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Austin G, Bondü R, Elsner B. Executive Function, Theory of Mind, and Conduct-Problem Symptoms in Middle Childhood. Front Psychol 2020; 11:539. [PMID: 32300319 PMCID: PMC7144567 DOI: 10.3389/fpsyg.2020.00539] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2019] [Accepted: 03/06/2020] [Indexed: 11/17/2022] Open
Abstract
Studies show relations between executive function (EF), Theory of Mind (ToM), and conduct-problem (CP) symptoms. However, many studies have involved cross-sectional data, small clinical samples, pre-school children, and/or did not consider potential mediation effects. The present study examined the longitudinal relations between EF, ToM abilities, and CP symptoms in a population-based sample of 1,657 children between 6 and 11 years (T1: M = 8.3 years, T2: M = 9.1 years; 51.9% girls). We assessed EF skills and ToM abilities via computerized tasks at first measurement (T1), CP symptoms were rated via parent questionnaires at T1 and approximately 1 year later (T2). Structural-equation models showed a negative relation between T1 EF and T2 CP symptoms even when controlling for attention-deficit hyperactivity disorder (ADHD) symptoms and other variables. This relation was fully mediated by T1 ToM abilities. The study shows how children’s abilities to control their thoughts and behaviors and to understand others’ mental states interact in the development of CP symptoms.
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Affiliation(s)
- Gina Austin
- Department of Psychology, University of Potsdam, Potsdam, Germany
| | - Rebecca Bondü
- Department of Psychology, University of Potsdam, Potsdam, Germany.,Department of Psychology, Psychologische Hochschule Berlin, Berlin, Germany
| | - Birgit Elsner
- Department of Psychology, University of Potsdam, Potsdam, Germany
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102
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Emocionalidad, conducta, habilidades sociales, y funciones ejecutivas en niños de nivel inicial. REVISTA IBEROAMERICANA DE PSICOLOGÍA 2020. [DOI: 10.33881/2027-1786.rip.12202] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
Durante el nivel inicial, los infantes suelen recibir respuestas emocionales y conductuales de manera impulsiva, dado que carecen de la aptitud de abstención de conductas que no son afectadas a la ocasión. En este punto, las Habilidades Sociales (HHSS) y las Funciones Ejecutivas (FE) serán facilitadoras de la interacción asertiva con otros, favoreciendo el control conductual y evitando los Problemas de Conducta (PC). El objetivo de este estudio fue analizar la correlación entre las FE, la percepción parental en relación con las emociones, y la percepción de los docentes respecto de las HHSS y la conducta en niños del nivel inicial de educación; a tal fin se realizó un estudio cuantitativo, transversal, descriptivo-correlacional, en base a un diseño no experimental. La muestra estuvo integrada por 36 niños / as de nivel inicial, a quienes se les administró una batería neuropsicológica, además se incluyeron dos cuestionarios, uno para padres y otro para docentes. Se encontró correlación entre HHSS y PC; entre Planeación y Emociones; y entre Atención y Concentración y Memoria de Trabajo. Se concluye que los niños de nivel inicial tienen una conducta socialmente habilitada, y manejan sus emociones sin dificultad indistintamente del sexo, según la perspectiva parental y docente.
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103
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Lan YT, Liu XP, Fang HS. Randomized control study of the effects of executive function training on peer difficulties of children with attention-deficit/hyperactivity disorder C subtype. APPLIED NEUROPSYCHOLOGY. CHILD 2020; 9:41-55. [PMID: 30526074 DOI: 10.1080/21622965.2018.1509003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2018] [Revised: 07/25/2018] [Accepted: 08/03/2018] [Indexed: 06/09/2023]
Abstract
Objective: Attention-deficit/hyperactivity disorder C subtype (ADHD-C) is associated with social rejection and peer difficulties. The present study evaluates the comparative efficacy of group executive function training (GEFT) with social skills training (SST) in children with ADHD-C in China.Methods: A randomized, controlled treatment outcome study that comprised of 52 boys and 29 girls (age range: 9-12 years old) was conducted. The primary variable (peer relationship), secondary variables (executive functions [EFs] and social skills) and ADHD symptoms (inattention and hyperactive) were measured before and after the intervention and 3-month follow-up.Results: First, both GEFT and SST had instant effects on peer relationship. Second, GEFT mainly improved their EFs and self-control dimension of social skills. At the same time, ADHD symptoms were reduced. SST mainly improved their social skills, but had no effect on EFs and ADHD symptoms. Third, GEFT had better long-term effects than SST on peer relationship.Conclusion: Executive function training produced more effective and lasting changes on peer difficulties of ADHD children.
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Affiliation(s)
- Yan-Ting Lan
- School of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, China
| | - Xiang-Ping Liu
- School of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, China
| | - Hong-Shan Fang
- Department of Chinese Language and Literature, Beijing Normal University, Beijing, China
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104
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Heterogeneity of executive functions among preschool children with psychiatric symptoms. Eur Child Adolesc Psychiatry 2020; 29:1237-1249. [PMID: 31709476 PMCID: PMC7497399 DOI: 10.1007/s00787-019-01437-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/18/2019] [Accepted: 11/02/2019] [Indexed: 11/02/2022]
Abstract
The aim of the present study was to investigate associations between internalizing and externalizing symptoms and deficits in executive functions (EF) as well as to examine the overall heterogeneity of EFs in a sample of preschool children attending a psychiatric clinic (n = 171). First, based on cut-off points signifying clinical levels of impairment on the parent-completed Child Behavior Checklist (CBCL), children were assigned into groups of internalizing, externalizing, combined or mild symptoms and compared to a reference group (n = 667) with regard to day care teacher ratings of EFs on the Attention and Executive Function Rating Inventory-Preschool (ATTEX-P). Second, latent profile analysis (LPA) was employed to identify distinct subgroups of children representing different EF profiles with unique strengths and weaknesses in EFs. The first set of analyses indicated that all symptom groups had more difficulties in EFs than the reference group did, and the internalizing group had less inhibition-related problems than the other symptom groups did. Using LPA, five EF profiles were identified: average, weak average, attentional problems, inhibitory problems, and overall problems. The EF profiles were significantly associated with gender, maternal education level, and psychiatric symptom type. Overall, the findings suggest that the comparison of means of internalizing and externalizing groups mainly captures the fairly obvious differences in inhibition-related domains among young psychiatric outpatient children, whereas the person-oriented approach, based on individual differences, identifies heterogeneity related to attentional functions, planning, and initiating one's action. The variability in EF difficulties suggests that a comprehensive evaluation of a child's EF profile is important regardless of the type of psychiatric symptoms the child presents with.
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105
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Vallejo-Valdivielso M, de Castro-Manglano P, Díez-Suárez A, Marín-Méndez JJ, Soutullo CA. Clinical and Neuropsychological Predictors of Methylphenidate Response in Children and Adolescents with ADHD: A Naturalistic Follow-up Study in a Spanish Sample. Clin Pract Epidemiol Ment Health 2019; 15:160-171. [PMID: 32174998 PMCID: PMC7040471 DOI: 10.2174/1745017901915010160] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Revised: 11/12/2019] [Accepted: 11/15/2019] [Indexed: 12/22/2022]
Abstract
BACKGROUND Methylphenidate (MPH) is the most commonly used medication for Attention-Deficit/Hyperactivity Disorder (ADHD), but to date, there are neither consistent nor sufficient findings on conditions differentiating responsiveness to MPH response in ADHD. OBJECTIVE To develop a predictive model of MPH response, using a longitudinal and naturalistic follow-up study, in a Spanish sample of children and adolescents with ADHD. METHODS We included all children and adolescents with ADHD treated with MPH in our outpatient Clinic (2005 to 2015), evaluated with the K-SADS interview. We collected ADHD-RS-IV.es and CGI-S scores at baseline and at follow up, and neuropsychological testing (WISC-IV, Continuous Performance Test (CPT-II) & Stroop). Clinical response was defined as >30% reduction from baseline of total ADHD-RS-IV.es score and CGI-S final score of 1 or 2 maintained for the previous 3 months. RESULTS We included 518 children and adolescents with ADHD, mean (SD) age of patients was 11.4 (3.3) years old; 79% male; 51.7% had no comorbidities; and 75.31% had clinical response to a mean MPH dose of 1.2 mg/kg/day. Lower ADHD-RS-IV.es scores, absence of comorbidities (oppositional-defiant symptoms, depressive symptoms and alcohol/cannabis use), fewer altered neuropsychological tests, higher total IQ and low commission errors in CPT-II, were significantly associated with a complete clinical response to methylphenidate treatment. CONCLUSION Oppositional-defiant symptoms, depressive symptoms, and a higher number of impaired neuropsychological tests are associated with worse clinical response to methylphenidate. Other stimulants or non-stimulants treatment may be considered when these clinical and neuropsychological variables converged in the first clinical interview.
