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Crisci G, Cardillo R, Mammarella IC. Social Functioning in Children and Adolescents with ADHD and Autism Spectrum Disorder: A Cross-Disorder Comparison. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2024; 53:489-502. [PMID: 38551850 DOI: 10.1080/15374416.2024.2330479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/22/2024]
Abstract
OBJECTIVE Social functioning can be defined according to three main components: social perception, social performance, and social knowledge. Although they are important in daily life relationships and in children's adaptation, these components have never been tested together in children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD) or with Autism Spectrum Disorder (ASD) using lab-based tasks. The present study used a cross-disorder approach to compare the performance of children with ADHD and ASD and non-diagnosed (ND) peers utilizing a task that involves these three fundamental social functioning components. METHODS Two hundred and twenty-five Italian children (86% boys) aged between 8 and 16 (66 with a clinical diagnosis of ADHD; 51 with a clinical diagnosis of ASD, level 1; 108 ND children) were enrolled. The three groups were matched for age, gender, and IQ. Social functioning was assessed using a lab-based task, including videos of problematic interactions among peers, created ad hoc for the study, and a semi-structured interview based on the Social Information Processing model. RESULTS Data were analyzed using one-way ANOVAs and multinomial mixed effects models. Our findings suggested that both groups with ADHD and ASD presented social functioning difficulties in comparison to ND children. However, a different pattern of performance emerged. Children with ADHD showed higher difficulties in social performance than those with ASD, whereas autistic children revealed more difficulties in social perception and in some aspects of social knowledge. CONCLUSIONS Our findings have important clinical implications for assessment, intervention, and differential diagnosis, and should encourage clinicians to investigate different aspects of social functioning and identify specific strengths and weaknesses in each social profile.
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Affiliation(s)
- Giulia Crisci
- Department of Developmental and Social Psychology, University of Padova
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padova
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Min MO, Albert JM, Minnes S, Kim JY, Kim SK, Singer LT. Prenatal cocaine exposure and self-reported behavioral adjustments from ages 12 to 21: environmental pathways. Psychol Med 2024; 54:721-731. [PMID: 37614188 DOI: 10.1017/s0033291723002404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/25/2023]
Abstract
BACKGROUND In a birth-cohort study, we followed offspring with prenatal cocaine exposure (PCE) to investigate longitudinal associations of PCE with self-reported behavioral adjustment from early adolescence to emerging adulthood (EA). Environmental pathways (family functioning, non-kinship care, maltreatment) were specified as potential mediators of PCE. METHODS Participants were 372 (190 PCE; 47% male), primarily Black, low socioeconomic status, enrolled at birth. Internalizing and externalizing behaviors were assessed using Youth Self-Report at ages 12 and 15 and Adult Self-Report at age 21. Extended random-intercept cross-lagged panel modeling was used to account for potential bidirectional relationships between internalizing and externalizing behaviors over time, examining potential mediators. RESULTS Adjusting for covariates, significant indirect effects were found for each mediator at different ages. For family functioning, these were both internalizing (β = 0.83, p = 0.04) and externalizing behaviors (β = 1.58, p = 0.02) at age 12 and externalizing behaviors at age 15 (β = 0.51, p = 0.03); for non-kinship care, externalizing behaviors at ages 12 (β = 0.63, p = 0.02) and 15 (β = 0.20, p = 0.03); and for maltreatment, both internalizing and externalizing behaviors at ages 15 (β = 0.64, p = 0.02 for internalizing; β = 0.50, p = 0.03 for externalizing) and 21 (β = 1.39, p = 0.01 for internalizing; β = 1.11, p = 0.01 for externalizing). Direct associations of PCE with internalizing and externalizing behaviors were not observed, nor cross-lagged relationships between internalizing and externalizing behaviors. CONCLUSIONS Negative associations of PCE with behavioral adjustment persist into EA via environmental pathways, specifying intervention points to disrupt adverse pathways toward healthy development.
