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Bove M, Sikora V, Santoro M, Agosti LP, Palmieri MA, Dimonte S, Tucci P, Schiavone S, Morgese MG, Trabace L. Sex differences in the BTBR idiopathic mouse model of autism spectrum disorders: Behavioural and redox-related hippocampal alterations. Neuropharmacology 2024; 260:110134. [PMID: 39208979 DOI: 10.1016/j.neuropharm.2024.110134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2024] [Revised: 08/24/2024] [Accepted: 08/26/2024] [Indexed: 09/04/2024]
Abstract
Autism spectrum disorders (ASD) are highly heterogeneous neurodevelopmental diseases. Epidemiological data report that males have been diagnosed with autism more frequently than females. However, recent studies hypothesize that females' low incidence might be underestimated due to standard clinical measures of ASD behavioural symptoms, mostly derived from males. Indeed, up to now, ASD mouse models focused mainly on males, considering the prevalence of the diagnosis in that sex. Regarding ASD aetiopathogenesis, it has been recently reported that oxidative stress might be implicated in its onset and development, suggesting an association with ASD typical repetitive behaviours that still need to be disentangled. Here, we investigated possible behavioural and molecular sex-related differences by using the BTBR mouse model of idiopathic ASD. To this aim, animals were exposed to behavioural tests related to different ASD core symptoms and comorbidities, i.e. stereotyped repertoire, social dysfunctions, hyperlocomotion and risk-taking behaviours. Moreover, we analyzed hippocampal levels of pro-oxidant and anti-oxidant enzymes, together with biomarkers of oxidative stress and lipid peroxidation. Our results showed that BTBR females did not display the same patterns for repetitive behaviours as the male counterpart. From a biomolecular point of view, we found an increase in oxidative stress and pro-oxidant enzymes, accompanied by deficient enzymatic anti-oxidant response, only in BTBR males compared to C57BL/6 male mice, while no differences were retrieved in females. Overall, our study suggests that in females there is an urgent need to depict the distinct ASD symptomatology, accompanied by the identification of sex-specific pharmacological targets.
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Affiliation(s)
- Maria Bove
- Department of Clinical and Experimental Medicine, University of Foggia, Via Napoli 20, 71122, Foggia, Italy
| | - Vladyslav Sikora
- Department of Clinical and Experimental Medicine, University of Foggia, Via Napoli 20, 71122, Foggia, Italy; Department of Pathology, Sumy State University, 40007, Sumy, Ukraine
| | - Martina Santoro
- Department of Physiology and Pharmacology "V. Erspamer", Sapienza University of Rome, 00185, Rome, Italy
| | - Lisa Pia Agosti
- Department of Clinical and Experimental Medicine, University of Foggia, Via Napoli 20, 71122, Foggia, Italy
| | - Maria Adelaide Palmieri
- Department of Clinical and Experimental Medicine, University of Foggia, Via Napoli 20, 71122, Foggia, Italy
| | - Stefania Dimonte
- Department of Clinical and Experimental Medicine, University of Foggia, Via Napoli 20, 71122, Foggia, Italy
| | - Paolo Tucci
- Department of Clinical and Experimental Medicine, University of Foggia, Via Napoli 20, 71122, Foggia, Italy
| | - Stefania Schiavone
- Department of Clinical and Experimental Medicine, University of Foggia, Via Napoli 20, 71122, Foggia, Italy
| | - Maria Grazia Morgese
- Department of Clinical and Experimental Medicine, University of Foggia, Via Napoli 20, 71122, Foggia, Italy
| | - Luigia Trabace
- Department of Clinical and Experimental Medicine, University of Foggia, Via Napoli 20, 71122, Foggia, Italy.
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Varheenmaa M, Lehto SM, Rizzo P, Steinhausen HC, Drechsler R, Brem AK. Facial emotion recognition in children with attention deficit hyperactivity disorder. Nord J Psychiatry 2024; 78:634-643. [PMID: 39294899 DOI: 10.1080/08039488.2024.2403589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/28/2023] [Revised: 07/23/2024] [Accepted: 09/02/2024] [Indexed: 09/21/2024]
Abstract
OBJECTIVE Attention Deficit Hyperactivity Disorder (ADHD) is defined as a persistent pattern of inattention and hyperactivity-impulsivity that interferes with functioning anofd development. Increased emotional reactivity and impaired emotion regulation are established findings in children with ADHD. Impairments in executive functions such as impulse control and working memory, in turn, have also been suggested to have a negative effect on emotion recognition. However, studies exploring suspected deficits in the ability to recognise facial emotions in ADHD have to date yielded controversial results. We sought to clarify the mechanism of possible emotion recognition dysfunction in children with ADHD. METHODS Sixty-one children diagnosed with ADHD (aged 10.36 ± 1.89 years) and a control group (N = 78; aged 9.6 ± 1.8 years) were evaluated with questionnaires and computerized tests for cognitive and facial emotion recognition capacity. RESULTS The ADHD group displayed more behavioural issues and performed worse in cognitive tests compared to the control group. Group status (i.e. ADHD vs. control group) did not predict facial emotion recognition when controlled for age, IQ and sex in linear regression models. Performance in Divided Attention predicted facial emotion recognition in linear regression in the ADHD group. CONCLUSIONS Individuals with ADHD showed facial emotion recognition capacity similar to a typically developing control group. Good performance in a cognitive test assessing divided attention predicted capacity for facial emotion recognition, but only in the ADHD group.
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Affiliation(s)
- Markus Varheenmaa
- Department of Psychiatry, Institute of Clinical Medicine, University of Eastern Finland, Kuopio, Finland
| | - Soili M Lehto
- Institute of Clinical Medicine, University of Oslo, Oslo, Norway
- R&D department, Division of Mental Health Services, Akershus University Hospital, Lørenskog, Norway
- Department of Psychiatry, University of Helsinki, Helsinki, Finland
| | - Patrizia Rizzo
- Clinic for Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital, Zurich University, Switzerland
| | - Hans-Christoph Steinhausen
- Clinic for Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital, Zurich University, Switzerland
- Clinical Psychology and Epidemiology, Department of Psychology, University of Basel, Switzerland
- Department of Child and Adolescent Psychiatry, University of Southern Denmark, Odense, Denmark
| | - Renate Drechsler
- Clinic for Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital, Zurich University, Switzerland
| | - Anna-Katharine Brem
- Centre for Healthy Brain Ageing, Department of Psychological Medicine, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
- University Hospital of Old Age Psychiatry, University of Bern, Bern, Switzerland
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Haza B, Gosling CJ, Ciminaghi F, Conty L, Pinabiaux C. Research Review: Social cognition and everyday social skills in children and adolescents with attention-deficit/hyperactivity disorder: a meta-analysis of case-control studies. J Child Psychol Psychiatry 2024; 65:1245-1254. [PMID: 38860431 DOI: 10.1111/jcpp.14006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/01/2024] [Indexed: 06/12/2024]
Abstract
BACKGROUND Previous studies that have assessed social cognition in Attention-Deficit/Hyperactivity Disorder (ADHD) have produced inconsistent findings. To summarize these data and shed light upon moderators that may explain observed inconsistencies, we conducted a systematic review and meta-analysis exploring social cognition (Theory of Mind (ToM), Empathy, Facial and Non-Facial Emotion Recognition) and Everyday Social Skills in children and adolescents with ADHD. METHODS The current meta-analysis involved 142 studies including 652 effect sizes. These studies compared children and adolescents with ADHD (n = 8,300) and with typical development (n = 7,983). RESULTS Participants with ADHD exhibited moderate to very large deficits in ToM (SMD = 0.84, 95% CI = 0.68-0.99), Facial Emotion Recognition (SMD = 0.63, 95% CI = 0.46-0.81), and Everyday Social Skills (SMD = 1.23, 95% CI = 1.08-1.37). The magnitude of these impairments was similar when considering effect sizes adjusted for some covariates and the methodological quality of the studies. Few studies have investigated Empathy and Non-Facial Emotion Recognition, which precludes definitive conclusions. CONCLUSIONS Children and adolescents with ADHD experience robust impairments in ToM, Facial Emotion Recognition and Everyday Social Skills. Future studies should explore whether these deficits are a consequence of difficulties in other areas of cognition (e.g., executive functioning). We have made all our raw data open access to facilitate the use of the present work by the community (e.g., clinicians looking for tools, assessing social impairments, or researchers designing new studies).
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Affiliation(s)
- Belen Haza
- Laboratory of Cognitive Functioning and Dysfunctioning (DysCo), Université Paris Nanterre, Nanterre, France
| | - Corentin J Gosling
- Laboratory of Cognitive Functioning and Dysfunctioning (DysCo), Université Paris Nanterre, Nanterre, France
- Laboratory of Psychopathology and Health Process, Université Paris Cité, Boulogne Billancourt, France
- Faculty of Environmental and Life Sciences, School of Psychology, Centre for Innovation in Mental Health (CIMH), University of Southampton, Southampton, UK
| | - Flavia Ciminaghi
- Laboratory of Cognitive Functioning and Dysfunctioning (DysCo), Université Paris Nanterre, Nanterre, France
| | - Laurence Conty
- Laboratory of Cognitive Functioning and Dysfunctioning (DysCo), Université Paris Nanterre, Nanterre, France
| | - Charlotte Pinabiaux
- Laboratory of Cognitive Functioning and Dysfunctioning (DysCo), Université Paris Nanterre, Nanterre, France
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Yılmaz Y, Bahadır E. Cognitive disengagement syndrome and attention deficit hyperactivity disorder: An examination of relationships with alexithymia and emotion regulation difficulties. APPLIED NEUROPSYCHOLOGY. ADULT 2024:1-7. [PMID: 39087375 DOI: 10.1080/23279095.2024.2385444] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/02/2024]
Abstract
Cognitive disengagement syndrome (CDS) and ADHD are considered distinct but interrelated constructs. This study aimed to investigate the prevalence of elevated CDS symptoms and increased ADHD risk in the general population, and their relationships with emotion regulation difficulty (ERD) and alexithymia. Out of 1166 participants, 142 with known psychiatric conditions were excluded, resulting in 1024 participants. Participants completed various scales including Adult ADHD Self-Report Screening Scale for DSM-5 (ASRS-5), Barkley Adult Sluggish Cognitive Tempo (SCT) Scale, Difficulties in Emotion Regulation Scale-Short Form (DERS-16), and the Toronto Alexithymia Scale (TAS-20). Four groups were formed based on Barkley and ASRS-5 scores: Group 1) No elevated CDS symptoms and Low risk of ADHD, Group 2) No elevated CDS symptoms and Increased risk of ADHD, Group 3) Elevated CDS symptoms and Low risk of ADHD, Group 4) Elevated CDS symptoms and Increased risk of ADHD. Elevated CDS symptoms was found in 10% of participants, and increased ADHD risk in 9.2%. Among probable ADHD cases, 40% had elevated CDS symptoms, while 60% of elevated CDS symptoms cases had increased ADHD risk. Group 4 (elevated CDS symptoms and increased risk of ADHD) had the highest ERD and alexithymia scores, while Group 1(no elevated CDS symptoms and low risk of ADHD) had the lowest. Regression analyses showed that CDS scores predicted ERD (47%) and alexithymia (32%) better than ADHD scores (ERD: 36%, alexithymia: 23%). CDS and ADHD appear as significant concepts that could be involved in the etiology of ERD and alexithymia.
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Affiliation(s)
- Yavuz Yılmaz
- Department of Psychiatry, Sivas Cumhuriyet University, Faculty of Medicine, Sivas, Turkey
| | - Erdi Bahadır
- Departmant of Psychiatry, Hackalı Baba State Hospital, Trabzon, Turkey
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5
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Wu R, Hamilton AFDC, White SJ. Can group membership modulate the social abilities of autistic people? An intergroup bias in smile perception. Cortex 2024; 173:150-160. [PMID: 38402659 DOI: 10.1016/j.cortex.2023.12.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Revised: 07/24/2023] [Accepted: 12/28/2023] [Indexed: 02/27/2024]
Abstract
Autistic adults struggle to reliably differentiate genuine and posed smiles. Intergroup bias is a promising factor that may modulate smile discrimination performance, which has been shown in neurotypical adults, and which could highlight ways to make social interactions easier. However, it is not clear whether this bias also exists in autistic people. Thus, the current study aimed to investigate this in autism using a minimal group paradigm. Seventy-five autistic and sixty-one non-autistic adults viewed videos of people making genuine or posed smiles and were informed (falsely) that some of the actors were from an in-group and others were from an out-group. The ability to identify smile authenticity of in-group and out-group members and group identification were assessed. Our results revealed that both groups seemed equally susceptible to ingroup favouritism, rating ingroup members as more genuine, but autistic adults also generally rated smiles as less genuine and were less likely to identify with ingroup members. Autistic adults showed reduced sensitivity to the different smile types but the absence of an intergroup bias in smile discrimination in both groups seems to indicate that membership can only modulate social judgements but not social abilities. These findings suggest a reconsideration of past findings that might have misrepresented the social judgements of autistic people through introducing an outgroup disadvantage, but also a need for tailored support for autistic social differences that emphasizes similarity and inclusion between diverse people.
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Affiliation(s)
- Ruihan Wu
- Institute of Cognitive Neuroscience, University College London, London, UK.
| | | | - Sarah J White
- Institute of Cognitive Neuroscience, University College London, London, UK.
