A critical discussion of psychological theories and interventions for enhancing self-regulation in young children with ADHD and ODD

Abstract

In the academic literature, discussions about behaviorism prevail, when it comes to understanding and dealing with difficulties in children who present with the comorbidity of attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) in order to increase the capacity of self-regulation of these children. However, meta-analytic results of class-based behavioral interventions reveal their inability to create portability of self-regulatory behaviors in everyday life. This may highlight the inability of behavioral theories to capture the onset of both self-regulation difficulties and the aforementioned disorders. On the other hand, meta-meta-analytic evidence of parental interventions succeeded into reducing emerged difficulties. This success signifies the essence of psychodynamic approaches both to explain onsets of children’ self-dysregulation and mental disorders as well as reducing emerged difficulties. The present study critically views behavioral and psychodynamic perspectives, both in a theoretical and in an applicable axis, by highlighting crucial literature gaps. Alternative approaches and a novel method regarding the enchantment of self-regulation capacity in children with ADHD and ODD are discussed.