Emotionally Provoking Events in Classrooms and During Transitions: Developing Self-Regulatory Programs for Children Diagnosed With Attention Deficit Hyperactivity Disorder [ 2003-04-20 - 2006-04-19 ]

Research Grant

Researchers: Prof Stephen Houghton (Chief Investigator) ,  Professor Annemaree Carroll (Chief Investigator) ,  Professor Annemaree Carroll (Chief Investigator)

Brief description Emotionally Provoking Events in Classrooms and During Transitions: Developing Self-Regulatory Programs for Children Diagnosed With Attention Deficit Hyperactivity Disorder. Deficiencies in inhibitory control seen in those with ADHD cause problems in self-regulation of emotion. Consequently, children with ADHD are more impulsively emotional and less able to regulate their emotional responses to emotionally provoking events. Few studies, however, have systematically examined the emotional responses of this population in the classroom and during transitions. Through a series of studies the proposed research will identify events which are emotionally provoking for primary and secondary school-aged ADHD children, and then develop and evaluate emotion self-regulation programs (in combination with/without medication) which assist ADHD children to manage emotionally provoking events.

Funding Amount $132,000

Funding Scheme Discovery Projects

View this grant in the ARC Data Portal