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Turan B, Algedik Demirayak P, Yildirim Demirdogen E, Gulsen M, Cubukcu HC, Guler M, Alarslan H, Yilmaz AE, Dursun OB. Toward the detection of reduced emotion expression intensity: an autism sibling study. J Clin Exp Neuropsychol 2023:1-11. [PMID: 37318219 DOI: 10.1080/13803395.2023.2225234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Accepted: 06/08/2023] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Expressing emotions through spontaneous facial expression is an important nonverbal social communication skill. In our study, we aimed to demonstrate that both children with autism spectrum disorder (ASD) and the non-ASD siblings of children with ASD have deficits in this skill. METHOD In this study, we analyzed the six core facial emotion expressions of three distinct groups of children - those diagnosed with ASD (n = 60), non-ASD siblings (n = 60), and typically developed children (n = 60). To analyze facial expressions, we employed a computer vision program that uses machine learning algorithms to detect facial features and conducted an evidence-based task that involved assessing participants' ability to recognize facial emotion expressions. RESULTS Deficits in spontaneous emotion expression were shown in the children with ASD and in non-ASD siblings when compared with typically developed children. Interestingly, it was determined that these deficits were not related to the severity of the autism symptoms in the ASD group. CONCLUSIONS The results of the study suggest that computer-based automated analysis of facial expressions with contextual social scenes task holds potential for measuring limitations in the ability to express emotions, and they supplement the traditional clinical assessment of social phenotypical behavior deficits. This applies both to children with ASD and especially, to the non-ASD siblings of children with ASD. This study adds a novel approach to previous literature examining the emotion expression skills.
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Affiliation(s)
- Bahadir Turan
- Faculty of Medicine, Department of Child and Adolescent Psychiatry, Karadeniz Technical University, Trabzon, Turkey
- Graduate School of Applied Science Interdisciplinary Artificial Intelligence Technology, Ankara University, Ankara, Turkey
| | - Pinar Algedik Demirayak
- Department of Child and Adolescent Psychiatry, Umraniye Training and Research Hospital, Istanbul, Turkey
| | - Esen Yildirim Demirdogen
- Faculty of Medicine, Department of Child and Adolescent Psychiatry, Ataturk University, Erzurum, Turkey
| | - Murat Gulsen
- Graduate School of Applied Science Interdisciplinary Artificial Intelligence Technology, Ankara University, Ankara, Turkey
- General Directorate of Health Services, Autism, Mental Special Needs and Rare Diseases Department, Turkish Ministry of Health, Ankara, Turkey
| | - Hikmet Can Cubukcu
- General Directorate of Health Services, Autism, Mental Special Needs and Rare Diseases Department, Turkish Ministry of Health, Ankara, Turkey
| | - Muhammed Guler
- Department of Dıstance Educatıon and Applıcatıon Research Center, Ataturk University, Erzurum, Turkey
| | - Hatice Alarslan
- Faculty of Medicine, Department of Child and Adolescent Psychiatry, Ataturk University, Erzurum, Turkey
| | - Asım Egemen Yilmaz
- Graduate School of Applied Science Interdisciplinary Artificial Intelligence Technology, Ankara University, Ankara, Turkey
| | - Onur Burak Dursun
- General Directorate of Health Services, Autism, Mental Special Needs and Rare Diseases Department, Turkish Ministry of Health, Ankara, Turkey
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Piltz VJ, Halldner L, Markus JF, Fridell A, Bölte S, Choque Olsson N. Symptom similarities and differences in social interaction between autistic children and adolescents with and without ADHD. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04499-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/01/2023]
Abstract
AbstractAutism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) are two often co-occurring neurodevelopmental conditions. Nevertheless, there is limited research about symptom differences between ASD and ASD + ADHD groups. This study examined differences in social interaction and communication between children and adolescents with ASD and with ASD + ADHD. A total of 112 participants were identified from two clinical trials. Fifty-six children and adolescents with ASD aged 8–17 years were matched for age, gender and general intelligence quotient with fifty-six children and adolescents with ASD + ADHD. Group differences in scores on the Autism Diagnostic Observation Schedule were analysed. Our results showed that participants with ASD and with ASD + ADHD had similar profiles of social communication interaction challenges and restricted behaviour. However, items assessing gestures: Conventional, Instrumental or Informational Gestures and Empathic or Emotional gestures showed significant differences between the groups suggesting that the ASD + ADHD group used descriptive gestures to communicate to a greater extent than the ASD group. These findings suggest that children and adolescents in both groups have similar difficulties in social communication and interaction with observed differences in the use of gestures. Possible reasons and implications for the differences in the use of gestures are discussed.
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Hatch B, Kadlaskar G, Miller M. Diagnosis and treatment of children and adolescents with autism and ADHD. PSYCHOLOGY IN THE SCHOOLS 2023; 60:295-311. [PMID: 37065905 PMCID: PMC10092654 DOI: 10.1002/pits.22808] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 08/11/2022] [Accepted: 09/11/2022] [Indexed: 11/12/2022]
Abstract
Attention-deficit/hyperactivity disorder (ADHD) and autism are neurodevelopmental disorders that emerge in childhood. There is increasing recognition that ADHD and autism frequently co-occur. Yet, questions remain among clinicians regarding the best ways to evaluate and treat co-occurring autism and ADHD. This review outlines issues relevant to providing evidence-based practice to individuals and families who may be experiencing difficulties associated with co-occurring autism and ADHD. After describing the complexities of the co-occurrence of autism and ADHD, we present practical considerations for best practice assessment and treatment of co-occurring autism and ADHD. Regarding assessment, this includes considerations for interviewing parents/caregivers and youth, using validated parent and teacher rating scales, conducting cognitive assessments, and conducting behavior observations. Regarding treatment, consideration is given to behavioral management, school-based interventions, social skills development, and the use of medications. Throughout, we note the quality of evidence that supports a particular component of assessment or treatment, highlighting when evidence is most relevant to those with co-occurring autism and ADHD across stages of development. In light of the current evidence for assessment and treatment of co-occurring autism and ADHD, we conclude by outlining practical implications for clinical and educational practice.
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Affiliation(s)
- Burt Hatch
- School of PsychologyVictoria University of WellingtonWellingtonNew Zealand
| | - Girija Kadlaskar
- Department of Psychiatry & Behavioral Sciences and MIND InstituteUniversity of CaliforniaDavisCaliforniaUSA
| | - Meghan Miller
- Department of Psychiatry & Behavioral Sciences and MIND InstituteUniversity of CaliforniaDavisCaliforniaUSA
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Alkalay S, Dan O. Effect of short-term methylphenidate on social impairment in children with attention deficit/hyperactivity disorder: systematic review. Child Adolesc Psychiatry Ment Health 2022; 16:93. [PMID: 36443766 PMCID: PMC9706974 DOI: 10.1186/s13034-022-00526-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Accepted: 11/14/2022] [Indexed: 11/30/2022] Open
Abstract
Attention Deficit/Hyperactivity disorder (ADHD) is one of the most common disorders in school-age children. In addition to learning difficulties associated with the disorder's core symptoms of inattention and hyperactivity, children with ADHD display substantial social impairments. Methylphenidate (MPH) in formulations such as Ritalin or Concerta mitigates inattention and hyperactivity, but the effects of the therapy on social behavior in children with ADHD are not clear. This review aims to determine the effectiveness of short term (up to 6 months) MPH treatment on three domains of social skills in children aged 6-14 with ADHD: (i) Recognition of nonverbal emotional expressions, which are a marker of inherent (unlearned) social understanding, (ii) theory of mind (ToM) components that relate to learned cognition and social communication, and (iii) social competence in everyday environments. 15 relevant studies were identified based on inclusion/exclusion criteria. The results show mixed effects: the overall social performance as evaluated by parents, teachers or peers, and some components of ToM, were found to improve following a weeks-long course of MPH treatment. However, the effects of the medication are less clear when evaluating momentary/nonverbal social responses such as reactions to emotional facial expressions. While the findings of this review indicate that an MPH medication regime of order weeks to months could improve, to a degree, social impairment in children with ADHD, more studies are required to identify the medications' mechanism and confirm such a conclusion.
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Affiliation(s)
- Sarit Alkalay
- Department of Psychology, The Center for Psychobiological Research, Max Stern Jezreel Valley Academic College, P.O.B. 72, 10806, Sede Nahum, Israel.
| | - Orrie Dan
- Department of Psychology, The Center for Psychobiological Research, Max Stern Jezreel Valley Academic College, P.O.B. 72, 10806 Sede Nahum, Israel
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Ikuse D, Hayashi W, Hanawa Y, Nakamura D, Arai G, Saga N, Iwanami A. Effects of Gaze Cues on Distributive Behavior of the Ultimatum Game in Adults With Attention Deficit Hyperactivity Disorder. J Nerv Ment Dis 2022; 210:525-531. [PMID: 35766545 DOI: 10.1097/nmd.0000000000001465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT Adults with attention deficit hyperactivity disorder (ADHD) have difficulty in social decision-making. The ultimatum game (UG) is a popular economic game used to evaluate social decision-making. This study aimed to examine the effects of schematically depicted eyes and ADHD symptoms on UG performance. Thirty adults with ADHD were recruited. The computer screen background was changed among the "eyespots," "neutral," and "flowers" conditions among 30 trials of UG. Through all trials, task performances were recorded, and then compared with 30 typical adults and 30 adults with autism spectrum disorder (ASD). The reaction time was not affected by the background in any group. Although typical adults distributed more money in the "eyespots" condition, a nonsignificant background effect was observed in adults with ADHD or ASD. These results may be associated with reduced attention to social cues in individuals with ADHD, and this ADHD characteristic might lead to difficulty in social decision-making.
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Affiliation(s)
| | | | | | | | - Gousuke Arai
- Department of Psychiatry, Showa University School of Medicine, Tokyo
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Zuberer A, Schwarz L, Kreifelts B, Wildgruber D, Erb M, Fallgatter A, Scheffler K, Ethofer T. Neural Basis of Impaired Emotion Recognition in Adult Attention-Deficit/Hyperactivity Disorder. BIOLOGICAL PSYCHIATRY. COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2022; 7:680-687. [PMID: 33551283 DOI: 10.1016/j.bpsc.2020.11.013] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 11/23/2020] [Accepted: 11/23/2020] [Indexed: 12/28/2022]
Abstract
BACKGROUND Deficits in emotion recognition have been repeatedly documented in patients diagnosed with attention-deficit/hyperactivity disorder (ADHD), but their neural basis is unknown so far. METHODS In the current study, adult patients with ADHD (n = 44) and healthy control subjects (n = 43) underwent functional magnetic resonance imaging during explicit emotion recognition of stimuli expressing affective information in face, voice, or face-voice combinations. The employed experimental paradigm allowed us to delineate areas for processing audiovisual information based on their functional activation profile, including the bilateral posterior superior temporal gyrus/middle temporal gyrus, amygdala, medial prefrontal cortex, and precuneus, as well as the right posterior thalamus. RESULTS As expected, unbiased hit rates for correct classification of the expressed emotions were lower in patients with ADHD than in healthy control subjects irrespective of the presented sensory modality. This deficit at a behavioral level was accompanied by lower activation in patients with ADHD versus healthy control subjects in the cortex adjacent to the right superior temporal gyrus/middle temporal gyrus and the right posterior thalamus, which represent key areas for processing socially relevant signals and their integration across modalities. A cortical region adjacent to the right posterior superior temporal gyrus was the only brain region that showed a significant correlation between brain activation and emotion identification performance. CONCLUSIONS Altogether, these results provide the first evidence for a potential neural substrate of the observed impairments in emotion recognition in adults with ADHD.
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Affiliation(s)
- Agnieszka Zuberer
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany; Department of Psychiatry and Psychotherapy, Jena University Hospital, Jena, Germany.
| | - Lena Schwarz
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
| | - Benjamin Kreifelts
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
| | - Dirk Wildgruber
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
| | - Michael Erb
- Department of Biomedical Magnetic Resonance, University of Tübingen, Tübingen, Germany
| | - Andreas Fallgatter
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
| | - Klaus Scheffler
- Department of Biomedical Magnetic Resonance, University of Tübingen, Tübingen, Germany; Max Planck Institute for Biological Cybernetics, Tübingen, Germany
| | - Thomas Ethofer
- Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany; Department of Biomedical Magnetic Resonance, University of Tübingen, Tübingen, Germany
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12
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Bae S, Rhee E, Hwang BS, Son YD, Bae JH, Han DH. Correlations Between Psychological Status and Perception of Facial Expression. Psychiatry Investig 2022; 19:435-442. [PMID: 35753682 PMCID: PMC9233958 DOI: 10.30773/pi.2022.0025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Accepted: 04/19/2022] [Indexed: 11/27/2022] Open
Abstract
OBJECTIVE Facial affect recognition is associated with neuropsychological status and psychiatric diseases. We hypothesized that facial affect recognition is associated with psychological status and perception of other affects. METHODS A total of 80 images depicting facial affect, including 20 Neutral, 20 Angry, 20 Fear, and 20 Sad, were screened for use in our research. A total of 100 healthy individuals were asked to rate these images using a 10-point Likert scale and complete psychological scales assessing the emotional statuses and cognitive functions. RESULTS The participants' emotional state of aggression, attention, and impulsivity may have been associated with their interpretation of the Angry facial expressions. The participants often rated the Angry facial expressions as Fear. The participants rated Fear images as Angry or Sad. In response to a Sad facial expression, the participants reported psychological statuses of attention and impulsivity which were associated with the facial expression rating. The participants rated the Sad expression as Angry or Fear. CONCLUSION The psychological statuses of the participants were significantly correlated with their interpretation of facial affects. In particular, a psychological state of attention was often correlated with incorrect affect ratings. Attention and impulsivity could affect the rating of the sad facial expressions.
