ADHD and adaptability: the roles of cognitive, behavioural, and emotional regulation

Emma Burns; Andrew J. Martin

doi:10.1017/jgc.2014.17

ADHD and adaptability: the roles of cognitive, behavioural, and emotional regulation

Emma Burns, Andrew J. Martin^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

17 Citations (Scopus)

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.

Original language	English
Pages (from-to)	227-242
Number of pages	16
Journal	Australian Journal of Guidance and Counselling
Volume	24
Issue number	2
DOIs	https://doi.org/10.1017/jgc.2014.17
Publication status	Published - Dec 2014
Externally published	Yes

Keywords

ADHD
attention-deficit/hyperactivity disorder
adaptability
self-regulation

Access to Document

10.1017/jgc.2014.17

Cite this

@article{adb5850817314260842c134799624246,

title = "ADHD and adaptability: the roles of cognitive, behavioural, and emotional regulation",

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 = "ADHD, attention-deficit/hyperactivity disorder, adaptability, self-regulation",

author = "Emma Burns and Martin, {Andrew J.}",

year = "2014",

month = dec,

doi = "10.1017/jgc.2014.17",

language = "English",

volume = "24",

pages = "227--242",

journal = "Australian Journal of Guidance and Counselling",

issn = "1037-2911",

publisher = "Australian Guidance and Counselling Association",

number = "2",

}

TY - JOUR

T1 - ADHD and adaptability

T2 - the roles of cognitive, behavioural, and emotional regulation

AU - Burns, Emma

AU - Martin, Andrew J.

PY - 2014/12

Y1 - 2014/12

N2 - 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.

AB - 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.

KW - ADHD

KW - attention-deficit/hyperactivity disorder

KW - adaptability

KW - self-regulation

UR - http://www.scopus.com/inward/record.url?scp=84918805737&partnerID=8YFLogxK

U2 - 10.1017/jgc.2014.17

DO - 10.1017/jgc.2014.17

M3 - Article

AN - SCOPUS:84918805737

SN - 1037-2911

VL - 24

SP - 227

EP - 242

JO - Australian Journal of Guidance and Counselling

JF - Australian Journal of Guidance and Counselling

IS - 2

ER -

ADHD and adaptability: the roles of cognitive, behavioural, and emotional regulation

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this