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Affiliation(s)
- Meeyoung O Min
- College of Social Work, University of Utah, Salt Lake City, Utah, USA
| | - Jeffrey M Albert
- Department of Population and Quantitative Health Sciences, School of Medicine, Case Western Reserve University, Cleveland, Ohio, USA
| | - Sonia Minnes
- Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, Cleveland, Ohio, USA
| | - June-Yung Kim
- Department of Social Work, College of Nursing and Professional Disciplines, University of North Dakota, Grand Forks North Dakota, USA
| | - Sun-Kyung Kim
- Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, Cleveland, Ohio, USA
| | - Lynn T Singer
- Department of Population and Quantitative Health Sciences, School of Medicine, Case Western Reserve University, Cleveland, Ohio, USA
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van Cappellen SM, Kühl E, Schuiringa HD, Matthys W, van Nieuwenhuijzen M. Social information processing, normative beliefs about aggression and parenting in children with mild intellectual disabilities and aggressive behavior. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 136:104468. [PMID: 36893581 DOI: 10.1016/j.ridd.2023.104468] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 01/25/2023] [Accepted: 02/22/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND High levels of aggressive behavior in children with mild intellectual disabilities to borderline intellectual functioning (MID-BIF) are associated with deviant social information processing (SIP) steps. The current study investigated deviant SIP as a mediating mechanism linking both children's normative beliefs about aggression and parenting to aggressive behavior in children with MID-BIF. Additionally, the mediating role of normative beliefs about aggression in linking parenting and deviant SIP was investigated. METHODS 140 children with MID-BIF in community care in the Netherlands, their parent(s) or caretaker(s), and their teacher participated in this cross-sectional study. Structural equation modeling was performed to test mediations. Models were run separately for parent and teacher reports of aggression, and included three deviant SIP steps (interpretation, response generation, response selection). RESULTS A total indirect effect through deviant SIP steps was found from normative beliefs about aggression to teacher-reported aggression, but not to parent-reported aggression. An indirect effect was found from positive parenting through normative beliefs about aggression to deviant SIP. CONCLUSION The results of this study suggest that, next to deviant SIP and parenting, normative beliefs about aggression may be a relevant intervention target for children with MID-BIF and aggressive behavior.
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Affiliation(s)
- S Marjolein van Cappellen
- Department of Developmental Psychology, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands; Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands.
| | - Eva Kühl
- Department of Developmental Psychology, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands.
| | - Hilde D Schuiringa
- Department of Developmental Psychology, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands.
| | - Walter Matthys
- Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands.
| | - Maroesjka van Nieuwenhuijzen
- Research Institute Child Development and Education, University of Amsterdam, Nieuwe Achtergracht 127, 1001 NG Amsterdam, the Netherlands; Expect Jeugd, Paasheuvelweg 9, 1105 BE Amsterdam, the Netherlands.
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Matthys W, Schutter DJLG. Moral Thinking and Empathy in Cognitive Behavioral Therapy for Children and Adolescents with Conduct Problems: A Narrative Review. Clin Child Fam Psychol Rev 2023; 26:401-415. [PMID: 36905479 PMCID: PMC10123041 DOI: 10.1007/s10567-023-00429-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/18/2023] [Indexed: 03/12/2023]
Abstract
Cognitive behavioral therapy (CBT) for conduct problems in children and adolescents aims to decrease behaviors which may be considered moral transgressions (e.g., aggressive and antisocial behavior) and to increase behaviors that benefit others (e.g., helping, comforting). However, the moral aspects underlying these behaviors have received relatively little attention. In view of increasing the effectiveness of CBT for conduct problems, insights into morality and empathy based on studies from developmental psychology and cognitive neuroscience are reviewed and integrated into a previously proposed model of social problem-solving (Matthys & Schutter, Clin Child Fam Psychol Rev 25:552-572, 2022). Specifically, this narrative review discusses developmental psychology studies on normative beliefs in support of aggression and antisocial behavior, clarification of goals, and empathy. These studies are complemented by cognitive neuroscience research on harm perception and moral thinking, harm perception and empathy, others' beliefs and intentions, and response outcome learning and decision-making. A functional integration of moral thinking and empathy into social problem-solving in group CBT may contribute to the acceptance of morality-related issues by children and adolescents with conduct problems.
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Affiliation(s)
- Walter Matthys
- Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
| | - Dennis J L G Schutter
- Department of Experimental Psychology, Helmholtz Institute, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
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Vanwalleghem S, Miljkovitch R, Vinter A. Effects of intellectual disability and attachment on hostile intent attribution bias. Attach Hum Dev 2022; 24:732-749. [PMID: 35997252 DOI: 10.1080/14616734.2022.2109695] [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: 12/14/2022]
Abstract
Understanding hostile intent attribution (HIA) seems important for prevention of problems in social adaptation. This study aimed to explore whether HIA in childhood is determined by both a cognitive factor (i.e. intellectual disability) and an affective factor (i.e. attachment representations). One hundred and eight 8- to 12-year-old children (54 with intellectual disability and 54 with typical development) passed the Attachment Story Completion Task and the Intention Attribution Test for Children. Results indicated that in ambiguous situations, attachment disorganization was associated with HIA, whereas intellectual disability was not. In nonintentional situations, both attachment hyperactivation and intellectual disability were linked with HIA. These results highlight the importance of helping children develop organized attachment representations and optimal activation of their attachment system to prevent social maladaptation.