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Affiliation(s)
- Sujin Bae
- Department of Psychiatry, Chung-Ang University Hospital, Seoul, Republic of Korea
| | - Eunhee Rhee
- Department of Applied Statistics, Chung-Ang University, Seoul, Republic of Korea
| | - Beom Seuk Hwang
- Department of Applied Statistics, Chung-Ang University, Seoul, Republic of Korea
| | - Young Don Son
- Department of Health Sciences & Technology, Gachon University, Incheon, Republic of Korea
| | - Ji Hyun Bae
- Department of Biomedical Engineering, Gachon University, Incheon, Republic of Korea
| | - Doug Hyun Han
- Department of Psychiatry, Chung-Ang University Hospital, Seoul, Republic of Korea
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13
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Hayashi W, Hanawa Y, Yuriko I, Aoyagi K, Saga N, Nakamura D, Iwanami A. ASD symptoms in adults with ADHD: a preliminary study using the ADOS-2. Eur Arch Psychiatry Clin Neurosci 2022; 272:217-232. [PMID: 33751200 DOI: 10.1007/s00406-021-01250-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Accepted: 03/03/2021] [Indexed: 10/25/2022]
Abstract
Attention-deficit/hyperactivity disorder (ADHD) has long been regarded as disparate and mutually exclusive to autism spectrum disorder (ASD) in the Diagnostic and Statistical Manual of Mental Disorders (DSM)-III-R and DSM-IV. However, this idea has become obsolete due to a growing body of evidence suggesting numerous phenotypic and genetic similarities between ADHD and ASD. ASD symptoms or autistic traits in individuals with ADHD have been examined; however, most studies were conducted on children and relied on self- or parent- reports. ASD symptoms assessed with more direct, objective measures, such as the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) in adults with ADHD, remain understudied. In the present study, we used the ADOS-2 to evaluate ASD symptoms in adults with ADHD who were not clinically diagnosed with ASD. Fifty-six adults (mean age 33.9 years, 35 males, intelligence quotient ≥ 85), who were diagnosed with ADHD based on the DSM-5 criteria, completed Module 4 of the ADOS-2. Autism Spectrum Quotient (AQ), Conners' Adult ADHD Rating Scale (CAARS), and Wechsler Adult Intelligence Scale (WAIS)-III were also administered to assess self-rated ASD symptoms, ADHD symptoms, and intelligence, respectively. Overall, 23.3% of participants met the ASD diagnostic classification on the ADOS-2. Social reciprocal interaction scores tended to be higher, while restricted and repetitive behavior scores were low. The scoring patterns and possible overlapping and differing phenotypic characteristics of ADHD and ASD are discussed.
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Affiliation(s)
- Wakaho Hayashi
- Department of Psychiatry, Showa University School of Medicine, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan. .,Department of Psychiatry, Showa University Karasuyama Hospital, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan.
| | - Yoichi Hanawa
- Department of Psychiatry, Showa University School of Medicine, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan.,Department of Psychiatry, Showa University Karasuyama Hospital, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan
| | - Iwami Yuriko
- Department of Psychiatry, Showa University School of Medicine, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan.,Department of Psychiatry, Showa University Karasuyama Hospital, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan
| | - Keisuke Aoyagi
- Department of Psychiatry, Showa University School of Medicine, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan.,Department of Psychiatry, Showa University Karasuyama Hospital, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan
| | - Nobuyuki Saga
- Department of Psychiatry, Showa University School of Medicine, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan.,Department of Psychiatry, Showa University Karasuyama Hospital, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan
| | - Dan Nakamura
- Department of Psychiatry, Showa University School of Medicine, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan.,Department of Psychiatry, Showa University Karasuyama Hospital, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan
| | - Akira Iwanami
- Department of Psychiatry, Showa University School of Medicine, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan.,Department of Psychiatry, Showa University Karasuyama Hospital, 6-11-11 Kitakarasuyama, Setagaya-ku, Tokyo, 157-8577, Japan
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14
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Leung FYN, Sin J, Dawson C, Ong JH, Zhao C, Veić A, Liu F. Emotion recognition across visual and auditory modalities in autism spectrum disorder: A systematic review and meta-analysis. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2021.101000] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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15
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García-Guerrero MA, Peña J, Zubiaurre-Elorza L, Benítez D, Hernández AM, Oribe A, Ojeda N. Voice, Body Cues and Facial Expression in Emotion Recognition of Spanish Children and Adolescents: The Validation of Bell-Lysaker Emotion Recognition Test. THE SPANISH JOURNAL OF PSYCHOLOGY 2022; 25:e7. [PMID: 35129107 DOI: 10.1017/sjp.2022.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Emotion recognition has been traditionally measured trough the recognition of emotional expressions of static faces. Studies suggest that emotion recognition is progressively acquired from early stages in our infancy. However, the literature regarding other emotional domains such as voice or body movements is scarce. Additionally, the number of tools that integrate several domains is limited, especially in children and adolescents, and none of them tested in Spanish samples. Therefore, this study aimed to define the psychometric properties of the Bell-Lysaker Emotion Recognition Task (BLERT) and a new-designed alternate version providing normative data in Spanish children and adolescents (from 8 to 15 years old corresponding to 3th). Moreover, we aim to describe the emotional acquisition trajectory of children and adolescents with a tool that integrates voice, face expressions and body movements. For that purpose, BLERT was translated into Spanish (BLERT-SI) and an alternate version was created (BLERT-SII). A total of 545 children and adolescents from 8 to 15 year-old participated in the study (250 male/295 female). All participants fulfilled BLERT-SI and BLERT-SII within two weeks of difference. Order of presentation was counterbalanced. Results showed that BLERT-SI and SII have good internal consistency (α = .70 and 71 respectively). Test-retest reliability showed a moderate correlation (r = .45; p < .001). Percentages equivalences per age are provided. Age correlated with BLERT-SI (r = .31; p < .001) and BLERT-SII (r = .21; p < .001), showing a progressive acquisition and development of emotion recognition during this period. BLERT-SI and SII are useful tools when studying the follow-up of children and adolescents.
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16
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Abstract
Social interaction difficulties are amongst the most prevalent and pervasive adverse outcomes for children and adolescents with ADHD. Problem-solving strategies are impaired in affected individuals, according to the literature. This study aimed to investigate the social problem-solving skills of children and adolescents with and without ADHD, using objective quantitative measures provided by the Interpersonal Negotiation Strategies Interview (INSI). Because verbal communication skills and working memory may be impaired in ADHD, we investigated their contribution to the performance. Forty-three children and adolescents with ADHD and 27 clinical controls with clinical diagnoses other than ADHD completed the INSI along with measures of verbal communication skills (Verbal Comprehension Index [VCI]): Similarities, Vocabulary and Comprehension subtests from the Wechsler Battery, visual (Corsi Blocks) and verbal (Digit Span) working memory tasks. Groups performed similarly on measures of intellectual functioning, working memory, and verbal communication. For the entire sample, VCI scores were positively correlated with INSI performance scores. The ADHD group performed worse on the INSI than the clinical control group. Linear regression analysis showed that inattention and hyperactivity/impulsivity levels and Similarities predicted INSI's performance. Our findings indicate that interpersonal negotiation difficulties in ADHD are related to DSM-5 defining symptoms of the disorder.
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Affiliation(s)
- Tiago Figueiredo
- D'or Institute for Research and Education (IDOR), Rio de Janeiro, Brazil
| | - Felipe Sudo
- D'or Institute for Research and Education (IDOR), Rio de Janeiro, Brazil
| | | | - Gail Tripp
- Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | - Paulo Mattos
- D'or Institute for Research and Education (IDOR), Rio de Janeiro, Brazil
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17
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Morphing Task: The Emotion Recognition Process in Children with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182413273. [PMID: 34948881 PMCID: PMC8702190 DOI: 10.3390/ijerph182413273] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Revised: 11/24/2021] [Accepted: 12/06/2021] [Indexed: 12/01/2022]
Abstract
Recognizing a person’s identity is a fundamental social ability; facial expressions, in particular, are extremely important in social cognition. Individuals affected by autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) display impairment in the recognition of emotions and, consequently, in recognizing expressions related to emotions, and even their identity. The aim of our study was to compare the performance of participants with ADHD, ASD, and typical development (TD) with regard to both accuracy and speed in the morphing task and to determine whether the use of pictures of digitized cartoon faces could significantly facilitate the process of emotion recognition in ASD patients (particularly for disgust). This study investigated the emotion recognition process through the use of dynamic pictures (human faces vs. cartoon faces) created with the morphing technique in three pediatric populations (7–12 years old): ADHD patients, ASD patients, and an age-matched control sample (TD). The Chi-square test was used to compare response latency and accuracy between the three groups in order to determine if there were statistically significant differences (p < 0.05) in the recognition of basic emotions. The results demonstrated a faster response time in neurotypical children compared to ASD and ADHD children, with ADHD participants performing better than ASD participants on the same task. The overall accuracy parameter between the ADHD and ASD groups did not significantly differ.
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18
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Fantozzi P, Sesso G, Muratori P, Milone A, Masi G. Biological Bases of Empathy and Social Cognition in Patients with Attention-Deficit/Hyperactivity Disorder: A Focus on Treatment with Psychostimulants. Brain Sci 2021; 11:1399. [PMID: 34827398 PMCID: PMC8615705 DOI: 10.3390/brainsci11111399] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2021] [Revised: 10/18/2021] [Accepted: 10/22/2021] [Indexed: 12/16/2022] Open
Abstract
In recent years, there has been growing interest in investigating the effect of specific pharmacological treatments for ADHD not only on its core symptoms, but also on social skills in youths. This stands especially true for ADHD patients displaying impulsive aggressiveness and antisocial behaviors, being the comorbidity with Disruptive Behavior Disorders, one of the most frequently observed in clinical settings. This systematic review aimed to synthesize research findings on this topic following PRISMA guidelines and to identify gaps in current knowledge, future directions, and treatment implications. Search strategies included the following terms: ADHD; methylphenidate and other ADHD drugs; empathy, theory of mind and emotion recognition. Full-text articles were retrieved and data from individual studies were collected. Thirteen studies were finally included in our systematic review. Ten studies assessing changes in empathy and/or theory of mind in patients with ADHD treated after pharmacological interventions were identified. Similarly, seven partially overlapping studies assessing changes in emotion recognition were retrieved. Despite a great heterogeneity in the methodological characteristics of the included studies, most of them reported an improvement in emphatic and theory of mind abilities in youths with ADHD treated with psychostimulants and nonstimulant drugs, as well as positive but less consistent results about emotion recognition performances.
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Affiliation(s)
- Pamela Fantozzi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
| | - Gianluca Sesso
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
- Department of Clinical and Experimental Medicine, University of Pisa, 56126 Pisa, Italy
| | - Pietro Muratori
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
| | - Annarita Milone
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
| | - Gabriele Masi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
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19
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Waddington F, Franke B, Hartman C, Buitelaar JK, Rommelse N, Mota NR. A polygenic risk score analysis of ASD and ADHD across emotion recognition subtypes. Am J Med Genet B Neuropsychiatr Genet 2021; 186:401-411. [PMID: 32815639 PMCID: PMC9290011 DOI: 10.1002/ajmg.b.32818] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/12/2019] [Revised: 04/06/2020] [Accepted: 07/29/2020] [Indexed: 11/17/2022]
Abstract
This study investigated the genetic components of ADHD and ASD by examining the cross-disorder trait of emotion recognition problems. The genetic burden for ADHD and ASD on previously identified emotion recognition factors (speed and accuracy of visual and auditory emotion recognition) and classes (Class 1: Average visual, impulsive auditory; Class 2: Average-strong visual & auditory; Class 3: Impulsive & imprecise visual, average auditory; Class 4: Weak visual & auditory) was assessed using ASD and ADHD polygenic risk scores (PRS). Our sample contained 552 participants: 74 with ADHD, 85 with ASD, 60 with ASD + ADHD, 177 unaffected siblings of ADHD or ASD probands, and 156 controls. ADHD- and ASD-PRS, calculated from the latest ADHD and ASD GWAS meta-analyses, were analyzed across these emotion recognition factors and classes using linear mixed models. Unexpectedly, the analysis of emotion recognition factors showed higher ASD-PRS to be associated with faster visual emotion recognition. The categorical analysis of emotion recognition classes showed ASD-PRS to be reduced in Class 3 compared to the other classes (p value threshold [pT] = 1, p = .021). A dimensional analysis identified a high ADHD-PRS reduced the probability of being assigned to the Class 1 or Class 3 (pT = .05, p = .028 and p = .044, respectively). Though these nominally significant results did not pass FDR correction, they potentially indicate different indirect causative chains from genetics via emotion recognition to ADHD and ASD, which need to be verified in future research.