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Affiliation(s)
- María Vallejo-Valdivielso
- Child & Adolescent Psychiatry Unit, Department of Psychiatry & Medical Psychology, University of Navarra Clinic, Pamplona, Navarra, Spain
- IDISNA (Health Research Institute of Navarra - Instituto de Investigación Sanitaria de Navarra), Navarra, Spain
| | - Pilar de Castro-Manglano
- Child & Adolescent Psychiatry Unit, Department of Psychiatry & Medical Psychology, University of Navarra Clinic, Madrid, Spain
- IDISNA (Health Research Institute of Navarra - Instituto de Investigación Sanitaria de Navarra), Navarra, Spain
| | - Azucena Díez-Suárez
- Child & Adolescent Psychiatry Unit, Department of Psychiatry & Medical Psychology, University of Navarra Clinic, Pamplona, Navarra, Spain
- IDISNA (Health Research Institute of Navarra - Instituto de Investigación Sanitaria de Navarra), Navarra, Spain
| | | | - Cesar A. Soutullo
- Child & Adolescent Psychiatry Unit, Department of Psychiatry & Medical Psychology, University of Navarra Clinic, Pamplona, Navarra, Spain
- Child & Adolescent Psychiatry Unit, Department of Psychiatry & Medical Psychology, University of Navarra Clinic, Madrid, Spain
- IDISNA (Health Research Institute of Navarra - Instituto de Investigación Sanitaria de Navarra), Navarra, Spain
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106
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Khoury JE, Milligan K. Comparing Executive Functioning in Children and Adolescents With Fetal Alcohol Spectrum Disorders and ADHD: A Meta-Analysis. J Atten Disord 2019; 23:1801-1815. [PMID: 26729621 DOI: 10.1177/1087054715622016] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
Objective: Fetal alcohol spectrum disorders (FASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are associated with a range of neurocognitive impairments. Executive functioning deficits are a hallmark feature of both disorders. Method: The present meta-analysis was undertaken to disentangle the behavioral phenotype of FASD and ADHD by quantitatively differentiating executive functioning differences between these two groups. The current meta-analysis reviews 15 studies comparing children and adolescents with FASD and ADHD to typically developing (TD) samples, on a variety of executive function measures. Results: Results indicate that when compared with TD samples, FASD and ADHD samples demonstrate significant executive function deficits (d = 0.82 and d = 0.55, respectively). In addition, FASD samples experience significantly greater deficits when compared with ADHD samples (d = 0.25). Results were moderated by IQ and socioeconomic status. Conclusion: These findings further our understanding of the cognitive differences between FASD and ADHD samples and have the potential to influence future basic research, assessment, and intervention.
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107
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Goble P, Nauman C, Fife K, Blalock SM. Development of executive function skills: Examining the role of teachers and externalizing behaviour problems. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2160] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Priscilla Goble
- School of Family and Consumer SciencesTexas State University San Marcos Texas
| | - Cambrian Nauman
- School of Family and Consumer SciencesTexas State University San Marcos Texas
| | - Katelyn Fife
- School of Family and Consumer SciencesTexas State University San Marcos Texas
| | - Sarah M. Blalock
- School of Family and Consumer SciencesTexas State University San Marcos Texas
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108
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Kampouri M, Margetaki K, Koutra K, Kyriklaki A, Karakosta P, Sarri K, Anousaki D, Chalkiadaki G, Vafeiadi M, Kogevinas M, Chatzi L. Maternal mild thyroid dysfunction and child behavioral and emotional difficulties at 4 and 6 years of age: The Rhea mother-child cohort study, Crete, Greece. Horm Behav 2019; 116:104585. [PMID: 31476313 PMCID: PMC8801161 DOI: 10.1016/j.yhbeh.2019.104585] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/17/2018] [Revised: 08/11/2019] [Accepted: 08/20/2019] [Indexed: 12/21/2022]
Affiliation(s)
- Mariza Kampouri
- Department of Social Medicine, Faculty of Medicine, University of Crete, Greece.
| | - Katerina Margetaki
- Department of Social Medicine, Faculty of Medicine, University of Crete, Greece
| | - Katerina Koutra
- Department of Social Medicine, Faculty of Medicine, University of Crete, Greece
| | - Andriani Kyriklaki
- Department of Social Medicine, Faculty of Medicine, University of Crete, Greece
| | - Polyxeni Karakosta
- Department of Social Medicine, Faculty of Medicine, University of Crete, Greece
| | - Katerina Sarri
- Department of Social Medicine, Faculty of Medicine, University of Crete, Greece
| | - Despoina Anousaki
- Department of Social Medicine, Faculty of Medicine, University of Crete, Greece
| | - Georgia Chalkiadaki
- Department of Social Medicine, Faculty of Medicine, University of Crete, Greece
| | - Marina Vafeiadi
- Department of Social Medicine, Faculty of Medicine, University of Crete, Greece
| | - Manolis Kogevinas
- Instituto de Salud Global Barcelona, Spain; Hospital del Mar Medical Research Institute (IMIM), 08003 Barcelona, Spain; Centro de Investigación Biomédica en Red de Epidemiología y Salud Pública (CIBERESP), Spain
| | - Leda Chatzi
- Department of Preventive Medicine, Keck School of Medicine, University of Southern California, Los Angeles, USA; Department of Genetics & Cell Biology, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
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109
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Fosco WD, Hawk LW, Colder CR, Meisel SN, Lengua LJ. The development of inhibitory control in adolescence and prospective relations with delinquency. J Adolesc 2019; 76:37-47. [PMID: 31442813 PMCID: PMC6803097 DOI: 10.1016/j.adolescence.2019.08.008] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2019] [Revised: 08/13/2019] [Accepted: 08/14/2019] [Indexed: 11/18/2022]
Abstract
INTRODUCTION Despite the central role of inhibitory control in models of adolescent development, few studies have examined the longitudinal development of inhibitory control within adolescence and its prospective association with maladaptive outcomes. The current study evaluated: 1) growth in inhibitory control from early- to middle-adolescence, and 2) the relation between inhibitory control and later delinquency. METHODS Participants included 387 parent-child dyads (11-13 years old at Wave 1; 55% female; USA). Across three annual assessments, teens completed the Stop Signal Task (SST), and parents completed the Inhibitory Control subscale of the Early Adolescent Temperament Questionnaire-Revised. Teens self-reported their delinquent behaviors in early (Mage = 12.1) and middle adolescence (Mage = 14.1) and emerging adulthood (Mage = 18.2). RESULTS Latent growth curve models indicated that SST performance improved curvilinearly from early to middle adolescence (ages 11-15), with growth slowing around middle adolescence. However, no growth in parent-reported inhibitory control was observed. Lower task-based and parent-reported inhibitory control in early adolescence predicted greater increases in delinquency from middle adolescence to emerging adulthood. However, rate of growth in task-based inhibitory control was unrelated to later delinquency. CONCLUSIONS This longitudinal study provides a novel examination of the development of inhibitory control across early and middle adolescence. Results suggest that the degree to which inhibitory control confers risk for later delinquency may be captured in early adolescence, consistent with neurodevelopmental accounts of delinquency risk. Differences across assessment tools also highlight the need for careful measurement considerations in future work, as task-based measures may be better suited to capture within-person changes over time.
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Affiliation(s)
- Whitney D Fosco
- Center for Children and Families, Florida International University, Miami, FL, USA.
| | - Larry W Hawk
- 230 Park Hall, Department of Psychology, University at Buffalo, Buffalo, NY, 14260, USA.
| | - Craig R Colder
- 230 Park Hall, Department of Psychology, University at Buffalo, Buffalo, NY, 14260, USA.
| | - Samuel N Meisel
- 230 Park Hall, Department of Psychology, University at Buffalo, Buffalo, NY, 14260, USA
| | - Liliana J Lengua
- Guthrie Hall 119A, Department of Psychology, University of Washington, Seattle, WA, 98195, USA.
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110
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Cumming MM, Smith SW, O'Brien K. Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22293] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Michelle M. Cumming
- Department of Teaching and LearningFlorida International University Miami Florida
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111
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Devine RT, Ribner A, Hughes C. Measuring and Predicting Individual Differences in Executive Functions at 14 Months: A Longitudinal Study. Child Dev 2019; 90:e618-e636. [PMID: 30663776 PMCID: PMC6849706 DOI: 10.1111/cdev.13217] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study of 195 (108 boys) children seen twice during infancy (Time 1: 4.12 months; Time 2: 14.42 months) aimed to investigate the associations between and infant predictors of executive function (EF) at 14 months. Infants showed high levels of compliance with the EF tasks at 14 months. There was little evidence of cohesion among EF tasks but simple response inhibition was related to performance on two other EF tasks. Infant attention (but not parent-rated temperament) at 4 months predicted performance on two of the four EF tasks at 14 months. Results suggest that EF skills build on simpler component skills such as attention and response inhibition.