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Affiliation(s)
| | | | - Annie Vinter
- LEAD CNRS 5022, University of Bourgogne Franche-Comté, Dijon, France
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Matthys W, Schutter DJLG. Improving Our Understanding of Impaired Social Problem-Solving in Children and Adolescents with Conduct Problems: Implications for Cognitive Behavioral Therapy. Clin Child Fam Psychol Rev 2022; 25:552-572. [PMID: 35165840 DOI: 10.1007/s10567-021-00376-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/15/2021] [Indexed: 12/14/2022]
Abstract
In cognitive behavioral therapy (CBT) children and adolescents with conduct problems learn social problem-solving skills that enable them to behave in more independent and situation appropriate ways. Empirical studies on psychological functions show that the effectiveness of CBT may be further improved by putting more emphasis on (1) recognition of the type of social situations that are problematic, (2) recognition of facial expressions in view of initiating social problem-solving, (3) effortful emotion regulation and emotion awareness, (4) behavioral inhibition and working memory, (5) interpretation of the social problem, (6) affective empathy, (7) generation of appropriate solutions, (8) outcome expectations and moral beliefs, and (9) decision-making. To improve effectiveness, CBT could be tailored to the individual child's or adolescent's impairments of these psychological functions which may depend on the type of conduct problems and their associated problems.
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Affiliation(s)
- Walter Matthys
- Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
| | - Dennis J L G Schutter
- Department of Experimental Psychology, Helmholtz Institute, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
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Interpersonal Cognitive Biases in Children and Young People with Neurodevelopmental Disorders: A Systematic Review. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2021. [DOI: 10.1007/s40474-021-00239-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Abstract
Purpose of Review
Interpersonal cognitive biases have been linked to externalising and internalising problems. This systematic review investigates their role in children and young people with neurodevelopmental disorders (NDD), who have a high risk of experiencing such problems.
Recent Findings
With 16 identified studies, this is a widely under-recognised research area. The three studies conducted within the last 5 years focused on threat interpretation and its association with anxiety. No difference between children and young people with and without NDD was found in the eleven studies investigating hostile attribution of intent, of which the most recent is nearly a decade old. No studies addressed attention or memory bias towards ambiguous interpersonal information.
Summary
The scarcity and heterogeneity of research highlighted in this paper demonstrate the urgency to use standardised and accessible research methods to develop a strong evidence base regarding the potential content-specific interpretation bias in individuals with NDD.
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Schmidt NB, Vereenooghe L. Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment. Behav Res Ther 2021; 146:103949. [PMID: 34583306 DOI: 10.1016/j.brat.2021.103949] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2020] [Revised: 05/11/2021] [Accepted: 08/25/2021] [Indexed: 11/18/2022]
Abstract
The tendency to make hostile attributions in ambiguous social situations has been associated with aggression and may be targeted through cognitive bias modification for interpretations (CBM-I). Despite their high prevalence of aggression and internalising problems, children and young people with neurodevelopmental disorders (NDD) or special educational needs (SEN) are markedly absent from CBM-I studies. This pilot study investigates whether online CBM-I can reduce hostile attributions and reactive aggression in inclusive school pupils. In Study 1, 71 pupils (mean age = 12.2, SD = 1.5; 25.4% presented with NDD or SEN) were randomly allocated to complete three sessions of either CBM-I (n = 37) or active control training (n = 34). CBM-I involved interpreting ambiguous scenarios or faces in a non-hostile manner, whereas the control training involved attention and memory exercises without resolving ambiguity. Between-group comparison showed CBM-I to reduce both hostile attributions and reactive aggression. In Study 2, follow-up focus groups with 23 pupils demonstrated the acceptability of training content and delivery. Together, these findings show online CBM-I to be acceptable and effective at reducing both hostile attributions and reactive aggression in an inclusive setting. The possibility of intervention effects on behavioural outcomes and potential confounding variables require further investigation.
