The interplay among temperament, neuropsychological abilities, and global functioning in young hyperactive/inattentive children. (11th February 2016)

• Record Type: Journal Article
• Authors: Healey, Dione M.; Rajendran, Khushmand; O'Neill, Sarah; Gopin, Chaya B.; Halperin, Jeffrey M.
• Is Part Of: British journal of developmental psychology. Volume 34:Number 3(2016:Sep.)
• Page Start: 354
• Page End: 370
• Publication Date: 2016-02-11
• Subjects: preschool -- adaptive functioning -- neuropsychological functioning -- temperament -- attention‐deficit/hyperactivity disorder; Developmental psychology -- Periodicals; 155
• DOI: 10.1111/bjdp.12134
• Languages: English
• ISSNs: 0261-510X

Abstract

Abstract : Cognition and emotion have been shown to interact and influence psychological functioning. However, to date these interactions have only been examined cross‐sectionally among inattentive and/or hyperactive/impulsive children. This study investigated the moderating effects of neuropsychological functioning at age 3–4 years on the relation between negative emotionality at age 3–4 years and global functioning 1 year later, at age 4–5 years. Hyperactive/inattentive (H/I; n = 114) preschoolers entered the study (BL: baseline) and were seen again 1 year later (F1). Children's BL scores on a neuropsychological test (NEPSY) and their temperament as rated by parents (Child Behavior Questionnaire) and teachers (Temperament Assessment Battery for Children‐Revised) were obtained, as were clinicians' ratings of their global functioning (Children's Global Assessment Scale) at F1. Hierarchical linear regression analyses revealed that BL temperament variables accounted for significant variance in F1 Global Functioning. Significant interactions indicated that higher Verbal Executive abilities were associated with better child functioning when parent‐rated Effortful Control was high, but not when Effortful Control was low. Additionally, high levels of Nonverbal Executive skills were associated with higher child global functioning when both parent‐ and teacher‐rated negative affect was low, but not when negative affect was high.