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112
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Fabio RA, Caprì T, Iannizzotto G, Nucita A, Mohammadhasani N. Interactive Avatar Boosts the Performances of Children with Attention Deficit Hyperactivity Disorder in Dynamic Measures of Intelligence. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2019; 22:588-596. [PMID: 31441667 DOI: 10.1089/cyber.2018.0711] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
This study examined both children with attention deficit hyperactivity disorder (ADHD) and typically developing students in dynamic measures of intelligence through the use of a virtual avatar. Three conditions were compared: in the first condition, the avatar simply gave the instructions; in the second condition, the avatar presented the instructions and gave feedback on the attention of the learner; in the third condition, the avatar was not presented. Results indicated that ADHD subtypes do not differ in problem solving and the interactive avatar improved the performance of groups with ADHD in the dynamic intelligence test. Overall, these results support the hypothesis that the function of regulation and feedback of the avatar improve the attention process and, consequently, boosts performance.
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Affiliation(s)
- Rosa Angela Fabio
- Department of Experimental and Clinical Medicine, University of Messina, Messina, Italy
| | - Tindara Caprì
- Department of Experimental and Clinical Medicine, University of Messina, Messina, Italy
| | - Giancarlo Iannizzotto
- Department of Cognitive Sciences, Psychological, Educational and Cultural Studies, University of Messina, Messina, Italy
| | - Andrea Nucita
- Department of Cognitive Sciences, Psychological, Educational and Cultural Studies, University of Messina, Messina, Italy
| | - Nasrin Mohammadhasani
- Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran
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113
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Sulik MJ, Obradović J. Executive Functions and Externalizing Symptoms: Common and Unique Associations. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019; 45:1519-1522. [PMID: 28990153 DOI: 10.1007/s10802-017-0348-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
In discussing the four papers in this special issue, we provide our perspective on the authors' contributions and suggest directions for future research. First, we highlight the usefulness of the bi-factor model for investigating relations among specific aspects of executive functions (EFs) and externalizing symptoms. Next, we examine the role of EFs as a protective factor that can moderate the relation between risk factors - specifically, callous-unemotional behaviors - on externalizing symptoms. And finally, we address the contributions of innovative measurement approaches to understanding the relations between EFs and externalizing symptoms, using the state-space grid methodology as an example.
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Affiliation(s)
- Michael J Sulik
- Stanford University, 485 Lasuen Mall, Stanford, CA, 94305, USA.
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114
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Hoyniak CP, Petersen IT. A meta-analytic evaluation of the N2 component as an endophenotype of response inhibition and externalizing psychopathology in childhood. Neurosci Biobehav Rev 2019; 103:200-215. [DOI: 10.1016/j.neubiorev.2019.06.011] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2018] [Revised: 06/06/2019] [Accepted: 06/11/2019] [Indexed: 11/16/2022]
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115
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Frick MA, Brocki KC. A multi-factorial perspective on ADHD and ODD in school-aged children: What is the role of cognitive regulation, temperament, and parental support? J Clin Exp Neuropsychol 2019; 41:933-945. [DOI: 10.1080/13803395.2019.1641185] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Matilda A. Frick
- Department of Psychology, Uppsala University, Box, Uppsala, Sweden
| | - Karin C. Brocki
- Department of Psychology, Uppsala University, Box, Uppsala, Sweden
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116
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Quistberg KA, Mueller U. Prospective relations between kindergarteners’ executive function skills and their externalizing and internalizing behaviors. Clin Neuropsychol 2019; 34:845-862. [DOI: 10.1080/13854046.2019.1591510] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Affiliation(s)
- Kirsten A. Quistberg
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
| | - Ulrich Mueller
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
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117
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Attention-deficit/hyperactivity disorder: An integrated developmental psychopathology and Research Domain Criteria (RDoC) approach. Compr Psychiatry 2019; 90:65-72. [PMID: 30743139 PMCID: PMC6913174 DOI: 10.1016/j.comppsych.2018.12.016] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/16/2018] [Revised: 12/22/2018] [Accepted: 12/24/2018] [Indexed: 12/12/2022] Open
Abstract
Attention-deficit/hyperactivity disorder (ADHD) is characterized by heterogeneous behaviors and symptoms, developmental trajectories, and treatment response. Isolating intermediate phenotypes that are superior to current DSM-based nosology in order to explain such heterogeneity is integral to enhancing etiological theory, improving clinical assessment, predicting treatment response, and developing tailored treatments. To this end, this review provides an integrated developmental psychopathology and National Institute of Mental Health Research Domain Criteria (RDoC) approach to ADHD. In particular, associations between ADHD and RDoC domains of cognition (specifically working memory) and positive valence (reward anticipation/delay/receipt) are discussed. These domains are examined across behavioral and neurocircuitry levels of analysis and placed within a developmental context via examining associations among RDoC domains, relevant features of ADHD, and environmental correlates implicated across development. Limitations of the existing literature and proposed future directions are explored. Importantly, future work should focus on novel approaches that account for developmental shifts in functioning of relevant RDoC domains over time, as well as further examination of the interaction across RDoC domains and levels of analysis.
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118
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Thompson WK, Barch DM, Bjork JM, Gonzalez R, Nagel BJ, Nixon SJ, Luciana M. The structure of cognition in 9 and 10 year-old children and associations with problem behaviors: Findings from the ABCD study's baseline neurocognitive battery. Dev Cogn Neurosci 2019; 36:100606. [PMID: 30595399 PMCID: PMC6676481 DOI: 10.1016/j.dcn.2018.12.004] [Citation(s) in RCA: 98] [Impact Index Per Article: 19.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2018] [Revised: 11/16/2018] [Accepted: 12/11/2018] [Indexed: 11/26/2022] Open
Abstract
The Adolescent Brain Cognitive Development (ABCD) study is poised to be the largest single-cohort long-term longitudinal study of neurodevelopment and child health in the United States. Baseline data on N= 4521 children aged 9-10 were released for public access on November 2, 2018. In this paper we performed principal component analyses of the neurocognitive assessments administered to the baseline sample. The neurocognitive battery included seven measures from the NIH Toolbox as well as five other tasks. We implemented a Bayesian Probabilistic Principal Components Analysis (BPPCA) model that incorporated nesting of subjects within families and within data collection sites. We extracted varimax-rotated component scores from a three-component model and associated these scores with parent-rated Child Behavior Checklist (CBCL) internalizing, externalizing, and stress reactivity. We found evidence for three broad components that encompass general cognitive ability, executive function, and learning/memory. These were significantly associated with CBCL scores in a differential manner but with small effect sizes. These findings set the stage for longitudinal analysis of neurocognitive and psychopathological data from the ABCD cohort as they age into the period of maximal adolescent risk-taking.
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Affiliation(s)
- Wesley K Thompson
- Division of Biostatistics, Department of Family Medicine and Public Health, University of California, San Diego, La Jolla, CA 92093, United States
| | - Deanna M Barch
- Departments of Psychological & Brain Sciences, Psychiatry and Radiology, Washington University, St. Louis, MO 63130, United States
| | - James M Bjork
- Institute for Drug and Alcohol Studies, Department of Psychiatry, Virginia Commonwealth University, Richmond, VA 23219, United States
| | - Raul Gonzalez
- Center for Children and Families, Department of Psychology, Florida International University, Miami, FL 33199, United States
| | - Bonnie J Nagel
- Departments of Psychiatry & Behavioral Neuroscience, Oregon Health & Science University, Portland, OR 97239, United States
| | - Sara Jo Nixon
- Department of Psychiatry, University of Florida, Gainesville, FL 32611, United States
| | - Monica Luciana
- Department of Psychology, University of Minnesota, Minneapolis, MN 55455, United States.
