Exploring Trait Emotional Intelligence and Theory of Mind in children with ADHD

The literature review focussed on school-based interventions for promoting positive learning and behaviour in children with ADHD.

The literature search produced 13 studies depicting 6 separate intervention types.

Various approaches showed some degree of success in terms of improving learning and behaviour, but consultation based, individualised programmes showed the highest consistent likelihood of efficacy given the methodological approaches used in the studies.

Rationale for empirical paper

The research intends to explore the constructs of Theory of Mind and trait emotional intelligence amongst children with ADHD.

Evidence of possible Theory of Mind impairment or population difference comes from previous research (E.g. Charman, Carroll & Sturge, 2001), although this has not been directly explored. Exploration of trait emotional intelligence profiles is intended to offer insight into personality differences in ADHD.

Given that both of these constructs are related to particular areas of academic and social functioning, the research has a view to informing possible targeted intervention.

Methodology

25 ADHD children and 25 non-ADHD controls were given a general IQ test, the 'Strange Stories' second order theory of mind test (O'Hare et. al 2009), and 'TEIQue – CF' questionnaire to analyse trait emotional intelligence profile.

The results were analysed using ANOVA to examine possible significant differences between populations.

Initial findings

On initial inspection no significant differences were found between the two groups in terms of performance on the IQ or Theory of Mind tests.

The overall TEIQue scores did not differ between groups, but significant differences were found in terms of 'peer relations' and 'emotion regulation', with moderate effect sizes seen in other facets.