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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

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Published on: June 12, 2020

Emotional Intelligence-Based Interventions in Individuals with ADHD: Systematic Review.

Sandro Gabrieli¹, Faustino Andrés-Pérez¹, Lluna Maria Bru-Luna²

¹Department of Basic Psychology, Faculty of Psychology and Speech Therapy, Universitat de València, 46010 Valencia, Spain.

Children (Basel, Switzerland)

|May 4, 2026

Summary

Emotional intelligence (EI) interventions show promise for improving emotional regulation and social skills in children and adolescents with attention deficit hyperactivity disorder (ADHD). Further research is recommended for personalized approaches.

Keywords:

ADHD emotional intelligence emotional regulation executive functions social-emotional adaptation systematic review

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Published on: March 12, 2020

Area of Science:

Neurodevelopmental disorders
Psychology
Emotional intelligence research

Background:

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder marked by inattention, hyperactivity, and impulsivity.
Difficulties in emotional regulation are common in ADHD and are increasingly linked to emotional intelligence (EI).

Purpose of the Study:

To systematically review and analyze the effectiveness of interventions designed to enhance EI in individuals diagnosed with ADHD.
To characterize these EI development interventions for ADHD populations.

Main Methods:

A comprehensive systematic review following PRISMA 2020 guidelines.
Searches across major scientific databases including Web of Science, Scopus, PubMed, Dialnet, ERIC, and SpringerLink.
Selection of 31 studies after applying rigorous inclusion/exclusion criteria and quality assessment.

Main Results:

Individuals with ADHD exhibit lower EI than typically developing peers, particularly in emotional regulation, stress management, adaptability, and interpersonal skills.
Emotional training interventions led to improvements in emotional competencies, self-control, ADHD symptoms, and social functioning.
Effectiveness varied based on age, ADHD subtype, comorbidities, informant type, and assessment tools, indicating significant heterogeneity.

Conclusions:

Enhancing EI is a valuable complementary strategy for improving emotional and social adaptation in individuals with ADHD.
Future research should prioritize longitudinal studies and personalized interventions tailored to specific ADHD characteristics.