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Parkes A, Green M, Mitchell K. Coparenting and parenting pathways from the couple relationship to children's behavior problems. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2019; 33:215-225. [PMID: 30589287 PMCID: PMC6388648 DOI: 10.1037/fam0000492] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Revised: 10/25/2018] [Accepted: 10/26/2018] [Indexed: 05/27/2023]
Abstract
Although an extensive literature has linked couple conflict with the development of children's externalizing behavior problems, longer term protective effects of positive dimensions of couple relationships on children's externalizing behavior remain understudied, particularly in relation to underlying mechanisms. Supportiveness in the dyadic couple relationship may enhance mothers' and fathers' individual parenting skills and protect against children's behavior problems, but the contribution of coparenting (couples' support for one another's individual parenting) remains unclear. This observational study investigated associations between couple supportiveness in children's infancy and middle childhood externalizing problems, exploring pathways involving coparenting and/or mothers' and fathers' individual parenting using data from the U.K. Millennium Cohort Study (MCS; N = 5,779) and the U.S. Fragile Families and Child Wellbeing Study (FFS; N = 2,069). Couple supportiveness was associated with reduced externalizing problems 8 to 10 years later (standardized betas: MCS = -.13, FFS = -.11, both ps < .001). Much of this effect (60% MCS, 55% FFS) was attributable to coparenting and parenting when children were aged 3 to 5 years. Pathways from couple supportiveness involving negative parenting were stronger than those via positive parenting, pathways via mothers' parenting were stronger than those via fathers' parenting, and there were pathways via coparenting alone (without affecting parenting). Pathways involving coparenting were similar in magnitude (MCS), or larger (FFS), than those involving parenting alone. Consistent findings across different population samples suggest that helping parents to support one another in coparenting and to develop their individual parenting skills may lessen the longer term impact of couple relationship problems during early childhood. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Affiliation(s)
- Alison Parkes
- MRC/CSO Social and Public Health Sciences Unit, College of Medical, Veterinary & Life Sciences, University of Glasgow
| | - Michael Green
- MRC/CSO Social and Public Health Sciences Unit, College of Medical, Veterinary & Life Sciences, University of Glasgow
| | - Kirstin Mitchell
- MRC/CSO Social and Public Health Sciences Unit, College of Medical, Veterinary & Life Sciences, University of Glasgow
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120
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O'Meagher S, Norris K, Kemp N, Anderson P. Parent and teacher reporting of executive function and behavioral difficulties in preterm and term children at kindergarten. APPLIED NEUROPSYCHOLOGY-CHILD 2019; 9:153-164. [DOI: 10.1080/21622965.2018.1550404] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Sari O'Meagher
- School of Medicine (Psychology), University of Tasmania, Hobart, Australia
| | - Kimberley Norris
- School of Medicine (Psychology), University of Tasmania, Hobart, Australia
| | - Nenagh Kemp
- School of Medicine (Psychology), University of Tasmania, Hobart, Australia
| | - Peter Anderson
- Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Melbourne, Australia
- Clinical Sciences, Murdoch Children's Research Institute, Melbourne, Australia
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121
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Kahle S, Utendale WT, Widaman KF, Hastings PD. Parasympathetic Regulation and Inhibitory Control Predict the Development of Externalizing Problems in Early Childhood. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019; 46:237-249. [PMID: 28493111 DOI: 10.1007/s10802-017-0305-6] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
The current report examined the longitudinal relations between cognitive self-regulation, physiological self-regulation, and externalizing problems. At age 4 (n = 98; 49 girls) and 6 (n = 87; 42 girls), children completed the Day-Night task, which taps the inhibitory control dimension of executive function. During the task, cardiac activity was measured and respiratory sinus arrhythmia (RSA) was derived as an index of parasympathetic activity. Mothers reported on externalizing problems. A cross-lagged path model was used to estimate longitudinal predictions while controlling for stability in all constructs over time. Earlier inhibitory control negatively predicted later externalizing problems, but not vice versa. However, RSA reactivity moderated this link; better inhibitory control predicted fewer externalizing problems only when reactivity to the Day-Night task ranged from mild RSA suppression to RSA augmentation. Externalizing problems at 6 years were highest among preschoolers who augmented RSA but showed poor inhibitory control performance, suggesting that risk for psychopathology may be better delineated by viewing self-regulation from an integrated, multi-system perspective.
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Affiliation(s)
- Sarah Kahle
- Department of Psychology, University of California, Davis, One Shields Avenue, Davis, CA, 95616, USA
| | | | - Keith F Widaman
- Graduate School of Education, University of California, Riverside, Riverside, CA, USA
| | - Paul D Hastings
- Department of Psychology, University of California, Davis, One Shields Avenue, Davis, CA, 95616, USA.
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122
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Trajectories of Externalizing Behavior Problems in Young Children and its Associations with Elementary School Adjustment and Executive Function Difficulties: Using Growth Mixture Modeling. ADONGHAKOEJI 2018. [DOI: 10.5723/kjcs.2018.39.6.41] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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123
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McKinnon RD, Blair C. Does early executive function predict teacher-child relationships from kindergarten to second grade? Dev Psychol 2018; 54:2053-2066. [PMID: 30211568 PMCID: PMC6202176 DOI: 10.1037/dev0000584] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Teacher-child relationships have been linked to children's classroom engagement and to academic achievement. However, researchers have paid minimal attention to individual child factors that predict the development of these relationships. In the current study, we examined executive function (EF) prior to school entry as a predictor of teacher-child relationships at kindergarten through second grade. We also examined externalizing behavior problems, verbal intelligence, and academic achievement as mediators of these associations. Data were from the Family Life Project, a prospective, longitudinal sample of N = 1,292 families from predominantly low-socioeconomic status (SES) and rural communities in Pennsylvania and North Carolina. Children were administered a multidimensional battery of EF when they were 48 months old and standardized measures of verbal intelligence and academic achievement at prekindergarten. Parents reported on externalizing behavior problems when children were 60 months old. Kindergarten, first-, and second-grade teachers reported on teacher-child relationships. Growth curve models revealed that EF at 48 months positively predicted closeness and negatively predicted conflict with teachers in kindergarten but not change in closeness or conflict over time. Verbal intelligence mediated the associations between EF and both closeness and conflict. EF continued to significantly predict conflict, but not closeness, with kindergarten teachers when the mediator was included in the model. The results of this study are discussed in the context of the implications of children's self-regulation for classroom engagement in a low-SES sample. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Affiliation(s)
- Rachel D. McKinnon
- Department of Applied Psychology, New York University, 196 Mercer Street, 8 floor, New York, NY 10012
| | - Clancy Blair
- Department of Applied Psychology, New York University, 196 Mercer Street, 8 floor, New York, NY 10012
- Department of Applied Psychology, New York University, 246 Green Street, Kimball Hall, 8 floor, New York, NY 10003
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124
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Kim-Spoon J, Deater-Deckard K, Calkins SD, King-Casas B, Bell MA. Commonality between executive functioning and effortful control related to adjustment. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2018; 60:47-55. [PMID: 31073257 DOI: 10.1016/j.appdev.2018.10.004] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined the association between executive functioning (EF) and effortful control (EC), and tested whether cognitive control as the commonality of EF and EC, predicted competence and internalizing and externalizing symptomatology in children (N = 218, 6-8 years) and adolescents (N = 157, 13-14 years). Confirmatory factor analyses suggested cognitive control-inhibitory control and attentional control-as a significant overlap between EF and EC. Structural equation modeling analyses indicated that the cognitive control latent factor was associated with competence and internalizing and externalizing symptomatology among children and externalizing symptomatology among adolescents. The results provide evidence that inhibitory control and attentional control are the commonality between EF and EC and highlight that they are linked with positive and negative adjustment outcomes.
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Affiliation(s)
| | - Kirby Deater-Deckard
- Department of Psychological and Brain Sciences, University of Massachusetts, Amherst
| | - Susan D Calkins
- Department of Human Development and Family Studies, University of North Carolina at Greensboro
| | - Brooks King-Casas
- Department of Psychology, Virginia Tech and Virginia Tech Carilion Research Institute
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125
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Wenz-Gross M, Yoo Y, Upshur CC, Gambino AJ. Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills. Front Psychol 2018; 9:1886. [PMID: 30369893 PMCID: PMC6194317 DOI: 10.3389/fpsyg.2018.01886] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2018] [Accepted: 09/14/2018] [Indexed: 12/04/2022] Open
Abstract
Efforts to improve the achievement gap between low-income children and their more affluent peers has led to the development of classroom interventions and curricula to increase executive functioning (EF) and social-emotional skills (SE), thought to be foundational for learning. The Second Step Early Learning (SSEL) curriculum is a commercially available curriculum designed to improve school readiness by building EF and SE skills. However, although widely used, it has not been widely studied. Modeling SSEL's underlying theory of change, structural equation modeling (SEM) was used to longitudinally examine the effects of the curriculum on low-income preschool children's kindergarten school readiness through the hypothesized mediating role of EF and SE skills in improving pre-academic skills and task behavior in preschool. In a cluster randomized trial, 972 children attending 63 preschool classrooms within 13 low-income Head Start or community preschools were individually tested at the beginning (T1) and end of preschool (T2, n = 836) and followed into kindergarten. Children's average age at T1 was 53 months, with 51% male, 42% Anglo-American, 26% African-American, and 40% Hispanic-American. Children's EF, social skills, pre-literacy/language, and pre-math skills were assessed by trained child assessors blind to study conditions at T1 and T2. Assessors also rated children's task behavior in the testing situation at T1 and T2. School records of children's kindergarten screening scores were obtained on 345 children at T3. It was expected that SSEL would have both direct and indirect effects on kindergarten readiness through improvements in children's SE and EF skills preschool academic skills and on-task behavior. We found no direct effects of SSEL on either pre-academic or on-task behavior outcomes in preschool, nor on later kindergarten readiness. However, SSEL significantly increased EF, and as expected by SSEL's theory of change, growth in EF predicted gains in both pre-academics (particularly pre-math), and on-task behavior in preschool. End-of-year pre-academic skills and on task behavior in turn predicted better kindergarten readiness. Further, SE (although not impacted by SSEL) had direct and indirect effects on kindergarten readiness. Thus, overall, our findings largely support SSEL's theory of change, particularly in relation to EF.
