

Award Recipient : Hanna Swaab

This study is funded by the Netherlands Organization for Scientific Research (NWO), grant number: 056-21-010.

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Data Availability Unfortunalty the authors cannot upload the data set underlying the findings of their study because of a legal restriction, prohibiting the authors from making the minimal data set publicly available. Hanna Swaab ( hswaab@ 123456fsw.leidenuniv.nl ) may be contacted to request the data. The data will be available upon request.

Emotion Regulation Difficulties in Boys with Oppositional Defiant Disorder/Conduct Disorder and the Relation with Comorbid Autism Traits and Attention Deficit Traits

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Most cited references 30

Social information-processing mechanisms in reactive and proactive aggression.

Explicit and implicit emotion regulation: a dual-process framework.

The role of emotion regulation in autism spectrum disorder.

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