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Affiliation(s)
- Francesca Waddington
- Department of Human Genetics, Donders Institute for Brain, Cognition and BehaviourRadboud University Medical CenterNijmegenNetherlands,Donders Institute for Brain, Cognition and Behaviour, Centre for Medical NeuroscienceRadboud UniversityNijmegenNetherlands
| | - Barbara Franke
- Department of Human Genetics, Donders Institute for Brain, Cognition and BehaviourRadboud University Medical CenterNijmegenNetherlands,Donders Institute for Brain, Cognition and Behaviour, Centre for Medical NeuroscienceRadboud UniversityNijmegenNetherlands,Department of Psychiatry, Donders Institute for Brain, Cognition and BehaviourRadboud University Medical CenterNijmegenNetherlands
| | - Catharina Hartman
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion Regulation (ICPE), University Medical Center GroningenUniversity of GroningenGroningenNetherlands
| | - Jan K. Buitelaar
- Donders Institute for Brain, Cognition and Behaviour, Centre for Medical NeuroscienceRadboud UniversityNijmegenNetherlands,Karakter Child and Adolescent Psychiatry University CentreNijmegenNetherlands,Department of Cognitive NeuroscienceRadboud University Medical CenterNijmegenNetherlands
| | - Nanda Rommelse
- Donders Institute for Brain, Cognition and Behaviour, Centre for Medical NeuroscienceRadboud UniversityNijmegenNetherlands,Department of Psychiatry, Donders Institute for Brain, Cognition and BehaviourRadboud University Medical CenterNijmegenNetherlands,Karakter Child and Adolescent Psychiatry University CentreNijmegenNetherlands
| | - Nina Roth Mota
- Department of Human Genetics, Donders Institute for Brain, Cognition and BehaviourRadboud University Medical CenterNijmegenNetherlands,Donders Institute for Brain, Cognition and Behaviour, Centre for Medical NeuroscienceRadboud UniversityNijmegenNetherlands
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20
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Broomell AP, Savla J, Calkins SD, Bell MA. Infant electroencephalogram coherence and early childhood inhibitory control: Foundations for social cognition in late childhood. Dev Psychol 2021; 57:1439-1451. [PMID: 34929089 PMCID: PMC8688835 DOI: 10.1037/dev0001241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Social cognition is a set of complex processes that mediate much of human behavior. The development of these skills is related to and interdependent on other cognitive processes, particularly inhibitory control. Brain regions associated with inhibitory control and social cognition overlap functionally and structurally, especially with respect to frontal brain areas. We proposed that the neural foundations of inhibitory control and social cognition are measurable in infancy. We used structural equation modeling and showed that 10-month frontotemporal neuroconnectivity measured using electroencephalogram coherence predicts social cognition at 9 years of age through age-4 inhibitory control. These findings provide insight into the neurodevelopmental trajectory of cognition and suggest that connectivity from frontal regions to other parts of the brain is a foundation for the development of these skills. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
| | - Jyoti Savla
- Department of Human Development and Family Science, Virginia Tech
| | - Susan D. Calkins
- Department of Human Development and Family Studies, University of North Carolina at Greensboro
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21
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Fantozzi P, Muratori P, Caponi MC, Levantini V, Nardoni C, Pfanner C, Ricci F, Sesso G, Tacchi A, Milone A, Masi G. Treatment with Methylphenidate Improves Affective but Not Cognitive Empathy in Youths with Attention-Deficit/Hyperactivity Disorder. CHILDREN-BASEL 2021; 8:children8070596. [PMID: 34356575 PMCID: PMC8307630 DOI: 10.3390/children8070596] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 07/07/2021] [Accepted: 07/13/2021] [Indexed: 12/30/2022]
Abstract
Background: Beside the core symptoms, patients with attention-deficit/hyperactivity disorder (ADHD) frequently show relevant difficulty in developing relationships with peers. Although ADHD symptoms may account for social impairment, deficits in cognitive and/or affective empathy have also been involved. Our aim was to investigate the effect of methylphenidate (MPH) treatment on affective and cognitive empathy. Methods: Sixty-one drug-naïve youths with ADHD (age range 6 to 17 years, mean 10.3 ± 2.8 years, 51 males) naturalistically treated with MPH monotherapy were followed up for 6 months for ADHD symptoms and empathy, measured with the Basic Empathy Scale. Results: After being treated with MPH, the patients showed a significant improvement in affective and cognitive empathy scores. Linear regression models showed that changes in inattention symptoms predicted changes in affective but not in cognitive empathy, while changes in the hyperactivity/impulsivity symptoms did not predict changes in affective or cognitive empathy. Conclusions: Our study provides a further contribution for a better understanding of the possible effects of the MPH on youth’s characteristics.
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Affiliation(s)
- Pamela Fantozzi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
- Correspondence: ; Tel.: +39-050-886293
| | - Pietro Muratori
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Maria Celeste Caponi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Valentina Levantini
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Cristina Nardoni
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Chiara Pfanner
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Federica Ricci
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Gianluca Sesso
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
- Department of Clinical and Experimental Medicine, University of Pisa, 56126 Pisa, Italy
| | - Annalisa Tacchi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Annarita Milone
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Gabriele Masi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
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22
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The Effect of Comorbid Attention-Deficit/Hyperactivity Disorder Symptoms on Face Memory in Children with Autism Spectrum Disorder: Insights from Transdiagnostic Profiles. Brain Sci 2021; 11:brainsci11070859. [PMID: 34203375 PMCID: PMC8301798 DOI: 10.3390/brainsci11070859] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Revised: 06/20/2021] [Accepted: 06/23/2021] [Indexed: 11/17/2022] Open
Abstract
Face memory impairments are common but heterogeneous in autism spectrum disorder (ASD), which may be influenced by co-occurrence with attention-deficit/hyperactivity disorder (ADHD). Here, we aimed to investigate the phenotype change of face memory in children with ASD comorbid ADHD symptoms, and discuss the potential role of executive function (EF). Ninety-eight children were analyzed in the present study, including ASD- (ASD-only, n = 24), ADHD (n = 23), ASD+ (with ADHD symptoms, n = 23) and neurotypical controls (NTC, n = 28). All participants completed two tests: face encoding and retrieving task and Wisconsin Card Sorting Test (WCST) for measuring face memory and EF, respectively. Results revealed that: compared with the NTC group, children with ASD- exhibited lower accuracy in both face encoding and retrieving, and participants with ASD+ showed lower accuracy only in the retrieving, whereas no differences were found among participants with ADHD. Moreover, in the ASD+ group, face encoding performance was correlated with response perseverative errors (RPE) and failure to maintain sets (FMS) of WCST; significantly, there were no group differences between ASD+ and NTC in these two indices. The transdiagnostic profiles indicated that comorbid ADHD symptoms could modulate the face encoding deficiency of ASD, which may be partially compensated by EF. Shared and distinct intervention strategies to improve social cognition are recommended for children undergoing treatment for each condition.
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23
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Ekinci O, İpek Baş SA, Ekinci N, Doğan ÖI, Yaşöz C, Adak İ. Sluggish cognitive tempo is associated with autistic traits and anxiety disorder symptoms in children with attention-deficit/hyperactivity disorder. ACTA ACUST UNITED AC 2021; 43:153-159. [PMID: 32876133 PMCID: PMC8023150 DOI: 10.1590/1516-4446-2020-0965] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Accepted: 05/16/2020] [Indexed: 12/28/2022]
Abstract
Objective: To investigate the association of sluggish cognitive tempo (SCT) with autistic traits (ATs) and anxiety disorder symptoms among children with attention-deficit/hyperactivity disorder (ADHD). Methods: A total of 195 children with a DSM-5 diagnosis of ADHD were included. The Barkley Sluggish Cognitive Tempo Scale (BSCTS) was used to measure SCT symptoms. Other study measures included the Autism Spectrum Quotient (AQ), Screen for Child Anxiety and Related Disorders (SCARED), Turgay DSM-IV Disruptive Behavior Disorders Rating Scale (T-DSM-IV-S), and Conners’ Teacher Rating Scale (CTRS-R). Results: The frequency of SCT was 30.3% (n=59) in the whole group. Those with SCT had higher total AQ and SCARED scores. Significant associations and correlations were also found between SCT and certain subscores of AQ and SCARED. According to the linear regression model, the total score and social skills, attention switching, and imagination scores of AQ, as well as generalized anxiety and panic/somatic scores of SCARED and the total and inattention scores of parent T-DSM-IV, were predictive of SCT total score (p < 0.05). Conclusions: SCT is associated with ATs and anxiety disorders. Children with ADHD and SCT symptoms should be screened for such conditions.
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Affiliation(s)
- Ozalp Ekinci
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Health Sciences, Istanbul, Turkey
| | - Selin A İpek Baş
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Health Sciences, Istanbul, Turkey
| | - Nazan Ekinci
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Health Sciences, Istanbul, Turkey
| | - Özge I Doğan
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Health Sciences, Istanbul, Turkey
| | - Cemre Yaşöz
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Health Sciences, Istanbul, Turkey
| | - İbrahim Adak
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Health Sciences, Istanbul, Turkey
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24
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Keating CT, Cook JL. Facial Expression Production and Recognition in Autism Spectrum Disorders: A Shifting Landscape. Psychiatr Clin North Am 2021; 44:125-139. [PMID: 33526234 DOI: 10.1016/j.psc.2020.11.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Social "difficulties" associated with ASD may be a product of neurotypical-autistic differences in emotion expression and recognition. Research suggests that neurotypical and autistic individuals exhibit expressive differences, with autistic individuals displaying less frequent expressions that are rated lower in quality by non-autistic raters. Autistic individuals have difficulties recognizing neurotypical facial expressions; neurotypical individuals have difficulties recognizing autistic expressions. However, findings are mixed. Task-related factors (e.g., intensity of stimuli) and participant characteristics (e.g., age, IQ, comorbid diagnoses) may contribute to the mixed findings. The authors conclude by highlighting important areas for future research and the clinical implications of the discussed findings.
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Affiliation(s)
- Connor Tom Keating
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. https://twitter.com/ConnorTKeating
| | - Jennifer Louise Cook
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
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25
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Dağdelen F. Decreased Theory of Mind Abilities and Increased Emotional Dysregulation in Adolescents With ASD and ADHD. ALPHA PSYCHIATRY 2021; 22:100-105. [PMID: 36425929 PMCID: PMC9590665 DOI: 10.5455/apd.135050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Accepted: 10/25/2020] [Indexed: 06/16/2023]
Abstract
OBJECTIVE The aim of this study is to evaluate the possible relationship theory of mind (ToM) and emotion regulation (ER) skills in adolescents diagnosed with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). METHODS This study comprised 60 individuals with ADHD and 60 individuals with ASD according to DSM-5 and between the ages of 12-16, and 60 adolescents without any psychiatric diagnosis. The Turkish version of the schedule for affective disorders and schizophrenia for school-age children, both present and lifetime versions, was applied to assess psychopathology and comorbidity. The intelligence level of the patients was assessed with the Wechsler Intelligence Scale for Children-Revised. Reading the mind in the eyes test, the Faux Pas Test, and the hinting task were given to patients to evaluate the ToM skills. The difficulties in ER Scale were also used to evaluate the skills of regulating emotions. RESULTS Adolescent patients with ADHD and ASD have difficulties in ToM and ER skills. Adolescents diagnosed with ASD had more difficulty in ToM and ER than adolescents with ADHD. DISCUSSION This study supports the idea that ADHD and ASD are related to deficits in ToM and ER skills. Therefore, further studies are required to confirm the findings of this study.
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Affiliation(s)
- Fatih Dağdelen
- Department of Child and Adolescent Psychiatry, Tekirdağ State Hospital, Tekirdağ, Turkey
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26
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Parke EM, Becker ML, Graves SJ, Baily AR, Paul MG, Freeman AJ, Allen DN. Social Cognition in Children With ADHD. J Atten Disord 2021; 25:519-529. [PMID: 30541372 DOI: 10.1177/1087054718816157] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
Objective: Despite evidence of social skill deficits in children with ADHD, there is no consensus regarding a social cognitive profile and whether these skills predict behavior. Therefore, a comprehensive battery was used to investigate the relationship between social cognition and behavioral functioning. Method: Children ages 7 to 13 with ADHD (n = 25) and controls (n = 25) completed tests assessing social cognitive domains (affect recognition and theory of mind [ToM]). Parents completed measures of social cognition (pragmatic language ability and empathy), behavioral symptoms, and adaptive functioning. Results: Children with ADHD performed significantly worse on measures of cognitive ToM and affect recognition and received lower ratings of pragmatic language and cognitive empathy than typically developing peers. These domains, particularly pragmatic language, predicted parent ratings of problematic and adaptive behaviors. Conclusion: Results establish a relationship between specific social cognitive abilities and daily functioning, which has implications for treatment.
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Seernani D, Damania K, Ioannou C, Penkalla N, Hill H, Foulsham T, Kingstone A, Anderson N, Boccignone G, Bender S, Smyrnis N, Biscaldi M, Ebner-Priemer U, Klein C. Visual search in ADHD, ASD and ASD + ADHD: overlapping or dissociating disorders? Eur Child Adolesc Psychiatry 2021; 30:549-562. [PMID: 32314021 PMCID: PMC8041680 DOI: 10.1007/s00787-020-01535-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/01/2019] [Accepted: 04/09/2020] [Indexed: 01/25/2023]
Abstract
Recent debates in the literature discuss commonalities between Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) at multiple levels of putative causal networks. This debate requires systematic comparisons between these disorders that have been studied in isolation in the past, employing potential markers of each disorder to be investigated in tandem. The present study, choose superior local processing, typical to ASD, and increased Intra-Subject Variability (ISV), typical to ADHD, for a head-to-head comparison of the two disorders, while also considering the comorbid cases. It directly examined groups of participants aged 10-13 years with ADHD, ASD with (ASD+) or without (ASD-) comorbid ADHD and a typically developing (TD) group (total N = 85). A visual search task consisting of an array of paired words was designed. The participants needed to find the specific pair of words, where the first word in the pair was the cue word. This visual search task was selected to compare these groups on overall search performance and trial-to-trial variability of search performance (i.e., ISV). Additionally, scanpath analysis was also carried out using Recurrence Quantification Analysis (RQA) and the Multi-Match Model. Results show that only the ASD- group exhibited superior search performance; whereas, only the groups with ADHD symptoms showed increased ISV. These findings point towards a double dissociation between ASD and ADHD, and argue against an overlap between ASD and ADHD.