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Affiliation(s)
- Melodie Wenz-Gross
- Department of Family Medicine and Community Health, University of Massachusetts Medical School, Worcester, MA, United States
- Department of Psychiatry, University of Massachusetts Medical School, Worcester, MA, United States
| | - Yeonsoo Yoo
- Department of Family Medicine and Community Health, University of Massachusetts Medical School, Worcester, MA, United States
| | - Carole C. Upshur
- Department of Family Medicine and Community Health, University of Massachusetts Medical School, Worcester, MA, United States
- Department of Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, MA, United States
| | - Anthony J. Gambino
- Department of Educational Psychology, University of Connecticut, Storrs, CT, United States
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126
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Landis TD, Hart KC, Graziano PA. Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum? Child Neuropsychol 2018; 25:688-704. [DOI: 10.1080/09297049.2018.1526271] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Taylor D. Landis
- Center for Children and Families, Department of Psychology, Florida International University, Miami, FL, United States
| | - Katie C. Hart
- Center for Children and Families, Department of Psychology, Florida International University, Miami, FL, United States
| | - Paulo A. Graziano
- Center for Children and Families, Department of Psychology, Florida International University, Miami, FL, United States
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127
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Executive Function, Chaos and Temperament: Specificities in Preschoolers with Externalizing Behaviors. Psychol Belg 2018; 58:222-242. [PMID: 30479819 PMCID: PMC6194533 DOI: 10.5334/pb.352] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Various factors may contribute to the emergence of externalizing behavior (EB) problems in the preschool period. At the child level, temperament and executive function (EF) seem to play an important role, as well as environmental variables such as household chaos. In this study, we examined the profiles of 49 EB preschoolers compared to 49 typically developing (TD) preschoolers matched on age and gender. To evaluate the behavioral aspect of EB, we asked teachers and parents to fill out questionnaires, but we also used an observational paradigm. We assessed executive functions using attention, inhibition, flexibility and working memory tests. Finally, we used questionnaires to assess household chaos and child temperament. Results showed that children rated by parents as presenting EB were also assessed so by teachers and exhibited more agitation in our observational paradigm. As expected, EB children also presented weaker performance than the TD children in all EF tasks, except those measuring attention, and showed a larger reaction-time variability. Parents of the EB group reported a more chaotic environment at home. Finally, we found that child temperament (i.e., emotionality) also plays a role in group belonging. This study shows that EB children already exhibit specific characteristics by the time they are of preschool age, not only in the behavioral sphere, but also in the cognitive and environmental areas. However, despite all the differences between the two groups, a discriminant analysis showed that EF capacities have a weak power for EB diagnosis.
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128
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Curtis PR, Frey JR, Watson CD, Hampton LH, Roberts MY. Language Disorders and Problem Behaviors: A Meta-analysis. Pediatrics 2018; 142:peds.2017-3551. [PMID: 30026243 DOI: 10.1542/peds.2017-3551] [Citation(s) in RCA: 52] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/15/2018] [Indexed: 11/24/2022] Open
Abstract
CONTEXT A large number of studies have shown a relationship between language disorders and problem behaviors; however, methodological differences have made it difficult to draw conclusions from this literature. OBJECTIVE To determine the overall impact of language disorders on problem behaviors in children and adolescents between the ages of birth and 18 years and to investigate the role of informant type, age, and type of problem behavior on this relationship. DATA SOURCES We searched PubMed, EBSCO, and ProQuest. STUDY SELECTION Studies were included when a group of children with language disorders was compared with a group of typically developing children by using at least 1 measure of problem behavior. DATA EXTRACTION Effect sizes were derived from all included measures of problem behaviors from each study. RESULTS We included 47 articles (63 153 participants). Meta-analysis of these studies revealed a difference in ratings of problem behaviors between children with language disorders and typically developing children of moderate size (g = 0.43; 95% confidence interval 0.34 to 0.53; P < .001). Age was entered as a moderator variable, and results showed that the difference in problem behavior ratings increases with child age (increase in g for each additional year in age = 0.06; 95% confidence interval 0.02 to 0.11; P = .004). LIMITATIONS There was considerable heterogeneity in the measures of problem behaviors used across studies. CONCLUSIONS Children with language disorders display greater rates of problem behaviors compared with their typically developing peers, and this difference is more pronounced in older children.
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Affiliation(s)
- Philip R Curtis
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois; and
| | - Jennifer R Frey
- Graduate School of Education and Human Development, Department of Special Education and Disability Studies, George Washington University, Washington, District of Columbia
| | - Cristina D Watson
- Graduate School of Education and Human Development, Department of Special Education and Disability Studies, George Washington University, Washington, District of Columbia
| | - Lauren H Hampton
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois; and
| | - Megan Y Roberts
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois; and
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129
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Van Rest MM, Matthys W, Van Nieuwenhuijzen M, De Moor MHM, Vriens A, Schuengel C. Social information processing skills link executive functions to aggression in adolescents with mild to borderline intellectual disability. Child Neuropsychol 2018; 25:573-598. [PMID: 30010484 DOI: 10.1080/09297049.2018.1495186] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Executive Functions (EFs) have been associated with aggression in children and adolescents. EFs as higher-order cognitive abilities are assumed to affect cognitive functions such as Social Information Processing (SIP). We explored SIP skills as a mediating mechanism linking EFs to aggression in adolescents with mild to borderline intellectual disability (MBID with IQ from 50-84), a high risk group for aggressive behaviors and EF impairments. A total of 153 adolescents (Mage = 15.24, SD = 1.35; 54% male) with MBID participated. Focused attention, behavioral inhibition, and working memory were tested with multiple neurocognitive tasks to define latent EF constructs. Participants responded to a video-based SIP task. A latent construct for aggression was defined by caretaker, teacher, and adolescent self-reports of aggression (Child Behavior Check List, Teacher Report Form, and Youth Self Report). Structural equation modeling was performed to test mediation. Results were consistent with mediation of the relation between focused attention and aggression by SIP, namely via hostile interpretations and self-efficacy for aggression. Behavioral inhibition was linked to aggression, but this relation was not mediated by SIP. The relation between working memory and aggression was mediated by SIP, namely via hostile interpretations, aggressive response generation and via self-efficacy for aggressive responses. Bearing the cross-sectional design in mind, support was found for SIP skills as a mechanism linking EFs, in particular focused attention and working memory, to aggression, providing a viable explanation for the high vulnerability of adolescents with MBID for aggression.
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Affiliation(s)
- Maaike M Van Rest
- a Department of Clinical Child and Family Studies, and Amsterdam Public Health , Vrije Universiteit Amsterdam , Amsterdam , The Netherlands
| | - Walter Matthys
- b Department of Child and Adolescent Studies, Utrecht University, and Department of Psychiatry , University Medical Center Utrecht , Utrecht , The Netherlands
| | | | - Marleen H M De Moor
- a Department of Clinical Child and Family Studies, and Amsterdam Public Health , Vrije Universiteit Amsterdam , Amsterdam , The Netherlands
| | - Aart Vriens
- d Department for Psychology and Adult Care , RIBW , Purmerend , The Netherlands
| | - Carlo Schuengel
- a Department of Clinical Child and Family Studies, and Amsterdam Public Health , Vrije Universiteit Amsterdam , Amsterdam , The Netherlands
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130
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Gagner C, Landry-Roy C, Bernier A, Gravel J, Beauchamp MH. Behavioral consequences of mild traumatic brain injury in preschoolers. Psychol Med 2018; 48:1551-1559. [PMID: 29173217 DOI: 10.1017/s0033291717003221] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
BACKGROUND Pediatric traumatic brain injury (TBI) is a leading cause of long-term disability in children and adolescents worldwide. Amongst the wide array of consequences known to occur after pediatric TBI, behavioral impairments are among the most widespread and may particularly affect children who sustain injury early in the course of development. The aim of this study was to investigate the presence of internalizing and externalizing behavioral problems 6 months after preschool (i.e. 18-60 months old) mild TBI. METHODS This work is part of a prospective, longitudinal cohort study of preschool TBI. Participants (N = 229) were recruited to one of three groups: children with mild TBI, typically developing children and orthopedic injured (OI) children. Mothers of children in all three groups completed the Child Behavior Checklist as a measure of behavioral outcomes 6-month post-injury. Demographics, injury-related characteristics, level of parental distress, and estimates of pre-injury behavioral problems were also documented. RESULTS The three groups did not differ on baseline characteristics (e.g. demographics and pre-injury behavioral problems for the mild TBI and OI groups) and level of parental distress. Mothers' ratings of internalizing and externalizing behaviors were higher in the mild TBI group compared with the two control groups. Pre-injury behavioral problems and maternal distress were found to be significant predictors of outcome. CONCLUSION Our results show that even in its mildest form, preschool TBI may cause disruption to the immature brain serious enough to result in behavioral changes, which persist for several months post-injury.
