Emotion Regulation as a Transdiagnostic Feature in Children with Neurodevelopmental Disorders
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COMORBIDITIES (D DEWEY, SECTION EDITOR)
Emotion Regulation as a Transdiagnostic Feature in Children with Neurodevelopmental Disorders Gillian England-Mason 1,2
# Springer Nature Switzerland AG 2020
Abstract Purpose of Review Emotion regulation is recognized as a core underlying dimension common across psychiatric disorders and could be conceptualized as a transdiagnostic feature (i.e., mechanism underlying comorbidity). This review highlights recent research examining emotion regulation in children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Recent Findings Difficulties with emotion regulation are increasingly recognized as common deficits in children with ADHD and ASD. Research indicates that emotion regulation transmits risk for co-occurring disorders within a diagnostic grouping (i.e., neurodevelopment disorders; homotypic comorbidity) and across different diagnostic groupings (i.e., neurodevelopmental disorder–mood disorder; heterotypic comorbidity) in children with ADHD and ASD. Summary While this review provides support for the conceptualization of emotion regulation as a transdiagnostic feature in ADHD and ASD, further research examining emotion regulation in children with other neurodevelopmental disorders is needed. The field of neurodevelopmental disorders should examine emotion regulation from a developmental perspective and needs to develop valid assessments of emotion regulation. Keywords Emotion regulation . Neurodevelopmental disorders . Attention-deficit/hyperactivity disorder . Autism spectrum disorder . Comorbidity
Introduction In the developmental milieu of childhood, neurodevelopment involves the dynamic interplay between genetic, environmental, neurological, cognitive, emotional, and behavioral processes [1]. The term neurodevelopmental disorders has been applied to a heterogenous group of disorders that although clinically and etiologically disparate, typically manifest during childhood and involve some form of disruption to brain development [2]. In the Diagnostic and Statistical Manual of Mental Disorders-5th Edition (DSM-5), this group includes attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), intellectual This article is part of the Topical Collection on Comorbidities * Gillian England-Mason [email protected] 1
Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, Canada
2
Owerko Centre, Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Canada
disability, communication disorders, specific learning disorders (e.g., dyslexia), and motor disorders (e.g., developmental coordination disorder) [3]. During childhood, neurodevelopmental disorders have individual prevalence rates ranging from 0.5 to 18.5%, and two of the most common neurodevelopmental disorders are ADHD and ASD [4]. Over the past decade, the prevalence of ADHD and ASD has risen, as well as their clinical co-occurrence and their co-occurrence with other disorders [5]. Accord
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