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Affiliation(s)
- D. Seernani
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Freiburg, Hauptstrasse 8, 79104 Freiburg, Germany
| | | | - C. Ioannou
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Freiburg, Hauptstrasse 8, 79104 Freiburg, Germany
| | - N. Penkalla
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Freiburg, Hauptstrasse 8, 79104 Freiburg, Germany
| | - H. Hill
- Institute of Sports and Sports Sciences, Karlsruhe Institute of Technology, Karlsruhe, Germany
| | - T. Foulsham
- Department of Psychology, University of Essex, Colchester, UK
| | - A. Kingstone
- Brain, Attention and Reality Lab, University of British Columbia, Vancouver, Canada
| | - N. Anderson
- Brain, Attention and Reality Lab, University of British Columbia, Vancouver, Canada
| | - G. Boccignone
- Department of Computer Science, University of Milan, Milan, Italy
| | - S. Bender
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Cologne, Cologne, Germany
| | - N. Smyrnis
- Department of Psychiatry, National and Kapodistrian University of Athens, Athens, Greece
| | - M. Biscaldi
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Freiburg, Hauptstrasse 8, 79104 Freiburg, Germany
| | | | - Christoph Klein
- Department of Child and Adolescent Psychiatry, Medical Faculty, University of Freiburg, Hauptstrasse 8, 79104, Freiburg, Germany. .,Department of Child and Adolescent Psychiatry, Medical Faculty, University of Cologne, Cologne, Germany. .,Department of Psychiatry, National and Kapodistrian University of Athens, Athens, Greece.
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28
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Kaplan B, Yazici Gulec M, Gica S, Gulec H. The association between neurocognitive functioning and clinical features of borderline personality disorder. ACTA ACUST UNITED AC 2020; 42:503-509. [PMID: 32321061 PMCID: PMC7524408 DOI: 10.1590/1516-4446-2019-0752] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2019] [Accepted: 01/14/2020] [Indexed: 01/30/2023]
Abstract
OBJECTIVE To investigate the relationship between neurocognitive profiles and clinical manifestations of borderline personality disorder (BPD). METHODS Forty-five patients diagnosed with BPD and 35 healthy volunteers were included in the study. The BPD group was evaluated with the Borderline Personality Inventory for dissociative, impulsivity and suicidal dimensions. The Verbal Memory Processes Test and the Cambridge Neurophysiological Assessment Battery were administered to both the BPD and healthy control groups. RESULTS BPD patients differed from controls in sustained attention, facial emotion recognition, and deteriorated verbal memory function. A model consisting of the Dissociative Experiences Scale - Taxon (DES-T), motor impulsivity and Scale for Suicidal Behavior scores explained 52% of the variance in Borderline Personality Inventory scores. It was detected that motor impulsivity, decision-making and recognizing sadness may significantly predict DES-T scores, and response inhibition and facial emotion recognition scores may significantly predict impulsivity. CONCLUSION Our findings demonstrate that the disassociation, impulsivity, and suicidality dimensions are sufficient to represent the clinical manifestations of BPD, that they are related to neurocognitive differences, and that they interact with clinical features.
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Affiliation(s)
- Bahar Kaplan
- Department of Psychiatry, Sivas Numune Hospital, Sivas Provincial Health Directorate, Sivas, Turkey
| | - Medine Yazici Gulec
- Department of Psychiatry, University of Health Sciences Turkey, Erenkoy Mental Health and Neurological Disease Education and Research Hospital, Istanbul, Turkey
| | - Sakir Gica
- Department of Psychiatry, Meram Medical Faculty, Necmettin Erbakan University, Konya, Turkey
| | - Huseyin Gulec
- Department of Psychiatry, University of Health Sciences Turkey, Erenkoy Mental Health and Neurological Disease Education and Research Hospital, Istanbul, Turkey
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29
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Kleine Deters R, Naaijen J, Rosa M, Aggensteiner PM, Banaschewski T, Saam MC, Schulze UME, Sethi A, Craig MC, Sagar-Ouriaghli I, Santosh P, Castro-Fornieles J, Penzol MJ, Arango C, Werhahn JE, Brandeis D, Franke B, Glennon J, Buitelaar JK, Hoekstra PJ, Dietrich A. Executive functioning and emotion recognition in youth with oppositional defiant disorder and/or conduct disorder. World J Biol Psychiatry 2020; 21:539-551. [PMID: 32212964 DOI: 10.1080/15622975.2020.1747114] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
Objectives: Executive functioning and emotion recognition may be impaired in disruptive youth, yet findings in oppositional defiant disorder (ODD) and conduct disorder (CD) are inconsistent. We examined these functions related to ODD and CD, accounting for comorbid attention-deficit/hyperactivity disorder (ADHD) and internalising symptoms.Methods: We compared executive functioning (visual working memory, visual attention, inhibitory control) and emotion recognition between youth (8-18 years old, 123 boys, 55 girls) with ODD (n = 44) or CD (with/without ODD, n = 48), and healthy controls (n = 86). We also related ODD, CD, and ADHD symptom counts and internalising symptomatology to all outcome measures, as well as executive functioning to emotion recognition.Results: Visual working memory and inhibitory control were impaired in the ODD and CD groups versus healthy controls. Anger, disgust, fear, happiness, and sadness recognition were impaired in the CD group; only anger recognition was impaired in the ODD group. Deficits were not explained by comorbid ADHD or internalising symptoms. Visual working memory was associated with recognition of all basic emotions.Conclusions: Our findings challenge the view that neuropsychological impairments in youth with ODD/CD are driven by comorbid ADHD and suggest possible distinct neurocognitive mechanisms in CD versus ODD.
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Affiliation(s)
- Renee Kleine Deters
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Jilly Naaijen
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Mireia Rosa
- Department of Child and Adolescent Psychiatry and Psychology, Clínic Institute of Neurosciences, Hospital Clínic de Barcelona, IDIBAPS, Barcelona, Spain
| | - Pascal M Aggensteiner
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany
| | - Tobias Banaschewski
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany
| | - Melanie C Saam
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Ulm, Ulm, Germany
| | - Ulrike M E Schulze
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Ulm, Ulm, Germany.,Department of Child and Adolescent Psychiatry, Centre for Psychiatry, Calw, Germany
| | - Arjun Sethi
- Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Michael C Craig
- Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Ilyas Sagar-Ouriaghli
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Paramala Santosh
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.,Centre for Interventional Paediatric Psychopharmacology and Rare Diseases (CIPPRD), National and Specialist Child and Adolescent Mental Health Services, Maudsley Hospital, London, UK
| | - Josefina Castro-Fornieles
- Department of Child and Adolescent Psychiatry and Psychology, Clínic Institute of Neurosciences, Hospital Clínic de Barcelona, 2017SGR881, University of Barcelona, CIBERSAM, IDIBAPS, Barcelona, Spain
| | - María J Penzol
- Child and Adolescent Psychiatry Department, Hospital General Universitario Gregorio Marañón School of Medicine, Universidad Complutense, IiSGM, CIBERSAM, Madrid, Spain
| | - Celso Arango
- Child and Adolescent Psychiatry Department, Hospital General Universitario Gregorio Marañón School of Medicine, Universidad Complutense, IiSGM, CIBERSAM, Madrid, Spain
| | - Julia E Werhahn
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Daniel Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany.,Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Barbara Franke
- Department of Human Genetics, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands.,Department of Psychiatry, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jeffrey Glennon
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jan K Buitelaar
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands.,Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands
| | - Pieter J Hoekstra
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Andrea Dietrich
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
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30
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Donmez Z, Gica S, Unubol B, Iyisoy MS, Gulec H. The effect of attention deficit hyperactivity disorder comorbidity on cognitive functions and severity of addiction in opioid use disorder. J Ethn Subst Abuse 2020; 20:295-315. [PMID: 32838695 DOI: 10.1080/15332640.2020.1808870] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The aim of this study is to determine the changes in social cognition and other cognitive domains in ADHD comorbidity and to investigate the possible moderation role of these changes in OUD. A hundered inpatients with OUD were included in the study. Cognitive functions, severity of addiction and symptomatology of ADHD were evaluated. ASRS and API scores were in positive correlation and ASRS scores had a moderating effect on the relationship between craving score and emotion recognition. Our study shows that changes in social environment/cognition play an important role in the follow-up/treatment of patients.
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Affiliation(s)
- Zeliha Donmez
- Department of Psychiatry, Istanbul Umraniye Training and Research Hospital, University of Health Sciences Turkey, Istanbul, Turkey
| | - Sakir Gica
- Department of Psychiatry, Meram Medical Faculty, Necmettin Erbakan University, Konya, Turkey
| | - Basak Unubol
- Department of Psychiatry, Istanbul Erenkoy Mental Health and Neurological Disease Education and Research Hospital, University of Health Sciences Turkey, Istanbul, Turkey
| | - M Sinan Iyisoy
- Department of Medical Education and Informatics, Meram Medical Faculty, Necmettin Erbakan University, Konya, Turkey
| | - Huseyin Gulec
- Department of Psychiatry, Istanbul Erenkoy Mental Health and Neurological Disease Education and Research Hospital, University of Health Sciences Turkey, Istanbul, Turkey
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31
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Keating CT, Cook JL. Facial Expression Production and Recognition in Autism Spectrum Disorders: A Shifting Landscape. Child Adolesc Psychiatr Clin N Am 2020; 29:557-571. [PMID: 32471602 DOI: 10.1016/j.chc.2020.02.006] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Social "difficulties" associated with ASD may be a product of neurotypical-autistic differences in emotion expression and recognition. Research suggests that neurotypical and autistic individuals exhibit expressive differences, with autistic individuals displaying less frequent expressions that are rated lower in quality by non-autistic raters. Autistic individuals have difficulties recognizing neurotypical facial expressions; neurotypical individuals have difficulties recognizing autistic expressions. However, findings are mixed. Task-related factors (e.g., intensity of stimuli) and participant characteristics (e.g., age, IQ, comorbid diagnoses) may contribute to the mixed findings. The authors conclude by highlighting important areas for future research and the clinical implications of the discussed findings.
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Affiliation(s)
- Connor Tom Keating
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. https://twitter.com/ConnorTKeating
| | - Jennifer Louise Cook
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
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32
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Noordermeer SDS, Luman M, Buitelaar JK, Hartman CA, Hoekstra PJ, Franke B, Faraone SV, Heslenfeld DJ, Oosterlaan J. Neurocognitive Deficits in Attention-Deficit/Hyperactivity Disorder With and Without Comorbid Oppositional Defiant Disorder. J Atten Disord 2020; 24:1317-1329. [PMID: 26486602 PMCID: PMC4838536 DOI: 10.1177/1087054715606216] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Objective: Oppositional Defiant Disorder (ODD) is highly prevalent in Attention-Deficit/Hyperactivity Disorder (ADHD) and may account for inconsistencies in findings on neurocognitive functioning in ADHD. Our aim was to assess cool and hot executive functioning (EF) and temporal processing in ADHD with and without comorbid ODD to elucidate the effects of comorbid ODD. Method: ADHD-only (n = 82), ADHD + ODD (n = 82), and controls (n = 82), with mean age 16 years (SD = 3.1), matched for age, gender, IQ, and ADHD type (clinical groups) were assessed on cool EF (inhibition, working memory), hot EF (reinforcement processing, emotion recognition), and temporal processing (time production and reproduction). Results: Individuals with ADHD + ODD showed abnormalities in inhibition, working memory, facial emotion recognition, and temporal processing, whereas individuals with ADHD-only were solely impaired in working memory and time production. Conclusion: Findings suggest that ODD carries a substantial part of the EF deficits observed in ADHD and contrast with current theories of neurocognitive impairments in ADHD.
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Affiliation(s)
| | | | - Jan K Buitelaar
- Radboud University Medical Center, Nijmegen, The Netherlands
- Karakter Child and Adolescent Psychiatry University Centre, Nijmegen, The Netherlands
| | | | | | - Barbara Franke
- Radboud University Medical Center, Nijmegen, The Netherlands
| | - Stephen V Faraone
- SUNY Upstate Medical University Center, Syracuse, USA
- University of Bergen, Norway
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33
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Recognition of emotional facial expressions in adolescents with attention deficit/hyperactivity disorder. J Adolesc 2020; 82:1-10. [PMID: 32442797 DOI: 10.1016/j.adolescence.2020.04.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2019] [Revised: 03/21/2020] [Accepted: 04/26/2020] [Indexed: 11/21/2022]
Abstract
INTRODUCTION Attention Deficit/Hyperactivity Disorder (ADHD) is associated with impaired social competencies, due in part to an inability to determine emotional states through facial expressions. Social interactions are a critical component of adolescence, which raises the question of how do adolescents with ADHD cope with this impairment. Yet, previous reviews do not distinguish between children and adolescents. This review focuses on the ability of adolescents (defined by the World Health Organization as 10-19 years old) with ADHD to recognize emotional facial expressions, when compared to their typically-developing peers. METHODS Comprehensive database search and analysis yielded 9 relevant studies published between 2008 and 2018. RESULTS The studies reviewed here examined recognition of emotional facial expressions in adolescents with ADHD. Behavioral measures (reaction time, reaction time variance and recognition accuracy) show no statistically significant differences between adolescents with ADHD and their typically-developing peers. However, neural responses as recorded using functional Magnetic Resonance Imaging (fMRI) or Event Related Potentials (ERP) find differences in brain activity and the temporal evolution of the reaction between the two groups. CONCLUSIONS Studies of children and of adults with ADHD find deficiencies in the recognition of emotional facial expressions. However, this review shows that adolescents with ADHD perform comparably to their peers on accuracy and rate, although their neural processing is different. This suggests that the methodologies employed by the ADHD and typically-developing adolescents to asses facial expressions are different. Further study is needed to determine what these may be.