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Affiliation(s)
- Charlotte Gagner
- Department of Psychology,University of Montreal,Montreal,Quebec,Canada
| | | | - Annie Bernier
- Department of Psychology,University of Montreal,Montreal,Quebec,Canada
| | - Jocelyn Gravel
- Ste-Justine Hospital Research Center,Montreal,Quebec,Canada
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131
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Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors? JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 45:1491-1502. [PMID: 28130704 DOI: 10.1007/s10802-016-0260-7] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Findings from prior research have consistently indicated significant associations between self-regulation and externalizing behaviors. Significant associations have also been reported between children's language skills and both externalizing behaviors and self-regulation. Few studies to date, however, have examined these relations longitudinally, simultaneously, or with respect to unique clusters of externalizing problems. The current study examined the influence of preschool self-regulation on general and specific externalizing behavior problems in early elementary school and whether these relations were independent of associations between language, self-regulation, and externalizing behaviors in a sample of 815 children (44% female). Additionally, given a general pattern of sex differences in the presentations of externalizing behavior problems, self-regulation, and language skills, sex differences for these associations were examined. Results indicated unique relations of preschool self-regulation and language with both general externalizing behavior problems and specific problems of inattention. In general, self-regulation was a stronger longitudinal correlate of externalizing behavior for boys than it was for girls, and language was a stronger longitudinal predictor of hyperactive/impulsive behavior for girls than it was for boys.
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132
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van Dijk R, Deković M, Bunte TL, Schoemaker K, Zondervan-Zwijnenburg M, Espy KA, Matthys W. Mother-Child Interactions and Externalizing Behavior Problems in Preschoolers over Time: Inhibitory Control as a Mediator. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 45:1503-1517. [PMID: 28138808 PMCID: PMC5655588 DOI: 10.1007/s10802-016-0258-1] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Previous research has shown links between parenting and externalizing behavior problems in young children over time. Associations between inhibitory control, one of the executive functions, and externalizing behavior problems are widely established as well. Yet, the role of inhibitory control in the maintenance and change of externalizing behavior problems over time remains unclear. We examined whether inhibitory control could explain the link between mother-child interactions measured on a moment-to-moment timescale and preschoolers’ externalizing behavior problems as reported by teachers. With a sample of 173 predominantly clinically referred preschoolers (76.9% boys) we tested a longitudinal model proposing that affective dyadic flexibility and maternal negative affect predict as well as interact in predicting hyperactive/impulsive behavior and aggressive behavior, with preschoolers’ inhibitory control as a mediator. Our results provide support for this model for preschoolers’ hyperactive/impulsive behavior, but not for aggressive behavior. Hence, inhibitory control is identified as a mechanism linking the content and structure of mother-child interactions to preschoolers’ hyperactivity and impulsivity over time.
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Affiliation(s)
- Rianne van Dijk
- Department of Child and Adolescent Studies, Utrecht University, P.O. Box 80140, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands
| | - Maja Deković
- Department of Child and Adolescent Studies, Utrecht University, P.O. Box 80140, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands
| | - Tessa L. Bunte
- Department of Psychiatry, Brain Center Rudolf Magnus, University Medical Center Utrecht, P.O. Box 85500, Heidelberglaan 100, 3508 GA Utrecht, The Netherlands
| | - Kim Schoemaker
- Department of Clinical Child & Family Studies, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | | | - Kimberly A. Espy
- Department of Psychology, University of Arizona, Tucson, AZ USA
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE USA
| | - Walter Matthys
- Department of Child and Adolescent Studies, Utrecht University, P.O. Box 80140, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands
- Department of Psychiatry, Brain Center Rudolf Magnus, University Medical Center Utrecht, P.O. Box 85500, Heidelberglaan 100, 3508 GA Utrecht, The Netherlands
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133
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Horn SR, Roos LE, Beauchamp KG, Flannery JE, Fisher PA. Polyvictimization and externalizing symptoms in foster care children: The moderating role of executive function. J Trauma Dissociation 2018; 19:307-324. [PMID: 29547079 PMCID: PMC6774668 DOI: 10.1080/15299732.2018.1441353] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Prior research has identified the role of childhood maltreatment in externalizing problems and executive function (EF) deficits, but minimal work has been done to characterize the effects of co-occurring maltreatment types, defined as polyvictimization. Here, we sought to characterize the association between polyvictimization and externalizing problems in a sample of foster care children aged 3-4 years (N = 84) and examine how EF may mediate or moderate that relationship. A moderation model was supported in that only polyvictimized children with EF scores 1.62 or more standard deviations below the mean were at heightened risk for clinically severe externalizing problems, while no association between polyvictimization and externalizing problems were observed for children who scored at the mean or above on the EF measure. Findings highlight that EF may serve as a resilience factor indicating that individual differences in polyvictimized children's EF skills help to predict variability in externalizing problems. Future research on designing and optimizing intervention programs that target EF skills may mitigate the development of maladaptive outcomes for polyvictimized children.
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Affiliation(s)
- Sarah R Horn
- a Department of Psychology , University of Oregon , Eugene , OR , USA
| | - Leslie E Roos
- a Department of Psychology , University of Oregon , Eugene , OR , USA
| | | | | | - Philip A Fisher
- a Department of Psychology , University of Oregon , Eugene , OR , USA
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134
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Externalizing behavior from early childhood to adolescence: Prediction from inhibition, language, parenting, and attachment. Dev Psychopathol 2018; 31:587-599. [DOI: 10.1017/s0954579418000135] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
AbstractThe aim of the current research was to disentangle four theoretically sound models of externalizing behavior etiology (i.e., attachment, language, inhibition, and parenting) by testing their relation with behavioral trajectories from early childhood to adolescence. The aim was achieved through a 10-year prospective longitudinal study conducted over five waves with 111 referred children aged 3 to 5 years at the onset of the study. Clinical referral was primarily based on externalizing behavior. A multimethod (questionnaires, testing, and observations) approach was used to estimate the four predictors in early childhood. In line with previous studies, the results show a significant decrease of externalizing behavior from early childhood to adolescence. The decline was negatively related to mothers’ coercive parenting and positively related to attachment security in early childhood, but not related to inhibition and language. The study has implications for research into externalizing behavior etiology recommending to gather hypotheses from various theoretically sound models to put them into competition with one another. The study also has implications for clinical practice by providing clear indications for prevention and early intervention.
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135
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Sjöwall D, Thorell LB. A critical appraisal of the role of neuropsychological deficits in preschool ADHD. Child Neuropsychol 2018. [DOI: 10.1080/09297049.2018.1447096] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Douglas Sjöwall
- a Department of Neuroscience , Karolinska Institutet , Stockholm , Sweden
| | - Lisa B Thorell
- b Department of Clinical Neuroscience , Karolinska Institutet , Stockholm , Sweden
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136
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Rohlf HL, Holl AK, Kirsch F, Krahé B, Elsner B. Longitudinal Links between Executive Function, Anger, and Aggression in Middle Childhood. Front Behav Neurosci 2018; 12:27. [PMID: 29535615 PMCID: PMC5835083 DOI: 10.3389/fnbeh.2018.00027] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Accepted: 02/07/2018] [Indexed: 11/13/2022] Open
Abstract
Previous research has indicated that executive function (EF) is negatively associated with aggressive behavior in childhood. However, there is a lack of longitudinal studies that have examined the effect of deficits in EF on aggression over time and taken into account different forms and functions of aggression at the same time. Furthermore, only few studies have analyzed the role of underlying variables that may explain the association between EF and aggression. The present study examined the prospective paths between EF and different forms (physical and relational) and functions (reactive and proactive) of aggression. The habitual experience of anger was examined as a potential underlying mechanism of the link between EF and aggression, because the tendency to get angry easily has been found to be both a consequence of deficits in EF and a predictor of aggression. The study included 1,652 children (between 6 and 11 years old at the first time point), who were followed over three time points (T1, T2, and T3) covering 3 years. At T1, a latent factor of EF comprised measures of planning, rated via teacher reports, as well as inhibition, set shifting, and working-memory updating, assessed experimentally. Habitual anger experience was assessed via parent reports at T1 and T2. The forms and functions of aggression were measured via teacher reports at all three time points. Structural equation modeling revealed that EF at T1 predicted physical, relational, and reactive aggression at T3, but was unrelated to proactive aggression at T3. Furthermore, EF at T1 was indirectly linked to physical aggression at T3, mediated through habitual anger experience at T2. The results indicate that deficits in EF influence the later occurrence of aggression in middle childhood, and the tendency to get angry easily mediates this relation.
