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ADHD and Adaptability: The Roles of Cognitive, Behavioural, and Emotional Regulation

Published online by Cambridge University Press:  10 December 2014

Emma Burns  and
Andrew J. Martin
Emma Burns
Affiliation:
School of Education, University of New South Wales, Sydney, Australia
Andrew J. Martin*
Affiliation:
School of Education, University of New South Wales, Sydney, Australia
*
address for correspondence: Professor Andrew J. Martin, School of Education, UNSW, Sydney NSW 2052, Australia. Email: [email protected]
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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

ADHDattention-deficit/hyperactivity disorderadaptabilityself-regulation
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 24 , Issue 2 , December 2014 , pp. 227 - 242
Copyright
Copyright © The Author(s) 2014 

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