Peer Functioning Among Children With ADHD in Early Childhood: The Role of Emotion Dysregulation

OBJECTIVE: The goal of this study was to (a) identify which dimensions of emotion dysregulation (i.e., emotion recognition/understanding, emotion regulation, emotion reactivity/lability, callous-unemotional behaviors) are most strongly associated with peer functioning for young children with ADHD only and with comorbid disruptive behavior disorders (ADHD + DBD) as compared to typically developing (TD) children and (b) assess whether improvements in children's peer functioning are linked to changes in emotion regulation. METHOD: = 148). Domains of emotion dysregulation were measured via parent/teacher report and behavioral observation. Peer functioning was examined via teacher report and sociometric measures administered in a summer camp setting. RESULTS: range from = -0.47 to 0.39). Multiple linear regressions indicated significant associations between all subdomains of emotion dysregulation and peer functioning outcomes (β range = -2.68 to 1.71), though emotional reactivity/lability most consistently predicted peer functioning across informants. Improvements in some aspects of emotion dysregulation were associated with improvements in peer functioning outcomes, mainly prosocial behavior. CONCLUSIONS: Findings contribute to our understanding of the underlying processes that impact the social functioning of young children with ADHD and DBDs and, specifically, how impairments in peer functioning may be attenuated by better emotion regulation. Tailoring interventions to address emotional reactivity may promote improved peer relationships in young children with ADHD.