Delay aversion and immediate choice in Sepedi-speaking primary school children with attention-deficit/hyperactivity disorder

Abstract

Motivational factors play a significant role in the pathology of attention-deficit/hyperactivity disorder and are associated with altered reinforcement sensitivity. Delay aversion as a motivational style is characterised by a negative emotional reaction to the burden of delay. Children with attention-deficit/hyperactivity disorder have a stronger need to seek smaller immediate rewards rather than larger delayed rewards. This study ascertains whether children with attention-deficit/hyperactivity disorder have different responses when asked to choose between a larger delayed reward and a smaller immediate reward. Furthermore, it determines whether there are differences in response among the attention-deficit/hyperactivity disorder presentations. A sample ( N = 188) of attention-deficit/hyperactivity disorder participants ( n = 94) was compared with that of a group of children ( n = 94) without attention-deficit/hyperactivity disorder. These children attended primary school in Limpopo Province, South Africa. The Two-Choice Impulsivity Paradigm computer task was administered. The results showed that children with attention-deficit/hyperactivity disorder–combined presentation selected significantly smaller immediate rewards over larger delayed rewards in comparison to the control group, whereas children with attention-deficit/hyperactivity disorder–predominantly inattentive and attention-deficit/hyperactivity disorder–hyperactive/impulsive presentations did not demonstrate a significant difference in choice compared to the control group. In addition, no effect for gender was found. Children with attention-deficit/hyperactivity disorder seem to present with impulsive responses, which lead them to complete the concerned task faster and thereby escape delay. The study confirmed that children with attention-deficit/hyperactivity disorder–combined presentation may face problems with waiting for delayed rewards, which could have negative consequences in social and academic situations.