Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-27T05:41:09.406Z Has data issue: false hasContentIssue false
  • English
  • Français

ADHD and Adaptability: The Roles of Cognitive, Behavioural, and Emotional Regulation

Published online by Cambridge University Press:  10 December 2014

Emma Burns  and
Andrew J. Martin
Emma Burns
Affiliation:
School of Education, University of New South Wales, Sydney, Australia
Andrew J. Martin*
Affiliation:
School of Education, University of New South Wales, Sydney, Australia
*
address for correspondence: Professor Andrew J. Martin, School of Education, UNSW, Sydney NSW 2052, Australia. Email: andrew.martin@unsw.edu.au
Get access

Abstract

Adaptability has been recently proposed as cognitive, behavioural, and emotional regulation assisting individuals to effectively respond to change, uncertainty and novelty. Given students with attention-deficit/hyperactivity disorder (ADHD) have known impairments with regulatory functions, they may be at particular disadvantage as they seek to navigate change, uncertainty, and novelty in their academic lives. This discussion summarises current research of adaptability as relevant to students with ADHD, presents preliminary exploration of data that suggests evidence for the difficulties students with ADHD face with regards to adaptability (particularly in regards to cognitive and behavioural regulation), and concludes with suggestions for counselling, psychological, and educational practices aimed at enhancing the adaptability of students with ADHD.