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34
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Kobayashi M, Ikeda T, Tokuda T, Monden Y, Nagashima M, Mizushima SG, Inoue T, Shimamura K, Ujiie Y, Arakawa A, Kuroiwa C, Ishijima M, Kishimoto Y, Kanazawa S, Yamagata T, Yamaguchi MK, Sakuta R, Dan I. Acute administration of methylphenidate differentially affects cortical processing of emotional facial expressions in attention-deficit hyperactivity disorder children as studied by functional near-infrared spectroscopy. NEUROPHOTONICS 2020; 7:025003. [PMID: 32377545 PMCID: PMC7201297 DOI: 10.1117/1.nph.7.2.025003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/02/2019] [Accepted: 04/16/2020] [Indexed: 06/11/2023]
Abstract
Significance: It has been reported that children with attention-deficit hyperactivity disorder (ADHD) have impairment in the recognition of angry but not of happy facial expressions, and they show atypical cortical activation patterns in response to facial expressions. However, little is known about neural mechanisms underlying the impaired recognition of facial expressions in school-aged children with ADHD and the effects of acute medication on their processing of facial expressions. Aim: We aimed to investigate the possibility that acute administration of methylphenidate (MPH) affects processing of facial expressions in ADHD children. Approach: We measured the hemodynamic changes in the bilateral temporo-occipital areas of ADHD children observing the happy and angry facial expressions before and 1.5 h after MPH or placebo administration in a randomized, double-blind, placebo-controlled, crossover design study. Results: We found that, regardless of medication, happy expressions induced increased oxyhemoglobin (oxy-Hb) responses in the right inferior occipital region but not in the superior temporal region. For angry expressions, oxy-Hb responses increased after MPH administration, but not after placebo administration, in the left inferior occipital area, whereas there was no significant activation before MPH administration. Conclusions: Our results suggest that (1) ADHD children consistently recruit the right inferior occipital regions to process happy expressions and (2) MPH administration to ADHD children enhances cortical activation in the left inferior occipital regions when they process angry expressions.
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Affiliation(s)
- Megumi Kobayashi
- Institute for Developmental Research, Aichi Developmental Disability Center, Department of Functioning and Disability, Kagiya-cho, Kasugai, Aichi, Japan
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
| | - Takahiro Ikeda
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Jichi Medical University, Department of Pediatrics, Yakushiji, Shimotsuke, Tochigi, Japan
| | - Tatsuya Tokuda
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Chuo University, Applied Cognitive Neuroscience Laboratory, Kasuga, Bunkyo, Tokyo, Japan
| | - Yukifumi Monden
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Jichi Medical University, Department of Pediatrics, Yakushiji, Shimotsuke, Tochigi, Japan
- Chuo University, Applied Cognitive Neuroscience Laboratory, Kasuga, Bunkyo, Tokyo, Japan
- International University of Health and Welfare, Department of Pediatrics, Iguchi, Nasushiobara, Tochigi, Japan
| | - Masako Nagashima
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Jichi Medical University, Department of Pediatrics, Yakushiji, Shimotsuke, Tochigi, Japan
| | - Sakae G. Mizushima
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Chuo University, Applied Cognitive Neuroscience Laboratory, Kasuga, Bunkyo, Tokyo, Japan
| | - Takeshi Inoue
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Dokkyo Medical University, Child Development and Psychosomatic Medicine Center, Minamikoshigaya, Koshigaya, Saitama, Japan
| | - Keiichi Shimamura
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Dokkyo Medical University, Child Development and Psychosomatic Medicine Center, Minamikoshigaya, Koshigaya, Saitama, Japan
| | - Yuta Ujiie
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Chuo University, Research and Development Initiative, Kasuga, Bunkyo, Tokyo, Japan
| | - Akari Arakawa
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Dokkyo Medical University, Child Development and Psychosomatic Medicine Center, Minamikoshigaya, Koshigaya, Saitama, Japan
| | - Chie Kuroiwa
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Dokkyo Medical University, Child Development and Psychosomatic Medicine Center, Minamikoshigaya, Koshigaya, Saitama, Japan
| | - Mayuko Ishijima
- Jichi Medical University, Yakushiji, Shimotsuke, Tochigi, Japan
| | - Yuki Kishimoto
- Chuo University, Applied Cognitive Neuroscience Laboratory, Kasuga, Bunkyo, Tokyo, Japan
| | - So Kanazawa
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Japan Women’s University, Department of Psychology, Nishi-Ikuta, Tama, Kawasaki, Kanagawa, Japan
| | - Takanori Yamagata
- Jichi Medical University, Department of Pediatrics, Yakushiji, Shimotsuke, Tochigi, Japan
| | - Masami K. Yamaguchi
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Chuo University, Department of Psychology, Higashinakano, Hachioji, Tokyo, Japan
| | - Ryoichi Sakuta
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Dokkyo Medical University, Child Development and Psychosomatic Medicine Center, Minamikoshigaya, Koshigaya, Saitama, Japan
| | - Ippeita Dan
- RISTEX (Research Institute of Science and Technology for Society) Group, Kasuga, Bunkyo, Tokyo, Japan
- Chuo University, Applied Cognitive Neuroscience Laboratory, Kasuga, Bunkyo, Tokyo, Japan
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Kalantarian H, Jedoui K, Dunlap K, Schwartz J, Washington P, Husic A, Tariq Q, Ning M, Kline A, Wall DP. The Performance of Emotion Classifiers for Children With Parent-Reported Autism: Quantitative Feasibility Study. JMIR Ment Health 2020; 7:e13174. [PMID: 32234701 PMCID: PMC7160704 DOI: 10.2196/13174] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2018] [Revised: 07/03/2019] [Accepted: 02/23/2020] [Indexed: 12/21/2022] Open
Abstract
BACKGROUND Autism spectrum disorder (ASD) is a developmental disorder characterized by deficits in social communication and interaction, and restricted and repetitive behaviors and interests. The incidence of ASD has increased in recent years; it is now estimated that approximately 1 in 40 children in the United States are affected. Due in part to increasing prevalence, access to treatment has become constrained. Hope lies in mobile solutions that provide therapy through artificial intelligence (AI) approaches, including facial and emotion detection AI models developed by mainstream cloud providers, available directly to consumers. However, these solutions may not be sufficiently trained for use in pediatric populations. OBJECTIVE Emotion classifiers available off-the-shelf to the general public through Microsoft, Amazon, Google, and Sighthound are well-suited to the pediatric population, and could be used for developing mobile therapies targeting aspects of social communication and interaction, perhaps accelerating innovation in this space. This study aimed to test these classifiers directly with image data from children with parent-reported ASD recruited through crowdsourcing. METHODS We used a mobile game called Guess What? that challenges a child to act out a series of prompts displayed on the screen of the smartphone held on the forehead of his or her care provider. The game is intended to be a fun and engaging way for the child and parent to interact socially, for example, the parent attempting to guess what emotion the child is acting out (eg, surprised, scared, or disgusted). During a 90-second game session, as many as 50 prompts are shown while the child acts, and the video records the actions and expressions of the child. Due in part to the fun nature of the game, it is a viable way to remotely engage pediatric populations, including the autism population through crowdsourcing. We recruited 21 children with ASD to play the game and gathered 2602 emotive frames following their game sessions. These data were used to evaluate the accuracy and performance of four state-of-the-art facial emotion classifiers to develop an understanding of the feasibility of these platforms for pediatric research. RESULTS All classifiers performed poorly for every evaluated emotion except happy. None of the classifiers correctly labeled over 60.18% (1566/2602) of the evaluated frames. Moreover, none of the classifiers correctly identified more than 11% (6/51) of the angry frames and 14% (10/69) of the disgust frames. CONCLUSIONS The findings suggest that commercial emotion classifiers may be insufficiently trained for use in digital approaches to autism treatment and treatment tracking. Secure, privacy-preserving methods to increase labeled training data are needed to boost the models' performance before they can be used in AI-enabled approaches to social therapy of the kind that is common in autism treatments.
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Affiliation(s)
- Haik Kalantarian
- Department of Pediatrics, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
| | - Khaled Jedoui
- Department of Mathematics, Stanford University, Stanford, CA, United States
| | - Kaitlyn Dunlap
- Department of Pediatrics, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
| | - Jessey Schwartz
- Department of Pediatrics, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
| | - Peter Washington
- Department of Pediatrics, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
| | - Arman Husic
- Department of Pediatrics, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
| | - Qandeel Tariq
- Department of Pediatrics, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
| | - Michael Ning
- Department of Pediatrics, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
| | - Aaron Kline
- Department of Pediatrics, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
| | - Dennis Paul Wall
- Department of Pediatrics, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, United States
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Wells EL, Groves NB, Day TN, Harmon SL, Soto EF, Miller CE, Kofler MJ. Evidence against emotion inference deficits in children with ADHD. Emotion 2020; 21:665-677. [PMID: 32191096 DOI: 10.1037/emo0000732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Inconsistent evidence suggests that pediatric attention deficit/hyperactivity disorder (ADHD) may be associated with impairments in the ability to use context clues to infer the emotion states of others. However, the evidence base for these impairments is comprised of data from laboratory-based tests of emotion inference that may be confounded by demands on nonaffective cognitive processes that have been linked with ADHD. The current study builds on our previous study of facial affect recognition to address this limitation and investigate a potential mechanism underlying children's ability to infer emotion state from context clues. To do so, we used a fully crossed, counterbalanced experimental design that systematically manipulated emotion inference and working memory demands in 77 carefully phenotyped children ages 8-13 (Mage = 10.46, SD = 1.54; 66% Caucasian/Non-Hispanic; 42% female) with ADHD (n = 42) and without ADHD (n = 35). Results of Bayesian mixed-model ANOVAs indicated that using context clues to infer the emotion state of others competed for neurocognitive resources with the processes involved in rehearsing/maintaining information within working memory (BF₁₀ = 1.57 × 10¹⁹, d = 0.72). Importantly, there was significant evidence against the critical Group × Condition interaction for response times (BF₀₁ = 4.93), and no significant evidence for this interaction for accuracy (BF₀₁ = 2.40). In other words, children with ADHD do not infer emotions more slowly than children without ADHD (d = 0.13), and their small magnitude impairment in accuracy (d = 0.30) was attributable to their generally less accurate performance on choice-response tasks (i.e., across both emotion and control conditions). Taken together, the evidence indicates that emotion inference abilities are likely unimpaired in pediatric ADHD and that working memory is implicated in the ability to infer emotion from context for all children-not just children with ADHD. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Golubchik P, Weizman A. Poor performance of the 'child Reading the Mind in the Eyes Test' correlates with poorer social-emotional functioning in children with attention-deficit/hyperactivity disorder. Int Clin Psychopharmacol 2020; 35:105-108. [PMID: 32000178 DOI: 10.1097/yic.0000000000000299] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
The performance of the 'child Reading the Mind in the Eyes Test' (cRMET), a measure of Theory of Mind (ToM), was assessed in children with attention-deficit/hyperactivity disorder (ADHD) with relation to social-emotional functioning and ADHD severity. The impact of a single dose of methylphenidate on cRMET performance was evaluated. A group of 25 children aged 7-17 years diagnosed with ADHD were assessed at baseline by cRMET, the Strengths and Difficulties Questionnaire (SDQ) and the ADHD-rating scale. cRMET assessment was repeated after administration of a single dose of methylphenidate. Significant correlation was found between the age of the participant and baseline cRMET levels (r = 0.56; P = 0.0037). Significant correlation was found between poorer cRMET performance and worse socioemotional functioning, as reflected by higher baseline SDQ scores (r = -0.39, P = 0.048). No significant correlations were found at baseline between cRMET scores and ADHD severity. No significant improvement in cRMET was detected following administration of a single methylphenidate dose. Poor baseline ToM functioning is associated with lower social-emotional functioning. The ToM functioning improves with age in children with ADHD, but is not affected by a single methylphenidate administration.
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Affiliation(s)
- Pavel Golubchik
- Child and Adolescent Outpatient Clinic, Geha Mental Health Center, Petah Tikva
- Department of Psychiatry, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv
| | - Abraham Weizman
- Department of Psychiatry, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv
- Research Unit, Geha Mental Health Center
- Felsenstein Medical Research Center, Sackler Faculty of Medicine, Tel Aviv University, Petah Tikva, Israel
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Löytömäki J, Ohtonen P, Laakso ML, Huttunen K. The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2020; 55:231-242. [PMID: 31797474 DOI: 10.1111/1460-6984.12514] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2018] [Revised: 09/12/2019] [Accepted: 10/21/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Many children with neurodevelopmental disorders such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) or developmental language disorder (DLD) have difficulty recognizing and understanding emotions. However, the reasons for these difficulties are currently not well understood. AIMS To compare the emotion recognition skills of children with neurodevelopmental disorders as well as those children's skills with the skills of their typically developing (TD) age peers. Also, to identify the role of underlying factors in predicting emotion recognition skills. METHODS & PROCEDURES The 6-10-year-old children (n = 50) who participated in the study had either ASD, ADHD or DLD and difficulties recognizing emotions from face and/or in voice. TD age peers (n = 106) served as controls. Children's skills were tested using six forced-choice tasks with emotional nonsense words, meaningful emotional sentences, the FEFA 2 test, photographs, video clips and a task in which facial expressions and tones of voice had to be matched. Expressive vocabulary, rapid serial naming, auditory and visual working memory and Theory of Mind skills were explored as possible explanatory factors of the emotion recognition difficulties of the diagnosed children. OUTCOMES & RESULTS Children with ASD, ADHD or DLD did not significantly differ from each other in their linguistic or cognitive skills. Moreover, there were only minor differences between children with these diagnoses in recognizing facial expressions and emotional tone of voice and matching the two. The only significant difference was that children with ADHD recognized facial expressions in photographs better than children with DLD. The participants with diagnoses scored significantly lower than the controls in all but one emotion recognition tasks presented. According to the linear regression analysis, first-order Theory of Mind skills predicted the delay relative to typical development in the recognition of facial expressions in the FEFA 2 test, and expressive vocabulary and working memory skills together predicted the delay in the recognition of emotions in the matching task. CONCLUSIONS & IMPLICATIONS Children with ASD, ADHD or DLD showed very similar emotion recognition skills and were also found to be significantly delayed in their development of these skills. Some predictive factors related to linguistic and cognitive skills were found for these difficulties. Information about impaired emotion recognition and underlying linguistic and cognitive skills helps to select intervention procedures. Without this information, therapy might unnecessarily focus on only symptoms.