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Affiliation(s)
| | | | | | - Barbara Krahé
- Department of Psychology, University of Potsdam, Potsdam, Germany
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137
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Maric M, Bexkens A, Bögels SM. Is Clinical Anxiety a Risk or a Protective Factor for Executive Functioning in Youth with ADHD? A Meta-regression Analysis. Clin Child Fam Psychol Rev 2018; 21:340-353. [DOI: 10.1007/s10567-018-0255-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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138
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Garcia AM, Ros R, Hart KC, Graziano PA. Comparing working memory in bilingual and monolingual Hispanic/Latino preschoolers with disruptive behavior disorders. J Exp Child Psychol 2018; 166:535-548. [PMID: 29096236 PMCID: PMC5696073 DOI: 10.1016/j.jecp.2017.09.020] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2016] [Revised: 09/20/2017] [Accepted: 09/22/2017] [Indexed: 11/21/2022]
Abstract
The current study examined differences in working memory (WM) between monolingual and bilingual Hispanic/Latino preschoolers with disruptive behavior disorders (DBDs). A total of 149 children (Mage = 5.10 years, SD = 0.53; 76% male) with elevated levels of DBDs, as indicated by their parents or teachers, were recruited to participate in an 8-week summer program prior to the start of kindergarten (Summer Treatment Program for Pre-Kindergarteners). Prior to the start of treatment, parents completed several measures about their children's behavior and executive function, and children were administered two subtests of the Automated Working Memory Assessment to examine their current WM capabilities. After controlling for demographic variables (i.e., age, sex, socioeconomic status, IQ, and diagnostic status), no significant differences were observed between bilingual and monolingual children in verbal WM performance (β = .03, p > .05). However, children who were bilingual did perform better than monolinguals on spatial WM tasks (β = .23, p < .01). Finally, parent reports of WM corroborated these findings such that bilingual children were reported as having fewer WM problems by parents (β = -.19, p < .05) and teachers (β = -.22, p < .05). Whereas WM deficits are often found among children with DBDs, the current findings suggest that bilingualism may serve as a protective factor for preschoolers with DBDs.
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Affiliation(s)
| | - Rosmary Ros
- Florida International University, Miami, FL 33199, USA
| | - Katie C Hart
- Florida International University, Miami, FL 33199, USA
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139
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Wittke K, Spaulding TJ. Which Preschool Children With Specific Language Impairment Receive Language Intervention? Lang Speech Hear Serv Sch 2018; 49:59-71. [DOI: 10.1044/2017_lshss-17-0024] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2017] [Accepted: 08/22/2017] [Indexed: 11/09/2022] Open
Abstract
Purpose
Potential biases in service provision for preschool children with specific language impairment (SLI) were explored.
Method
In Study 1, children with SLI receiving treatment (SLI-T) and those with SLI not receiving treatment (SLI-NT) were compared on demographic characteristics and developmental abilities. Study 2 recruited children with articulation disorders receiving treatment (ARTIC-T) to determine if knowing service provision status influenced the results of Study 1.
Results
In Study 1, the SLI-T group was rated by teachers as having poorer executive functioning than children in the SLIT-NT group, and the SLI-T group also came from families whose mothers had more education. These 2 variables alone predicted SLI-T and SLI-NT group membership with 84% accuracy. In Study 2, the ARTIC-T group were perceived as having comparable executive functioning to the SLI-NT group and better than the SLI-T group, indicating that teachers' knowledge of service provision did not influence their ratings of children's executive functioning.
Discussion
Preschool children with SLI, whose mothers have higher education levels and whose teachers perceive them as having poorer executive functioning, are more likely to receive intervention. Recognizing service delivery biases is critical for improving early provision of intervention for this population.
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140
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Introduction to the Special Section on Executive Functions and Externalizing Symptoms. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 45:1473-1475. [DOI: 10.1007/s10802-017-0349-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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141
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Karlsgodt KH, Bato AA, Ikuta T, Peters BD, DeRosse P, Szeszko PR, Malhotra AK. Functional Activation During a Cognitive Control Task in Healthy Youth Specific to Externalizing or Internalizing Behaviors. BIOLOGICAL PSYCHIATRY: COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2017. [PMID: 29529408 DOI: 10.1016/j.bpsc.2017.09.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
BACKGROUND Externalizing behaviors are negative behaviors expressed outwardly, including rule breaking, aggression, and risk taking; internalizing behaviors are expressed inwardly, including depression, withdrawal, and anxiety. Such behavior can cause problems in early life and predict difficulties across the lifespan. There is evidence for a relationship between executive function and both externalizing and internalizing. However, although these behaviors occur along a spectrum, there is little neuroimaging research on this relationship in typically developing youth. METHODS We assessed 41 youth (10-19 years of age) using the Multi-Source Interference Task during functional magnetic resonance imaging and related the findings to self-reported externalizing and internalizing scores as measured by the Youth Self-Report. We performed a general linear model using FSL software; externalizing, internalizing, age, and sex were included in the model. RESULTS Compared to the control condition, the more difficult Multi-Source Interference Task interference condition was associated with greater engagement of the frontoparietal cognitive control system and decreased engagement of regions in the default mode network, based on a cluster threshold of Z > 3.1 (p = .01). When we examined regions uniquely associated with either internalizing or externalizing, we found that within the same group of subjects, higher externalizing behavior was associated with hyperactivity in the parietal lobe; in contrast, higher internalizing behavior was associated with increased activation in the medial prefrontal cortex. CONCLUSIONS These findings suggest that externalizing and internalizing may be associated with altered, but different, patterns of activation during cognitive control. This has implications for our understanding of the relationship between cognitive control and behavioral problems in youth.
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Affiliation(s)
- Katherine H Karlsgodt
- Department of Psychology, University of California, Los Angeles, Los Angeles, California.
| | - Angelica A Bato
- Feinstein Institute for Medical Research, Manhasset, New York; Zucker Hillside Hospital, Glen Oaks, New York
| | - Toshikazu Ikuta
- Department of Communication Sciences and Disorders, University of Mississippi, Oxford, Mississippi
| | | | - Pamela DeRosse
- Feinstein Institute for Medical Research, Manhasset, New York; Zucker Hillside Hospital, Glen Oaks, New York; Northwell School of Medicine, Hempstead, New York
| | - Philip R Szeszko
- James J. Peters Veterans Affairs Medical Center, Bronx, New York; Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, New York
| | - Anil K Malhotra
- Feinstein Institute for Medical Research, Manhasset, New York; Zucker Hillside Hospital, Glen Oaks, New York; Northwell School of Medicine, Hempstead, New York
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142
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Schweizer TH, Olino TM, Dyson MW, Laptook RS, Klein DN. Developmental Origins of Rumination in Middle Childhood: The Roles of Early Temperament and Positive Parenting. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2017; 47:S409-S420. [PMID: 28885041 PMCID: PMC5843533 DOI: 10.1080/15374416.2017.1359787] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Rumination, a thinking style characterized by a repetitive inward focus on negative cognitions, has been linked to internalizing disorders, particularly depression. Moreover, research suggests that rumination may be a cognitive vulnerability that predisposes individuals to psychopathology. Surprisingly little is known, however, about the etiology and development of rumination. The present study examined the role of specific components of child temperamental negative emotionality (sadness, fear, anger) and effortful control (inhibition), as well as parenting behaviors during early childhood on the development of rumination in middle childhood. Early childhood (age 3) temperament and parenting behaviors were assessed observationally and rumination was self-reported in middle childhood (age 9) in a large community sample (N = 425; 47.1% female). Two significant interactions emerged. First, temperamental anger interacted with inhibitory control (IC) such that high anger and low IC predicted higher levels of rumination, whereas low anger and low IC predicted lower levels of rumination. Second, IC interacted with parenting such that children with low IC and positive parenting had lower levels of rumination. In contrast, children with high IC reported similar levels of rumination regardless of parenting quality. Overall, these findings highlight the interplay of early IC with temperamental anger and positive parenting in the development of ruminative tendencies in middle childhood.
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Affiliation(s)
- Tina H Schweizer
- a Department of Clinical/Community Psychology , University of Illinois at Urbana-Champaign
| | | | - Margaret W Dyson
- c Department of Psychiatry , University of California , San Diego
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143
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Baker C, Kuhn L. Mediated pathways from maternal depression and early parenting to children's executive function and externalizing behaviour problems. INFANT AND CHILD DEVELOPMENT 2017. [DOI: 10.1002/icd.2052] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Claire Baker
- Teachers College Columbia University; New York New York USA
| | - Laura Kuhn
- FPG Child Development Institute; University of North Carolina at Chapel Hill; Chapel Hill North Carolina USA
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144
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Prefrontal mechanisms of comorbidity from a transdiagnostic and ontogenic perspective. Dev Psychopathol 2017; 28:1147-1175. [PMID: 27739395 DOI: 10.1017/s0954579416000742] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
Accumulating behavioral and genetic research suggests that most forms of psychopathology share common genetic and neural vulnerabilities and are manifestations of a relatively few core underlying processes. These findings support the view that comorbidity mostly arises, not from true co-occurrence of distinct disorders, but from the behavioral expression of shared vulnerability processes across the life span. The purpose of this review is to examine the role of the prefrontal cortex (PFC) in the shared vulnerability mechanisms underlying the clinical phenomena of comorbidity from a transdiagnostic and ontogenic perspective. In adopting this perspective, we suggest complex transactions between neurobiologically rooted vulnerabilities inherent in PFC circuitry and environmental factors (e.g., parenting, peers, stress, and substance use) across development converge on three key PFC-mediated processes: executive functioning, emotion regulation, and reward processing. We propose that individual differences and impairments in these PFC-mediated functions provide intermediate mechanisms for transdiagnostic symptoms and underlie behavioral tendencies that evoke and interact with environmental risk factors to further potentiate vulnerability.