Keywords

ADHDattention-deficit/hyperactivity disorderadaptabilityself-regulation
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 24 , Issue 2 , December 2014 , pp. 227 - 242
Copyright
Copyright © The Author(s) 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders, DSM-V (5th ed.). Arlington, VA: American Psychiatric Association Publishing.Google Scholar
Anastopoulos, A.D., Rhoads, L.H., & Farley, S.E. (2006). Counseling and training parents. In Barkley, R.A. (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). pp. 453–479. New York: The Guilford Press.Google Scholar
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. http://dx.doi.org/10.1146/annurev.psych.52.1.1Google Scholar
Barkley, R.A. (2006). A theory of ADHD. In Barkley, R.A. (Ed). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed., pp. 297–334). New York: The Guilford Press. http://dx.doi.org/10.1521/adhd.2006.14.2.1Google Scholar
Barkley, R.A., Edwards, G., Laneri, M., Fletcher, K., & Metevia, L. (2001). Executive functioning, temporal discounting, and sense of time in adolescents with attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Journal of Abnormal Child Psychology, 29, 541–556. http://dx.doi.org/10.1023/A:1012233310098Google Scholar
Baumeister, R.F., Gailliot, M., DeWall, C.N., & Oaten, M. (2006). Self-regulation and personality: How interventions increase regulatory success and how depletion moderates the effects of traits on behavior. Journal of Personality, 74, 1773–1802. http://dx.doi.org/10.1111/j.1467-6494.2006.00428.xCrossRefGoogle ScholarPubMed
Biederman, J., Carter, P., Fried, R., Fontanella, J., Doyle, A.E., Seidman, L.J., & Faraone, S.V. (2006). Impact of psychometrically defined deficits of executive functioning in adults with Attention-Deficit Hyperactivity Disorder. American Journal of Psychiatry, 163, 1730–1738. http://dx.doi.org/10.1176/appi.ajp.163.10.1730Google Scholar
Cleary, T.J., & Zimmerman, B.J. (2004). Self-regulation and empowerment program: A school-based program to enhance self-regulated and self-motivated cycles. Psychology in the Schools, 41, 537–550. http://dx.doi.org/10.1002/pits.10177CrossRefGoogle Scholar
Cunningham, C.E. (2006). COPE: Large-group, community-based, family-centered parent training. In Barkley, R.A. (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed., pp. 480–498). New York: The Guilford Press.Google Scholar
Cunningham, C.E., & Cunningham, L.J. (2006). Student-mediated conflict resolution programs. In Barkley, R.A. (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed., pp. 590–607). New York: The Guilford Press.Google Scholar
DeRuvo, S.L. (2009). Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas. San Francisco, CA: Jossey-Bass.Google Scholar
DuPaul, G.J., & Kern, L. (2011). Young children with ADHD: Early identification and intervention. Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/12311-000Google Scholar
Elliott, R. (2003). Executive functioning and their disorders. British Medical Bulletin, 65, 49–59. http://dx.doi.org/10.1093/bmb/65.1.49CrossRefGoogle ScholarPubMed
Hoza, B., Waschbusch, D.A., Pelham, W.E., Molina, B.S.G., & Milich, R. (2000). Attention-Deficit/Hyperactivity Disordered and control boys’ responses to social success and failure. Child Development, 71, 432–446. http://dx.doi.org/10.1111/1467-8624.00155Google Scholar
Kewley, G.D. (1999). Attention-deficit hyperactivity disorder: Recognition, reality, and resolution. New York: David Fulton Publishers.Google Scholar
Lougy, R., DeRuvo, S., & Rosenthal, D. (2007). Teaching young children with ADHD: Successful strategies and practical interventions for preK-3. Thousand Oaks, CA: Corwin Press.Google Scholar
Martin, A.J. (2010). The Motivation and Engagement Scale. Sydney, Australia: Lifelong Achievement Group.Google Scholar
Martin, A.J. (2012). Attention-deficit/hyperactive disorder, perceived competence, and self-worth: Evidence and implications for students and practitioners. In Hollar, D. (Ed.), Handbook of children with special health care needs (pp. 47–72). New York: Springer.Google Scholar
Martin, A.J. (2013a). Improving the achievement of motivation and engagement of students with ADHD: The role of personal best (PB) goals and other growth based assessment. Australian Journal of Guidance and Counseling, 23, 193–155. http://dx.doi.org/10.1017/jgc.2013.4Google Scholar
Martin, A.J. (2013b). The Personal Proficiency Network: Key self-system factors and processes to optimize academic development. In McInerney, D.M., Marsh, H.W., Craven, R.G., & Guay, F. (Eds). Theory driving research: New wave perspectives on self-processes and human development. Charlotte, NC: Information Age Publishing.Google Scholar
Martin, A.J. (2014a). Academic buoyancy and adaptability: How to help students deal with adversity and change. In Street, H. & Porter, N. (Eds.), Better than OK: Helping young people to flourish at school and beyond. Fremantle, Australia: Fremantle Press.Google Scholar
Martin, A.J. (2014b). The role of ADHD in academic adversity: Disentangling ADHD effects from other personal and contextual factors. School Psychology Quarterly. http://dx.doi.org/10.1037/spq0000069Google Scholar
Martin, A.J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and practice. Review of Educational Research, 79, 327–365.CrossRefGoogle Scholar
Martin, A.J., Nejad, H.G., Colmar, S., & Liem, G.A.D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty, and uncertainty. Australian Journal of Guidance and Counselling, 22, 58–81. http://dx.doi.org/10.1017/jgc.2012.8Google Scholar
Martin, A.J., Nejad, H.G., Colmar, S., & Liem, G.A.D. (2013). Adaptability: How students responses to uncertainty and novelty predict their academic and nonacademic outcomes. Journal of Educational Psychology, 105, 728–746. http://dx.doi.org/10.1037/a0032794Google Scholar
Martin, A.J., Nejad, H.G., Colmar, S., & Liem, G.A.D. (2014). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Submitted for publication.Google Scholar
Morales, E.E. (2000). A contextual understanding of the process of educational resilience: High achieving Dominican American students and the ‘Resilience Cycle’. Innovative Higher Education, 25, 7–22. http://dx.doi.org/10.1023/A:1007580217973Google Scholar
Morris, R.J., & Mather, N. (2008 ). Evidence-based interventions for students with learning and behavioral challenges. New York: Routledge, Taylor and Francis Group.Google Scholar
Parker, J.D.A, Majeski, S.A., & Collin, V.T. (2002). ADHD symptoms and personality: Relationships with the five-factor model. Personality and Individual Differences, 36, 977–987.Google Scholar
Pfiffner, L.J., Barkley, R.A., & DuPaul, G.J. (2006). Treatment of ADHD in school settings. In Barkley, R.A. (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.) pp. 547–589. New York: The Guilford Press.Google Scholar
Pisecco, S., Wristers, K., Swank, P., Silva, P.A., & Baker, D.B. (2001). The effect of academic self concept on ADHD and anti-social behaviors in early adolescence. Journal of Learning Disabilities, 34, 450–461. http://dx.doi.org/10.1177/002221940103400506CrossRefGoogle Scholar
Pliszka, S.R. (2009). Treating ADHD and comorbid disorders: Psychosocial and psychopharmacological interventions. New York: Guilford Press.Google Scholar
Purdie, N., Hattie, J., & Carroll, A. (2002). A review of the research on interventions for attention-deficit hyperactivity disorder: What works best? Review of Education Research, 72, 61–99. http://dx.doi.org/10.3102/00346543072001061CrossRefGoogle Scholar
Robin, A.L. (2006). Training families with adolescents with ADHD. In Barkley, R.A. (Ed). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.) pp. 499–546. New York: The Guilford Press.Google Scholar
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 37, 317–331.Google Scholar
Safren, S.A., Otto, M.W., Sprich, S., Winett, C.L., Wilens, T.E., & Biederman, J. (2005). Cognitive-behavioral therapy for ADHD in medication-treated adults with continued symptoms. Behavior Research and Therapy, 43, 831–842. http://dx.doi.org/10.1016/j.brat.2004.07.001Google Scholar
Travell, C., & Visser, J. (2006). ‘ADHD does bad stuff to you’: Young people's and parents experiences and perceptions of attention-deficit/hyperactivity disorder. Emotional and Behavioral Difficulties, 11, 205–216. http://dx.doi.org/10.1080/13632750600833924Google Scholar
VandenBos, G.R. (Ed). (2007). American Psychological Association dictionary of psychology. Washington, DC: American Psychological Association.Google Scholar
Wessel, J.L., Ryan, A.M., & Oswald, F.L. (2008). The relationship between objective and perceived fit with academic major, adaptability, and major-related outcomes. Journal of Vocational Behavior, 72, 363–376. http://dx.doi.org/10.1016/j.jvb.2007.11.003Google Scholar
Young, S., & Bramham, J. (2012). Cognitive behavioral therapy for ADHD in adolescents and adults: A psychological guide to practice (2nd ed.). Malden, MA: John Wiley & Sons.Google Scholar