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Affiliation(s)
- Joanna Löytömäki
- Department of Logopedics, Abo Akademi University, Turku, Finland
- Faculty of Humanities/Research Unit of Logopedics and Child Language Research Center, University of Oulu, Oulu, Finland
| | - Pasi Ohtonen
- Division of Operative Care, Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
| | | | - Kerttu Huttunen
- Faculty of Humanities/Research Unit of Logopedics and Child Language Research Center, University of Oulu, Oulu, Finland
- PEDEGO Research Unit, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu, Finland
- Oulu University Hospital, Department of Otorhinolaryngology, Head and Neck Surgery, Oulu, Oulu, Finland
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The Influence of Maternal Schizotypy on the perception of Facial Emotional Expressions during Infancy: an Event-Related Potential Study. Infant Behav Dev 2020; 58:101390. [DOI: 10.1016/j.infbeh.2019.101390] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2018] [Revised: 10/15/2019] [Accepted: 10/30/2019] [Indexed: 01/05/2023]
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Shimamura K, Inoue T, Ichikawa H, Nakato E, Sakuta Y, Kanazawa S, Yamaguchi MK, Kakigi R, Sakuta R. Hemodynamic response to familiar faces in children with ADHD. Biopsychosoc Med 2019; 13:30. [PMID: 31798682 PMCID: PMC6882321 DOI: 10.1186/s13030-019-0172-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Accepted: 11/14/2019] [Indexed: 11/10/2022] Open
Abstract
Background School-age children with attention deficit hyperactivity disorder (ADHD) have difficulties in interpersonal relationships, in addition to impaired facial expression perception and recognition. For successful social interactions, the ability to discriminate between familiar and unfamiliar faces is critical. However, there are no published reports on the recognition of familiar and unfamiliar faces by children with ADHD. Methods We evaluated the neural correlates of familiar and unfamiliar facial recognition in children with ADHD compared to typically developing (TD) children. We used functional near-infrared spectroscopy (fNIRS) to measure hemodynamic responses on the bilateral temporal regions while participants looked at photographs of familiar and unfamiliar faces. Nine boys with ADHD and 14 age-matched TD boys participated in the study. fNIRS data were Z-scored prior to analysis. Results During familiar face processing, TD children only showed significant activity in the late phase, while ADHD children showed significant activity in both the early and late phases. Additionally, the boys with ADHD did not show right hemispheric lateralization to familiar faces. Conclusions This study is the first to assess brain activity during familiar face processing in boys with ADHD using fNIRS. These findings of atypical patterns of brain activity in boys with ADHD may be related to social cognitive impairments from ADHD.
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Affiliation(s)
- Keiichi Shimamura
- 1Child Development and Psychosomatic Medicine Center, Dokkyo Medical University Saitama Medical Center, 2-1-50, Minami-Koshigaya, Koshigaya-shi, Saitama-Ken, 343-8555 Japan
| | - Takeshi Inoue
- 1Child Development and Psychosomatic Medicine Center, Dokkyo Medical University Saitama Medical Center, 2-1-50, Minami-Koshigaya, Koshigaya-shi, Saitama-Ken, 343-8555 Japan.,2Department of Pediatrics, Dokkyo Medical University Saitama Medical Center, Saitama, Japan.,3Department of Diagnostic Imaging, Program in Neurosciences & Mental Health, Hospital for Sick Children, Toronto, Ontario Canada
| | - Hiroko Ichikawa
- 4Faculty of Science and Technology, Tokyo University of Science, Chiba, Japan
| | - Emi Nakato
- 5Department of Clothing, Osaka Shoin Women's University, Osaka, Japan
| | - Yuiko Sakuta
- 6Faculty of Human Life Sciences, Jissen Women's University, Tokyo, Japan
| | - So Kanazawa
- 7Department of Psychology, Japan Women's University, Kanagawa, Japan
| | | | - Ryusuke Kakigi
- 9Department of Integrative Physiology, National Institute for Physiological Sciences, Aichi, Japan
| | - Ryoichi Sakuta
- 2Department of Pediatrics, Dokkyo Medical University Saitama Medical Center, Saitama, Japan
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Lindholm P, Lieslehto J, Nikkinen J, Moilanen I, Hurtig T, Veijola J, Miettunen J, Kiviniemi V, Ebeling H. Brain response to facial expressions in adults with adolescent ADHD. Psychiatry Res Neuroimaging 2019; 292:54-61. [PMID: 31536947 DOI: 10.1016/j.pscychresns.2019.09.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/11/2018] [Revised: 09/01/2019] [Accepted: 09/05/2019] [Indexed: 12/29/2022]
Abstract
The symptoms of ADHD tend to have continuity to adulthood even though the diagnostic criteria were no longer fulfilled. The aim of our study was to find out possible differences in BOLD signal in the face-processing network between adults with previous ADHD (pADHD, n = 23) and controls (n = 29) from the same birth cohort when viewing dynamic facial expressions. The brain imaging was performed using a General Electric Signa 1.5 Tesla HDX. Dynamic facial expression stimuli included happy and fearful expressions. The pADHD group demonstrated elevated activity in the left parietal area during fearful facial expression. The Network Based Statistics including multiple areas demonstrated higher functional connectivity in attention related network during visual exposure to happy faces in the pADHD group. Conclusions: We found differences in brain responses to facial emotional expressions in individuals with previous ADHD compared to control group in a number of brain regions including areas linked to processing of facial emotional expressions and attention. This might indicate that although these individuals no longer fulfill the ADHD diagnosis, they exhibit overactive network properties affecting facial processing.
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Affiliation(s)
- Päivi Lindholm
- PEDEGO Research Unit, Child Psychiatry, University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland; Clinic of Child Psychiatry, Oulu University Hospital, P.O. Box 26, FI-90029 Oulu, Finland.
| | - Johannes Lieslehto
- Research Unit of Clinical Neuroscience, Psychiatry, University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland; Section for Neurodiagnostic Applications, Department of Psychiatry, Ludwig Maximilian University, Nussbaumstrasse 7, 80336, Munich, Bavaria, Germany
| | - Juha Nikkinen
- Medical Research Center Oulu, Oulu University Hospital and University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland; Department of Diagnostic Radiology, Oulu University Hospital, P.O. Box 50, FI-90029 Oulu, Finland; Department of Oncology and Radiotherapy, Oulu University Hospital, P.O. Box 20, FI-90029 Oulu, Finland; Research Unit of Medical Imaging, Physics and Technology, University of Oulu, Oulu, Finland.
| | - Irma Moilanen
- PEDEGO Research Unit, Child Psychiatry, University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland; Clinic of Child Psychiatry, Oulu University Hospital, P.O. Box 26, FI-90029 Oulu, Finland.
| | - Tuula Hurtig
- PEDEGO Research Unit, Child Psychiatry, University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland; Clinic of Child Psychiatry, Oulu University Hospital, P.O. Box 26, FI-90029 Oulu, Finland; Research Unit of Clinical Neuroscience, Psychiatry, University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland.
| | - Juha Veijola
- Research Unit of Clinical Neuroscience, Psychiatry, University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland; Clinic of Psychiatry, University Hospital of Oulu, P.O.Box 26, FI-90029 Oulu, Finland.
| | - Jouko Miettunen
- Research Unit of Clinical Neuroscience, Psychiatry, University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland.
| | - Vesa Kiviniemi
- Medical Research Center Oulu, Oulu University Hospital and University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland; Department of Diagnostic Radiology, Oulu University Hospital, P.O. Box 50, FI-90029 Oulu, Finland.
| | - Hanna Ebeling
- PEDEGO Research Unit, Child Psychiatry, University of Oulu, P.O. Box 5000, FI-90014 Oulu, Finland; Clinic of Child Psychiatry, Oulu University Hospital, P.O. Box 26, FI-90029 Oulu, Finland.
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Wells EL, Day TN, Harmon SL, Groves NB, Kofler MJ. Are emotion recognition abilities intact in pediatric ADHD? Emotion 2019; 19:1192-1205. [PMID: 30475028 PMCID: PMC6535378 DOI: 10.1037/emo0000520] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Extant studies suggest that children with attention-deficit/hyperactivity disorder (ADHD) may make more errors and respond more slowly on tasks that require them to identify emotions based on facial affect. It is unclear, however, whether these findings reflect a unique deficit in emotion recognition, or more general difficulty with choice-response tasks (i.e., tasks that require participants to select among a set of competing options). In addition, ADHD is associated with executive dysfunction, but there is inconsistent evidence regarding the extent to which top-down cognitive control is involved in emotion recognition. The current study used a series of four counterbalanced tasks to systematically manipulate emotional content and working memory demands to determine (a) whether children with ADHD exhibit a unique facial affect recognition deficit and (b) the extent to which facial affect recognition is an automatic versus controlled process that depends in part on working memory. Bayesian results from a carefully phenotyped sample of 64 children ages 8 to 13 (M = 10.42, SD = 1.56; 26 girls; 67% Caucasian/non-Hispanic) with ADHD (n = 35) and without ADHD (n = 29) indicated that working memory is involved in children's ability to efficiently infer emotional state from facial affect (BF₁₀= 4.59 × 10¹⁴). Importantly, there was significant evidence against deficits in emotion recognition for children with ADHD. The ADHD/non-ADHD groups were statistically equivalent in terms of recognition accuracy (BF₀₁ = 1.32 × 10⁵⁴, d = -0.18), and the ADHD group's slower recognition speed was parsimoniously explained by difficulty with choice-response tasks rather than unique to emotional stimuli (BF₁₀ = 3.23, d = 0.31). These findings suggest that emotion recognition abilities are intact in children with ADHD, and highlight the need to control for impaired bottom-up (choice-response) and top-down abilities (working memory) when investigating emotional functioning in ADHD. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Lai MC, Kassee C, Besney R, Bonato S, Hull L, Mandy W, Szatmari P, Ameis SH. Prevalence of co-occurring mental health diagnoses in the autism population: a systematic review and meta-analysis. Lancet Psychiatry 2019; 6:819-829. [PMID: 31447415 DOI: 10.1016/s2215-0366(19)30289-5] [Citation(s) in RCA: 688] [Impact Index Per Article: 137.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/04/2019] [Revised: 07/01/2019] [Accepted: 07/02/2019] [Indexed: 12/26/2022]
Abstract
BACKGROUND Co-occurring mental health or psychiatric conditions are common in autism, impairing quality of life. Reported prevalences of co-occurring mental health or psychiatric conditions in people with autism range widely. Improved prevalence estimates and identification of moderators are needed to enhance recognition and care, and to guide future research. METHODS In this systematic review and meta-analysis, we searched MEDLINE, Embase, PsycINFO, Scopus, Web of Science, and grey literature for publications between Jan 1, 1993, and Feb 1, 2019, in English or French, that reported original research using an observational design on the prevalence of co-occurring mental health conditions in people with autism and reported confirmed clinical diagnoses of the co-occurring conditions and autism using DSM or ICD criteria. For co-occurring mental health conditions reported with at least 15 datapoints (studies), we assessed risk of bias and we determined pooled estimates of prevalence for different co-occurring conditions in autism using random-effects models, and descriptively compared these with prevalence estimates for the general population from the literature (post hoc). We investigated heterogeneity in prevalence estimates using random-effects meta-regression models. This systematic review is registered with PROSPERO, CRD42018103176. FINDINGS Of 9746 unique studies identified, 432 were selected for full-text review. 100 studies were eligible for inclusion in our qualitative synthesis, of which 96 were included in our meta-analyses. 11 categories of co-occurring conditions were investigated, of which eight conditions were included in the meta-analyses and three were descriptively synthesised (ie, trauma and stressor-related disorders, substance-related and addictive disorders, and gender dysphoria). From our meta-analyses, we found overall pooled prevalence estimates of 28% (95% CI 25-32) for attention-deficit hyperactivity disorder; 20% (17-23) for anxiety disorders; 13% (9-17) for sleep-wake disorders; 12% (10-15) for disruptive, impulse-control, and conduct disorders; 11% (9-13) for depressive disorders; 9% (7-10) for obsessive-compulsive disorder; 5% (3-6) for bipolar disorders; and 4% (3-5) for schizophrenia spectrum disorders. Estimates in clinical sample-based studies were higher than in population-based and registry-based studies, and these estimates were mostly higher than those in the general population (post hoc). Age, gender, intellectual functioning, and country of study were associated with heterogeneity in prevalence estimates, yet remaining heterogeneity not explained was still substantial (all I2 >95%). INTERPRETATION Co-occurring mental health conditions are more prevalent in the autism population than in the general population. Careful assessment of mental health is an essential component of care for all people on the autism spectrum and should be integrated into clinical practice. FUNDING Academic Scholars Awards, Department of Psychiatry, University of Toronto; O'Brien Scholars Program, Slaight Family Child and Youth Mental Health Innovation Fund, and The Catherine and Maxwell Meighen Foundation via the Centre for Addiction and Mental Health Foundation.
