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Stainton A, Bryce S, Rattray A, Pert A, Zbukvic I, Fisher E, Anderson D, Bowden SC, Chakma S, Cheng N, Clark S, Crlenjak C, Francey S, Gao C, Gee D, Gelok E, Harris A, Hatfield L, Hopkins L, Jensen C, Morell R, O'Halloran C, Purdon S, Schubert KO, Scully A, Tang H, Thomas A, Thompson A, Uren J, Wood SJ, Zhao W, Allott K. Validating cognitive screening in young people with first-episode psychosis: The CogScreen protocol. Early Interv Psychiatry 2024. [PMID: 38794960 DOI: 10.1111/eip.13558] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Revised: 01/24/2024] [Accepted: 05/09/2024] [Indexed: 05/27/2024]
Abstract
AIM Cognitive impairments are a core feature of first-episode psychosis (FEP) and one of the strongest predictors of long-term psychosocial functioning. Cognition should be assessed and treated as part of routine clinical care for FEP. Cognitive screening offers the opportunity to rapidly identify and triage those in most need of cognitive support. However, there are currently no validated screening measures for young people with FEP. CogScreen is a hybrid effectiveness-implementation study which aims to evaluate the classification accuracy (relative to a neuropsychological assessment as a reference standard), test-retest reliability and acceptability of two cognitive screening tools in young people with FEP. METHODS Participants will be 350 young people (aged 12-25) attending primary and specialist FEP treatment centres in three large metropolitan cities (Adelaide, Sydney, and Melbourne) in Australia. All participants will complete a cross-sectional assessment over two sessions including two cognitive screening tools (Screen for Cognitive Impairment in Psychiatry and Montreal Cognitive Assessment), a comprehensive neuropsychological assessment battery, psychiatric and neurodevelopmental assessments, and other supplementary clinical measures. To determine the test-retest reliability of the cognitive screening tools, a subset of 120 participants will repeat the screening measures two weeks later. RESULTS The protocol, rationale, and hypotheses for CogScreen are presented. CONCLUSIONS CogScreen will provide empirical evidence for the validity and reliability of two cognitive screening tools when compared to a comprehensive neuropsychological assessment. The screening measures may later be incorporated into clinical practice to assist with rapid identification and treatment of cognitive deficits commonly experienced by young people with FEP.
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Affiliation(s)
- Alexandra Stainton
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
| | - Shayden Bryce
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
- Alfred Health, Melbourne, Victoria, Australia
| | - Audrey Rattray
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
| | - Allie Pert
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
| | - Isabel Zbukvic
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
| | - Evangeline Fisher
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
| | | | - Stephen C Bowden
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Victoria, Australia
| | | | - Nicholas Cheng
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Victoria, Australia
| | - Scott Clark
- Discipline of Psychiatry, University of Adelaide, Adelaide, South Australia, Australia
- Basil Hetzel Institute, Woodville, South Australia, Australia
| | | | - Shona Francey
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
| | - Caroline Gao
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
- School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
| | - Donna Gee
- Orygen, Melbourne, Victoria, Australia
- Northwestern Mental Health, The Royal Melbourne Hospital, Parkville, Victoria, Australia
| | | | - Anthony Harris
- Sydney Medical School, University of Sydney, Sydney, New South Wales, Australia
- Westmead Institute for Medical Research, Westmead, New South Wales, Australia
- Western Sydney Local Health District Mental Health Services, Western Sydney Local Health District, Sydney, New South Wales, Australia
| | | | | | - Candice Jensen
- Early Psychosis Team, Bondi Junction Community Health Centre, Bondi Junction, New South Wales, Australia
| | - Rachel Morell
- Mindgardens Neuroscience Network, Sydney, New South Wales, Australia
- Discipline of Mental Health and Psychiatry, UNSW, Sydney, New South Wales, Australia
| | | | - Scot Purdon
- Department of Psychiatry, University of Alberta, Edmonton, Alberta, Canada
| | - K Oliver Schubert
- Discipline of Psychiatry, University of Adelaide, Adelaide, South Australia, Australia
- Division of Mental Health, Northern Adelaide Local Health Network, Adelaide, South Australia, Australia
- headspace Adelaide Early Psychosis, Adelaide, South Australia, Australia
| | - Alana Scully
- Eastern Suburbs Mental Health Service, SESLHD, Sydney, Australia
| | | | | | - Andrew Thompson
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
- Division of Mental Health and Wellbeing, Warwick Medical School, University of Warwick, Coventry, UK
| | - Jacqueline Uren
- Alfred Health, Melbourne, Victoria, Australia
- Headspace, Early Psychosis, Southeast Melbourne, Victoria, Australia
| | - Stephen J Wood
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
- School of Psychology, University of Birmingham, Edgbaston, UK
| | | | - Kelly Allott
- Orygen, Melbourne, Victoria, Australia
- Centre for Youth Mental Health, The University of Melbourne, Melbourne, Victoria, Australia
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Riboldi I, Crocamo C, Callovini T, Capogrosso CA, Piacenti S, Calabrese A, Lucini Paioni S, Moretti F, Bartoli F, Carrà G. Testing the Impact of Depressive and Anxiety Features on the Association between Attention-Deficit/Hyperactivity Disorder Symptoms and Academic Performance among University Students: A Mediation Analysis. Brain Sci 2022; 12:brainsci12091155. [PMID: 36138891 PMCID: PMC9496751 DOI: 10.3390/brainsci12091155] [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: 08/03/2022] [Revised: 08/24/2022] [Accepted: 08/27/2022] [Indexed: 12/03/2022] Open
Abstract
Attention deficit/hyperactivity disorder (ADHD) is associated with poor academic performance also among university students. This relationship may be made more complex by comorbid conditions. The aim of this study was to evaluate the mediating role of anxiety and depressive symptoms in the relationship between ADHD and academic performance. Data were drawn from the CAMPUS study (registration number: 0058642/21), an ongoing survey on university students’ mental health. Using a logit model, mediation analyses were carried out to test whether the relationship between ADHD symptoms (assessed by ASRS-5) and academic performance might be mediated by depressive (assessed by PHQ-9) and anxiety (assessed by GAD-7) symptoms. Our results showed that worse academic performance is associated with ADHD symptoms (p < 0.001). However, about 24% of the overall association between ADHD symptoms and academic performance was mediated by depressive symptoms (indirect effect: 0.065, 95%CI 0.022; 0.100), whereas the contribution of anxiety symptoms to the model was not significant. Along with the association between ADHD symptoms and poor academic performance, our findings highlight the key mediating role of depressive symptoms, which may be targeted with tailored support, ultimately improving both the academic performance and the well-being of university students with ADHD.