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Affiliation(s)
- Nora B Schmidt
- Faculty of Psychology and Sports Science, Bielefeld University, Germany.
| | - Leen Vereenooghe
- Faculty of Psychology and Sports Science, Bielefeld University, Germany
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Egger S. Susceptibility to Ingroup Influence in Adolescents With Intellectual Disability: A Minimal Group Experiment on Social Judgment Making. Front Psychol 2021; 12:671910. [PMID: 34512438 PMCID: PMC8423920 DOI: 10.3389/fpsyg.2021.671910] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 07/28/2021] [Indexed: 11/13/2022] Open
Abstract
Adolescents with intellectual disability (ID) experience challenges and uncertainty when making judgments about other people's intentions. In an attempt to achieve certainty, they might exhibit judgment tendencies that differ from those of typically developing adolescents. This study investigated social judgment making in adolescents with ID (n = 34, M age = 14.89 years, SD = 1.41 years) compared with chronological age-matched adolescents without ID (n = 34, M age = 14.68 years, SD = 1.15 years) and mental age (MA)-matched children (n = 34, M age = 7.93 years, SD = 0.64 years). Participants used a computer-based task to judge the hostility of persons (fictitious characters). Adolescents with ID were found to make more polarizing judgments (i.e., either positive or negative, as opposed to moderate judgments) and were more likely to be guided by the opinions of a fictitious peer ingroup (minimal group) compared with adolescents without ID. No such differences were found between adolescents with ID and MA-matched children. The results are discussed in terms of scientific and practical implications.
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Affiliation(s)
- Sara Egger
- Department of Special Needs Education, University of Fribourg, Fribourg, Switzerland
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Egger S, Nicolay P, Huber C, Müller CM. Increased openness to external influences in adolescents with intellectual disability: Insights from an experimental study on social judgments. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 113:103918. [PMID: 33690106 DOI: 10.1016/j.ridd.2021.103918] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Revised: 02/05/2021] [Accepted: 02/22/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Making appropriate social judgments about one's peers helps avoid negative influences from peers, yet the cognitive and adaptive difficulties experienced by adolescents with an intellectual disability (ID) may create challenges in this regard. PROCEDURE This study used a computer-based task to investigate how adolescents with ID (n = 34, M = 14.89 years, SD = 1.38) and comparison groups of chronological age-matched adolescents without ID (n = 34, M = 14.68, SD = 1.16) and mental age-matched children (n = 34, M = 7.88, SD = .62) make social judgments of photos of adolescents, and the degree to which they are influenced by non-social and social cues in performing this task. RESULTS Analyses showed adolescents with ID made significantly more polarizing judgments and showed a positivity bias compared to adolescents without ID. This judgment pattern was similar to that of younger mental age-matched children. Adolescents with ID were also significantly more influenced by non-social cues and peer opinions than adolescents from the control group. IMPLICATIONS The results provide new perspectives for future research and support of adolescents with ID.
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Affiliation(s)
- Sara Egger
- Department of Special Education, University of Fribourg, Switzerland.
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Matthys W, Schutter DJLG. Increasing Effectiveness of Cognitive Behavioral Therapy for Conduct Problems in Children and Adolescents: What Can We Learn from Neuroimaging Studies? Clin Child Fam Psychol Rev 2021; 24:484-499. [PMID: 33683495 PMCID: PMC8324588 DOI: 10.1007/s10567-021-00346-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/21/2021] [Indexed: 11/03/2022]
Abstract
Cognitive behavioral therapy (CBT) is particularly relevant for children from 7 years on and adolescents with clinical levels of conduct problems. CBT provides these children and adolescents with anger regulation and social problem-solving skills that enable them to behave in more independent and situation appropriate ways. Typically, CBT is combined with another psychological treatment such as behavioral parent training in childhood or an intervention targeting multiple systems in adolescence. The effectiveness of CBT, however, is in the small to medium range. The aim of this review is to describe how the effectiveness of CBT may be improved by paying more attention to a series of psychological functions that have been shown to be impaired in neuroimaging studies: (1) anger recognition, (2) the ability to generate situation appropriate solutions to social problems, (3) reinforcement-based decision making, (4) response inhibition, and (5) affective empathy. It is suggested that children and adolescents first become familiar with these psychological functions during group CBT sessions. In individual sessions in which the parents (and/or child care workers in day treatment and residential treatment) and the child or adolescent participate, parents then learn to elicit, support, and reinforce their child’s use of these psychological functions in everyday life (in vivo practice). In these individual sessions, working on the psychological functions is tailored to the individual child’s characteristic impairments of these functions. CBT therapists may also share crucial social-learning topics with teachers with a view to creating learning opportunities for children and adolescents at school.
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Affiliation(s)
- Walter Matthys
- Department of Child and Adolescent Studies, Utrecht University, Heidelberglaan 1, P.O. Box 80140, 3584 CS, Utrecht, The Netherlands. .,Department of Psychiatry, University Medical Center Utrecht, Heidelberglaan 100, P.O. Box 85500, 3508 GA, Utrecht, The Netherlands.
| | - Dennis J L G Schutter
- Department of Experimental Psychology, Helmholtz Institute, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
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