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Affiliation(s)
- Meng-Chuan Lai
- The Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health and Campbell Family Mental Health Research Institute, Centre for Addiction and Mental Health, Toronto, ON, Canada; Centre for Brain and Mental Health and Department of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada; Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, ON, Canada; Autism Research Centre, Department of Psychiatry, University of Cambridge, Cambridge, UK; Department of Psychiatry, National Taiwan University Hospital and College of Medicine, Taipei, Taiwan.
| | - Caroline Kassee
- The Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health and Campbell Family Mental Health Research Institute, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Richard Besney
- The Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health and Campbell Family Mental Health Research Institute, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Sarah Bonato
- The Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health and Campbell Family Mental Health Research Institute, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Laura Hull
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - William Mandy
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Peter Szatmari
- The Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health and Campbell Family Mental Health Research Institute, Centre for Addiction and Mental Health, Toronto, ON, Canada; Centre for Brain and Mental Health and Department of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada; Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Stephanie H Ameis
- The Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health and Campbell Family Mental Health Research Institute, Centre for Addiction and Mental Health, Toronto, ON, Canada; Centre for Brain and Mental Health and Department of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada; Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
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Roles of age, gender and psychological difficulties in adolescent mentalizing. J Adolesc 2019; 74:120-129. [PMID: 31202040 DOI: 10.1016/j.adolescence.2019.06.007] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2018] [Revised: 03/10/2019] [Accepted: 06/10/2019] [Indexed: 11/21/2022]
Abstract
INTRODUCTION Adolescence is a critical period for the development of mentalizing - the imaginative capacity to understand one's own and others' behaviour in terms of underlying mental states. Yet, factors and mechanisms underlying individual differences in adolescent mentalizing remain poorly understood. This exploratory study examined whether and how a) age and gender and b) psychological difficulties correlate with mentalizing performance in adolescents from the general population. METHODS 89 adolescents from Geneva, Switzerland (54 females, age 12-17 years) completed a computerized task of mentalizing and a self-report measure of psychopathology. RESULTS Mentalizing performance improved with age. Males showed lower scores on the mentalizing task and made more hypermentalizing errors than females. The main findings revealed a negative association between mentalizing performance and self-reported attention problems. Post-hoc analyses further demonstrated that self-reported attentional difficulties were particularly associated with weaker scores on items requiring mentalizing about intentions, while self-reported withdrawal/depression symptoms were particularly associated with weaker scores on items requiring mentalizing about emotions and thoughts. CONCLUSION The present study highlights a negative association between attentional difficulties and mentalizing performance in community adolescents. Moreover, it provides preliminary evidence suggesting that age, gender and psychological difficulties can be distinctively associated with patterns of correct and incorrect mentalizing in community adolescents. Implications for future research and clinical practice are discussed.
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Genetic Correlation between Child Callous-Unemotional Behaviors and Fear Recognition Deficit: Evidence for a Neurocognitive Endophenotype. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019; 47:1483-1493. [DOI: 10.1007/s10802-019-00529-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
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Mikami AY, Miller M, Lerner MD. Social functioning in youth with attention-deficit/hyperactivity disorder and autism spectrum disorder: transdiagnostic commonalities and differences. Clin Psychol Rev 2019; 68:54-70. [PMID: 30658861 DOI: 10.1016/j.cpr.2018.12.005] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Revised: 09/12/2018] [Accepted: 12/31/2018] [Indexed: 12/21/2022]
Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are both neurodevelopmental disorders originating in childhood with high associated impairments and public health significance. There has been growing recognition of the frequent co-occurrence, and potential interrelatedness, between ADHD and ASD without intellectual disability. In fact, the most recent (5th) edition of the DSM is the first to allow ADHD and ASD to be diagnosed in the same individual. The study of transdiagnostic features in ADHD and ASD is important for understanding, and treating, these commonly co-occurring disorders. Social impairment is central to the description and prognosis of both disorders, and many youth with some combination of ADHD and ASD present to clinics for social skills training interventions. However, the aspects of social functioning that are impaired may have both shared and distinct features between the two disorders, relating to some overlapping and some diverse etiologies of social problems in ADHD compared to ASD. These findings have implications for interventions to address social problems in youth with these conditions. We conclude with a discussion about areas for future research and novel intervention targets in youth with ADHD, ASD, and their comorbidity.
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Affiliation(s)
| | - Meghan Miller
- University of California Davis MIND Institute, Sacramento, CA, USA
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Berenguer C, Roselló B, Colomer C, Baixauli I, Miranda A. Children with autism and attention deficit hyperactivity disorder. Relationships between symptoms and executive function, theory of mind, and behavioral problems. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 83:260-269. [PMID: 30368089 DOI: 10.1016/j.ridd.2018.10.001] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2017] [Revised: 08/14/2018] [Accepted: 10/06/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The underlying mechanisms of comorbidity between autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are still unknown. Executive function (EF) deficits and theory of mind (ToM) have been the most investigated cognitive processes. AIMS This study proposed to analyze EF, ToM and behavioral problems in children with ASD + ADHD, ADHD, ASD and typical development (TD). The relationship between ADHD and ASD symptoms with EF, ToM and behavioral problems in children with ASD + ADHD was also explored. METHODS AND PROCEDURES Participants were 124 children between 7 and 11 years old (22 ASD + ADHD, 35 ADHD, 30 ASD, and 37 TD), matched on age and IQ. Teachers evaluated EF, and parents assessed ToM skills and behavioral problems through Strengths and Difficulties Questionnaire (SDQ). OUTCOMES AND RESULTS Children with ASD + ADHD and ADHD showed impairments in EF whereas the difficulties in ToM skills of ASD + ADHD group were similar to ASD group. Inattention symptoms were significantly associated with EF metacognitive deficits and ToM difficulties in ASD + ADHD, while ASD symptoms were associated with total score in behavioral problems. CONCLUSIONS AND IMPLICATIONS These findings show the complex difficulties of children with both ASD and ADHD and support the need to take these difficulties into account when designing the treatments.
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Affiliation(s)
- Carmen Berenguer
- Department of Educational Psychology, Faculty of Psychology - University of Valencia, Avda. Blasco Ibáñez, 21, 46010, Valencia, Spain.
| | - Belén Roselló
- Department of Educational Psychology, Faculty of Psychology - University of Valencia, Avda. Blasco Ibáñez, 21, 46010, Valencia, Spain.
| | - Carla Colomer
- Department of Education, Didactics and School Organization, University Jaume I, Av. de Vicent Sos Baynat, s/n, 12071, Castellón de la Plana, Spain.
| | - Inmaculada Baixauli
- Department of Occupational Sciences, Speech Therapy, Evolutionary and Educational Psychology, Faculty of Psychology, Teaching and Education Sciences, Catholic University of Valencia "San Vicente Mártir", C/Guillem de Castro, 175, 46008, Valencia, Spain.
| | - Ana Miranda
- Department of Educational Psychology, Faculty of Psychology - University of Valencia, Avda. Blasco Ibáñez, 21, 46010, Valencia, Spain.
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Şahin B, Karabekiroğlu K, Bozkurt A, Usta MB, Aydın M, Çobanoğlu C. The Relationship of Clinical Symptoms with Social Cognition in Children Diagnosed with Attention Deficit Hyperactivity Disorder, Specific Learning Disorder or Autism Spectrum Disorder. Psychiatry Investig 2018; 15:1144-1153. [PMID: 30518170 PMCID: PMC6318495 DOI: 10.30773/pi.2018.10.01] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/24/2018] [Accepted: 10/01/2018] [Indexed: 12/27/2022] Open
Abstract
OBJECTIVE One of the areas of social cognition is Theory of Mind (ToM) is defined as the capacity to interpret, infer and explain mental states underlying the behavior of others. When social cognition studies on neurodevelopmental disorders are examined, it can be seen that this skill has not been studied sufficiently in children with Specific Learning Disorder (SLD). METHODS In this study, social cognition skills in children diagnosed with attention deficit hyperactivity disorder (ADHD), SLD or Autism Spectrum Disorder (ASD) evaluated before puberty and compared with controls. To evaluate the ToM skills, the first and secondorder false belief tasks, the Hinting Task, the Faux Pas Test and the Reading the Mind in the Eyes Task were used. RESULTS We found that children with neurodevelopmental disorders as ADHD, ASD, and SLD had ToM deficits independent of intelligence and language development. There was a significant correlation between social cognition deficits and problems experienced in many areas such as social communication and interaction, attention, behavior, and learning. CONCLUSION Social cognition is an important area of impairment in SLD and there is a strong relationship between clinical symptoms and impaired functionality.
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Affiliation(s)
- Berkan Şahin
- Department of Child and Adolescent Psychiatry, Iğdır State Hospital, Iğdır, Turkey
| | - Koray Karabekiroğlu
- Department of Child and Adolescent Psychiatry, Ondokuz Mayıs University Faculty of Medicine, Samsun, Turkey
| | - Abdullah Bozkurt
- Department of Child and Adolescent Psychiatry, Konya Training And Research Hospital, Konya, Turkey
| | - Miraç BarıŞ Usta
- Department of Child and Adolescent Psychiatry, Samsun Training And Research Hospital, Samsun, Turkey
| | - Muazzez Aydın
- Department of Child and Adolescent Psychiatry, Ondokuz Mayıs University Faculty of Medicine, Samsun, Turkey
| | - Cansu Çobanoğlu
- Department of Child and Adolescent Psychiatry, Ondokuz Mayıs University Faculty of Medicine, Samsun, Turkey
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Waddington F, Hartman C, de Bruijn Y, Lappenschaar M, Oerlemans A, Buitelaar J, Franke B, Rommelse N. An emotion recognition subtyping approach to studying the heterogeneity and comorbidity of autism spectrum disorders and attention-deficit/hyperactivity disorder. J Neurodev Disord 2018; 10:31. [PMID: 30442088 PMCID: PMC6238263 DOI: 10.1186/s11689-018-9249-6] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/16/2018] [Accepted: 10/31/2018] [Indexed: 11/10/2022] Open
Abstract
Background Emotion recognition dysfunction has been reported in both autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD). This suggests that emotion recognition is a cross-disorder trait that may be utilised to understand the heterogeneous psychopathology of ASD and ADHD. We aimed to identify emotion recognition subtypes and to examine their relation with quantitative and diagnostic measures of ASD and ADHD to gain further insight into disorder comorbidity and heterogeneity. Methods Factor mixture modelling was used on speed and accuracy measures of auditory and visual emotion recognition tasks. These were administered to children and adolescents with ASD (N = 89), comorbid ASD + ADHD (N = 64), their unaffected siblings (N = 122), ADHD (N = 111), their unaffected siblings (N = 69), and controls (N = 220). Identified classes were compared on diagnostic and quantitative symptom measures. Results A four-class solution was revealed, with the following emotion recognition abilities: (1) average visual, impulsive auditory; (2) average-strong visual and auditory; (3) impulsive/imprecise visual, average auditory; (4) weak visual and auditory. The weakest performing class (4) contained the highest percentage of patients (66.07%) and the lowest percentage controls (10.09%), scoring the highest on ASD/ADHD measures. The best performing class (2) demonstrated the opposite: 48.98% patients, 15.26% controls with relatively low scores on ASD/ADHD measures. Conclusions Subgroups of youths can be identified that differ both in quantitative and qualitative aspects of emotion recognition abilities. Weak emotion recognition abilities across sensory domains are linked to an increased risk for ASD as well as ADHD, although emotion recognition impairments alone are neither necessary nor sufficient parts of these disorders. Electronic supplementary material The online version of this article (10.1186/s11689-018-9249-6) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Francesca Waddington
- Department of Human Genetics, Radboud University Medical Center Nijmegen, Geert Grooteplein Zuid 10, 6525 GA, Nijmegen, The Netherlands. .,Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.
| | - Catharina Hartman
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion Regulation (ICPE), University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Yvette de Bruijn
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.,Karakter Child and Adolescent Psychiatry University Centre, Reinier Postlaan 12, 6525 GC, Nijmegen, The Netherlands
| | - Martijn Lappenschaar
- Department of Geriatrics, Radboud University Medical Centre, Nijmegen, The Netherlands
| | - Anoek Oerlemans
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion Regulation (ICPE), University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Jan Buitelaar
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.,Karakter Child and Adolescent Psychiatry University Centre, Reinier Postlaan 12, 6525 GC, Nijmegen, The Netherlands.,Department of Cognitive Neuroscience, Radboud University Medical Centre, Nijmegen, The Netherlands
| | - Barbara Franke
- Department of Human Genetics, Radboud University Medical Center Nijmegen, Geert Grooteplein Zuid 10, 6525 GA, Nijmegen, The Netherlands.,Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.,Department of Psychiatry, Radboud University Medical Centre, Nijmegen, The Netherlands
| | - Nanda Rommelse
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands. .,Karakter Child and Adolescent Psychiatry University Centre, Reinier Postlaan 12, 6525 GC, Nijmegen, The Netherlands. .,Department of Psychiatry, Radboud University Medical Centre, Nijmegen, The Netherlands.
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Categorical emotion recognition from voice improves during childhood and adolescence. Sci Rep 2018; 8:14791. [PMID: 30287837 PMCID: PMC6172235 DOI: 10.1038/s41598-018-32868-3] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2017] [Accepted: 08/20/2018] [Indexed: 11/16/2022] Open
Abstract
Converging evidence demonstrates that emotion processing from facial expressions continues to improve throughout childhood and part of adolescence. Here we investigated whether this is also the case for emotions conveyed by non-linguistic vocal expressions, another key aspect of social interactions. We tested 225 children and adolescents (age 5–17) and 30 adults in a forced-choice labeling task using vocal bursts expressing four basic emotions (anger, fear, happiness and sadness). Mixed-model logistic regressions revealed a small but highly significant change with age, mainly driven by changes in the ability to identify anger and fear. Adult-level of performance was reached between 14 and 15 years of age. Also, across ages, female participants obtained better scores than male participants, with no significant interaction between age and sex effects. These results expand the findings showing that affective prosody understanding improves during childhood; they document, for the first time, continued improvement in vocal affect recognition from early childhood to mid- adolescence, a pivotal period for social maturation.
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