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Affiliation(s)
- Ilaria Riboldi
- Department of Medicine and Surgery, University of Milano Bicocca, Via Cadore 48, 20900 Monza, Italy
- Correspondence: ; Tel.: +39-02-5799-8647
| | - Cristina Crocamo
- Department of Medicine and Surgery, University of Milano Bicocca, Via Cadore 48, 20900 Monza, Italy
| | - Tommaso Callovini
- Department of Medicine and Surgery, University of Milano Bicocca, Via Cadore 48, 20900 Monza, Italy
| | | | - Susanna Piacenti
- Department of Medicine and Surgery, University of Milano Bicocca, Via Cadore 48, 20900 Monza, Italy
| | - Angela Calabrese
- Department of Medicine and Surgery, University of Milano Bicocca, Via Cadore 48, 20900 Monza, Italy
| | - Susanna Lucini Paioni
- Department of Medicine and Surgery, University of Milano Bicocca, Via Cadore 48, 20900 Monza, Italy
| | - Federico Moretti
- Department of Medicine and Surgery, University of Milano Bicocca, Via Cadore 48, 20900 Monza, Italy
| | - Francesco Bartoli
- Department of Medicine and Surgery, University of Milano Bicocca, Via Cadore 48, 20900 Monza, Italy
| | - Giuseppe Carrà
- Department of Medicine and Surgery, University of Milano Bicocca, Via Cadore 48, 20900 Monza, Italy
- Division of Psychiatry, University College London, Maple House 149, London W1T 7BN, UK
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Stibbe T, Huang J, Paucke M, Ulke C, Strauss M. Gender differences in adult ADHD: Cognitive function assessed by the test of attentional performance. PLoS One 2020; 15:e0240810. [PMID: 33057383 PMCID: PMC7561166 DOI: 10.1371/journal.pone.0240810] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Accepted: 10/05/2020] [Indexed: 12/03/2022] Open
Abstract
Introduction The aim of this study was to assess cognitive differences between male and female adults with Attention Deficit Hyperactivity Disorder (ADHD). Methods Patients with an ADHD diagnosis according to the DSM-IV guidelines were included in a cross-sectional study evaluating cognitive measures. 28 women and 41 men from ages 19 to 56 completed self-report questionnaires and performed a computer-based test of attentional performance (TAP). The TAP assesses cognitive functions highly affected in ADHD patients, including working memory, alertness and attention as well as behavioral control and response inhibition. Results There were no measurable differences in self-report scales assessing current symptomology between the sexes, however men scored higher on the scale for childhood symptoms. Performance measures for general wakefulness were comparable between men and women, while working memory and behavioral control test results differed. Females reacted significantly slower and more unstable for both the TAP Go/NoGo paradigm and working memory subtest, while also making more errors in the latter. Conclusions We found gender-specific effects regarding working memory and behavioral control in this sample of adult patients with ADHD. Further studies are warranted, examining whether these differences relate to differences in clinical presentation and comorbidity patterns between men and women.
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Affiliation(s)
- Tina Stibbe
- Department of Psychiatry and Psychotherapy, University of Leipzig, Leipzig, Saxony, Germany
| | - Jue Huang
- Department of Psychiatry and Psychotherapy, University of Leipzig, Leipzig, Saxony, Germany
| | - Madlen Paucke
- Department of Psychiatry and Psychotherapy, University of Leipzig, Leipzig, Saxony, Germany
| | - Christine Ulke
- Department of Psychiatry and Psychotherapy, University of Leipzig, Leipzig, Saxony, Germany
| | - Maria Strauss
- Department of Psychiatry and Psychotherapy, University of Leipzig, Leipzig, Saxony, Germany
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