(PS11-A16) Further Exploration of a Conceptually-informed Measure of Emotion Dysregulation in Youth with ADHD

ADHD is associated with a variety of impairments in childhood. One mechanism that may account for a portion of these impairments is emotion dysregulation (ED), or difficulties modulating the speed and intensity with which the physiological, cognitive, and behavioral experience of an emotion escalates, de-escalates, and/or is expressed in accordance with an optimal level of functioning (Bunford et al., 2015). ED is associated with a variety of comorbidities and negative outcomes (Bunford et al., 2015) and appears to account for impairments above and beyond the effects of symptoms (Fogleman et al., 2019). However, this work has not been paralleled by additional research on conceptually-informed, developmentally appropriate, and psychometrically sound measures of the construct. As such, this represents an important gap in the literature pertaining to clinical assessment, treatment recommendation, and progress monitoring of ED (Mash & Hunsley, 2005).

            In an effort to address this gap, Monopoli et al. (2020) developed a 17-item parent-report measure designed to capture the aforementioned components of ED in a sample of 186 adolescents diagnosed with ADHD. Analyses revealed a two-factor structure, in which factor 1 represented speed and intensity of arousal (hereafter: ER Escalation/Intensity) and factor 2 represented speed of de-escalation (hereafter: ER De-escalation). Our goal in the present study was to replicate and extend Monopoli et al.’s (2020) work in two important ways, re-establishing the factor structure and psychometric properties of this measure within a (1) severe clinical sample (ages 6-12) and (2) more ethnically diverse sample to better reflect the population in a major metropolitan city.

Participants were N=150 youth and their parents/caregivers who presented for an eligibility assessment for admission to the Summer Treatment Program for ADHD (M age=8.17; SD=1.65; 73.1% boys, 24.7% girls). Racial identities included White (90.0%), Black (5.3%), Asian (2.7%); and Multiracial (2.0%). Regarding ethnicity, 74% identified as Hispanic/Latinx. Parents and teachers reported on youth’s behavioral functioning, and parents completed the measure of ED. Youth who demonstrated 4 or more ADHD symptoms per parent or teacher report were included in current analyses.

           Exploratory factor analysis (EFA) indicated that a 2-factor solution (factor 1: Escalation/Intensity; factor 2: De-escalation) was best fitting, with acceptable fit indices (CFI = .90; RMSEA = .10; SRMR = .04). Internal consistency of our measure was strong (ER Escalation/Intensity α=.93; De-escalation, α=.88). However, important differences emerged in patterns of factor loadings between the present study and Monopoli et al.’s (2020). Two items that loaded in Monopoli et al. (2020)’s study were not retained in the present sample, and factor loadings suggested retaining two items in the present sample that were excluded in Monopoli et al.’s (2020). Scores on the measure demonstrated evidence of divergent validity among parent and teacher-rated indices of impulsivity, internalizing problems, and social impairment (r’s between .19-.42). These results will be examined further via a follow-up confirmatory factor analysis after additional data collection.