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145
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Transactional relations between caregiving stress, executive functioning, and problem behavior from early childhood to early adolescence. Dev Psychopathol 2017; 28:743-56. [PMID: 27427803 DOI: 10.1017/s0954579416000286] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Developmental psychopathologists face the difficult task of identifying the environmental conditions that may contribute to early childhood behavior problems. Highly stressed caregivers can exacerbate behavior problems, while children with behavior problems may make parenting more difficult and increase caregiver stress. Unknown is: (a) how these transactions originate, (b) whether they persist over time to contribute to the development of problem behavior and (c) what role resilience factors, such as child executive functioning, may play in mitigating the development of problem behavior. In the present study, transactional relations between caregiving stress, executive functioning, and behavior problems were examined in a sample of 1,388 children with prenatal drug exposures at three developmental time points: early childhood (birth to age 5), middle childhood (ages 6 to 9), and early adolescence (ages 10 to 13). Transactional relations differed between caregiving stress and internalizing versus externalizing behavior. Targeting executive functioning in evidence-based interventions for children with prenatal substance exposure who present with internalizing problems and treating caregiving psychopathology, depression, and parenting stress in early childhood may be particularly important for children presenting with internalizing behavior.
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146
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Disruptive Mood Dysregulation Disorder (DMDD): An RDoC perspective. J Affect Disord 2017; 216:117-122. [PMID: 27554606 PMCID: PMC5305694 DOI: 10.1016/j.jad.2016.08.007] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/16/2016] [Accepted: 08/11/2016] [Indexed: 11/22/2022]
Abstract
In recent years, there has been much debate regarding the most appropriate diagnostic classification of children exhibiting emotion dysregulation in the form of irritability and severe temper outbursts. Most recently, this has resulted in the addition of a new diagnosis, Disruptive Mood Dysregulation Disorder (DMDD) in the DSM 5. The impetus for including this new disorder was to reduce the number of diagnoses that these children would typically receive; however, there is concern that it has only complicated matters rather than simplifying them. For example, a recent epidemiologic study shows that DMDD cannot be differentiated from oppositional defiant disorder (ODD) based on symptoms alone. Thus, these children are an ideal population in which to apply RDoC constructs in order to obtain greater clarity in terms of underlying processes and ultimately, inform nosology and appropriate interventions. The aim of this article is to provide a foundation for future research by examining extant theoretical and empirical evidence for the role of four key RDoC constructs in DMDD.
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147
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Salari R, Bohlin G, Rydell AM, Thorell LB. Neuropsychological Functioning and Attachment Representations in Early School Age as Predictors of ADHD Symptoms in Late Adolescence. Child Psychiatry Hum Dev 2017; 48:370-384. [PMID: 27349655 DOI: 10.1007/s10578-016-0664-1] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
This study aimed to examine relations between parent and child attachment representations and neuropsychological functions at age 8, as well as relations between these constructs and ADHD symptoms over a 10-year period. A community-based sample of 105 children (52 boys) participated. Measures of attachment representations and a range of neuropsychological functions were collected at age 8. Parents rated emotion dysregulation and ADHD symptoms at age 8 and ADHD symptoms again at age 18. Significant, although modest, relations were found between disorganized attachment and some aspects of neuropsychological functioning in childhood. When studying outcomes in late adolescence and controlling for early ADHD symptom levels, spatial working memory and disorganized attachment remained significant in relation to both ADHD symptom domains, and one measure of inhibition remained significant for hyperactivity/impulsivity. When examining independent effects, spatial working memory and disorganized attachment were related to inattention, whereas spatial working memory and dysregulation of happiness/exuberance were related to hyperactivity/impulsivity. Our findings showing that disorganized attachment is longitudinally related to ADHD symptoms over and above the influence of both neuropsychological functioning and early ADHD symptom levels highlights the importance of including measures of attachment representations when trying to understand the development of ADHD symptoms. If replicated in more "at-risk" samples, these findings could also suggest that parent-child attachment should be taken into consideration when children are referred for assessment and treatment of ADHD.
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Affiliation(s)
- Raziye Salari
- Division of Psychology, Department of Clinical Neuroscience and Stockholm Brain Institute, Karolinska Institutet, Nobels Väg 9, 171 65, Stockholm, Sweden
- Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden
| | - Gunilla Bohlin
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | | | - Lisa B Thorell
- Division of Psychology, Department of Clinical Neuroscience and Stockholm Brain Institute, Karolinska Institutet, Nobels Väg 9, 171 65, Stockholm, Sweden.
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148
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Pinto D MC, Avila Campos E, Contreras JN, Bedoya L, Ulzuru A. Comparación de la respuesta inhibitoria en niños y adolescentes diagnosticados con TOC y TDAH. UNIVERSITAS PSYCHOLOGICA 2017. [DOI: 10.11144/javeriana.upsy15-5.crin] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Antecedentes: Los trastornos de comportamiento tienen asociados una serie de factores que van más allá de los síntomas, entre los cuales está el funcionamiento cognoscitivo. En TOC y TDAH se han encontrado dificultades en el funcionamiento ejecutivo, siendo la inhibición de respuestas una de las fallas más consistentes en diferentes estudios.
Objetivos: Comparar la respuesta inhibitoria de niños y adolescentes diagnosticados con TDAH, TOC con población sana.
Método: Se analizaron 31 pacientes con TDAH, 31 con TOC y 66 controles a partir del Test Stroop de colores y palabras segunda edición (Golden, 1999).
Resultados: Se encuentran diferencias de los grupos clínicos con los controles; TOC vs controles (p = 0.03419), TDAH vs controles (p= 0.00244), pero no entre los grupos clínico TOC vs TDAH (p= 0.2793). Al comparar rango de edad se encuentran diferencias específicas entre los mismos grupos para los participantes entre 13-16 años (TDAH: p=0.005 y TOC: 0.018) y controles.
Conclusiones: Los resultados son coherentes con lo reportado en la literatura, respecto a la alteración del control inhibitorio de personas con TOC y TDAH. Se deben realizar análisis más amplios en otros dominios cognitivos para poder tener un perfil más claro de los aspectos comunes y diferenciables de personas con trastornos del neurodesarrollo y manifestaciones anormales de comportamiento.
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149
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Out of harm's way: Secure versus insecure–disorganized attachment predicts less adolescent risk taking related to childhood poverty. Dev Psychopathol 2017; 30:283-296. [PMID: 28508736 DOI: 10.1017/s0954579417000621] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractAlthough some risk taking in adolescence is normative, evidence suggests that adolescents raised in conditions of socioeconomic disadvantage are disproportionately burdened with risk taking and its negative consequences. Using longitudinal data from the NICHD Study of Early Child Care and Youth Development, we investigated quality of the early caregiving environment as a potential prospective buffer against the long-term association between childhood poverty and adolescent risk taking. Multicategorical moderation model results indicated that if raised in poverty across age 1–54 months (average family income to needs ratio ≤ 1.02), relative to affluence (income to needs ratio ≥ 6.16), adolescents with histories of secure attachment to caregivers exhibited two times the number of risk behaviors at age 15, whereas adolescents with insecure–disorganized histories exhibited nearly five times the number of risk behaviors. Both early family economic hardship and history of insecure–disorganized attachment remained significant predictors of increased adolescent risk taking, alongside the interactive effect. Probing the interaction's region of significance revealed that history of secure (vs. insecure–disorganized) attachment is associated with protective reductions in risk taking below a family income to needs ratio of 2.24, or about 220% poverty level. Findings support a diathesis–stress model in which children with secure attachment histories are less deleteriously impacted by early socioeconomic adversity than their insecure–disorganized peers.
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150
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Ellefson MR, Ng FFY, Wang Q, Hughes C. Efficiency of Executive Function: A Two-Generation Cross-Cultural Comparison of Samples From Hong Kong and the United Kingdom. Psychol Sci 2017; 28:555-566. [PMID: 28384072 DOI: 10.1177/0956797616687812] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023] Open
Abstract
Although Asian preschoolers acquire executive functions (EFs) earlier than their Western counterparts, little is known about whether this advantage persists into later childhood and adulthood. To address this gap, in the current study we gave four computerized EF tasks (providing measures of inhibition, working memory, cognitive flexibility, and planning) to a large sample ( n = 1,427) of 9- to 16-year-olds and their parents. All participants lived in either the United Kingdom or Hong Kong. Our findings highlight the importance of combining developmental and cultural perspectives and show both similarities and contrasts across sites. Specifically, adults' EF performance did not differ between the two sites; age-related changes in executive function for both the children and the parents appeared to be culturally invariant, as did a modest intergenerational correlation. In contrast, school-age children and young adolescents in Hong Kong outperformed their United Kingdom counterparts on all four EF tasks, a difference consistent with previous findings from preschool children.
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Affiliation(s)
| | | | - Qian Wang
- 3 Department of Psychology, Chinese University of Hong Kong
| | - Claire Hughes
- 4 Centre for Family Research, University of Cambridge
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