Does sensory modulation dysfunction contribute to emotional dysregulation in children with ADHD?: Analysis plan
Bibliographic record
Abstract
ABSTRACT Introduction Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood. Up to 50% of children with ADHD may also experience symptoms of emotional dysregulation, such as anger, irritability, and aggression. Emotional dysregulation contributes to adverse health outcomes such as depression and peer problems, yet it is poorly understood, and effective treatment options are lacking. Emerging evidence suggests that sensory processing may play a role in emotional dysregulation. Forty to 50% of children with ADHD may also experience sensory modulation dysfunction, or SMD. SMD is characterized by hypo- or hyperreactivity to pain and sensation. Only one study investigated the relationship of SMD and emotional dysregulation in ADHD; they found a correlation of r=0.45. If SMD drives emotional dysregulation in ADHD, treating SMD has the potential to improve emotional regulation. Further evaluating the relationship between SMD and emotional dysregulation in ADHD is the crucial first step in developing effective treatment options. Methods Data for this analysis are derived from the baseline assessment of a multi-site, randomized, controlled trial: The Micronutrients for ADHD in Youth (MADDY) Study. The study enrolled children aged 6-12 with a diagnosis of ADHD and symptoms of emotional dysregulation. Using a cross-sectional study design, we will measure the association between emotional dysregulation and SMD at baseline. Emotional dysregulation was measured using the Strengths and Difficulties Questionnaire (SDQ) and a composite score from the Child and Adolescent Symptom Inventory, Version-5 (CASI-5). SMD will be assessed using two subscales from the Temperament in Middle Childhood Questionnaire (TMCQ). To test our hypothesis, we will use simple linear regression. Models will be adjusted for potential confounding variables. Conclusion Our results will serve to better characterize the relationship between SMD and emotional dysregulation in children with ADHD, which may inform treatment options and diminish adverse health outcomes.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.018 |
| Meta-epidemiology (narrow) | 0.002 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.012 |
| Bibliometrics | 0.005 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.034 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".