ADHD developmentally inappropriate inattention, impulsiveness and motor activity.

ADHD is a condition that is known
as a persistent pattern of inattention and impulsive behaviors that delay the completion
of daily tasks. A child diagnosed with ADHD will show the symptoms of
distractibility and destructiveness more frequently (Efron, Scibberas &
Hassell, 2008. Attention Deficit Hyperactivity Disorder (ADHD) is a widespread
emotional and behavioral disorder that can affect the academic and social performance
of school-age children. ADHD is characterized by developmentally inappropriate
inattention, impulsiveness and motor activity. 
Children with concentration problems make a special population with various
needs within an educational setting. 
Although there are countless troubles associated with children recognized
as having ADHD, social skill deficits are one concern of many parents and
school personnel.

 It is a common example of developmental
psychopathology.  There are at present
three subtypes of the disorder: a predominantly inattentive subtype (ADHD-PI),
characterized by six or more symptoms of distraction , mostly
hyperactive-impulsive subtype (ADHDPHI), characterized by six or more symptoms
of hyperactivity-impulsivity, and a combined subtype (ADHD-C), characterized by
six or more symptoms in both domains (American Psychiatric Association, 2000).
ADHD is commonly co morbid with other childhood disturbing behavior disorders
like oppositional-de?ant disorder (ODD) and conduct disorder (CD; American
Psychiatric Association, 2000). ADHD follows a developmental route with difficulties
with impulse control arising earlier in life than difficulties with attention
(Olson, 1996). Owing to its early development, ADHD is often considered to be a
trait like characteristic (Braaten & Rosen, 1997; Nigg, Blaskey,
Huang-Pollock, & John, 2002a).In fact, recent research suggests that ADHD
is best conceptualized as a dimensional trait, rather than a definite analytic
category (Haslam et al., 2006). Thus, increased understanding of the role of
emotion and regulation processes in ADHD may be able to shed light on etiology
and mechanisms of this disorder. As a starting point, the current paper will
?rst review de?nitions of emotion regulation, as well as the complexities
inherent in these de?nitions and associated measurement procedures. A
literature review will be conducted on studies addressing relations among
emotional regulation (including emotion- and regulation-related traits),
disruptive behavior disorders, and ADHD.

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