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Dart L, Ciccia A. Exploring Health-Related Social Needs and Components of Social Competence Following Childhood Traumatic Brain Injury. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:1792-1801. [PMID: 38723268 DOI: 10.1044/2024_ajslp-23-00404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/04/2024]
Abstract
PURPOSE Health-related social needs (HRSNs) impact general health care and educational outcomes for children with traumatic brain injury (TBI) and their families. Furthermore, children with TBI of all severities experience negative social competence outcomes chronically postinjury. However, studies have not investigated the relationship between HRSNs and social competence outcomes for children after TBI. The aim of this study was to identify the relationship between HRSNs and components of social competence (i.e., social skills, social communication, family functioning, and behavioral domains per the biopsychosocial framework for social competence) for children with TBI, per parent report. METHOD This study used a prospective, cross-sectional study design with a convenience sample. Online surveys were completed by parents of children with TBI (N = 22). On average, children with TBI were 4.84 years old at the time of their TBI and 9.24 years old at the time of study participation. RESULTS Having a parent identify an HRSN in the domain of mental health was associated with social communication and family functioning difficulties for children with TBI. Statistically significant relationships were found between social communication and family functioning, externalizing behavior, and total behavior; family functioning and social relations; and family functioning and externalizing behavior. CONCLUSIONS The findings of this study support that children with TBI experience chronic deficits in components of social competence, and HRSNs are associated with these outcomes. Further research needs to consider HRSNs to improve equitable prevention, supports, and services for children with TBI.
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Affiliation(s)
- Libby Dart
- Psychological Sciences Department, Communication Sciences Program, Case Western Reserve University, Cleveland, OH
- Speech-Language Pathology Program, Midwestern University, Downers Grove, IL
| | - Angela Ciccia
- Psychological Sciences Department, Communication Sciences Program, Case Western Reserve University, Cleveland, OH
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Evans SW, DuPaul GJ, Benson K, Owens JS, Fu Q, Cleminshaw C, Kipperman K, Margherio S. Social Functioning Outcomes of a High School-Based Treatment Program for Adolescents with ADHD. 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; 53:413-428. [PMID: 37494306 DOI: 10.1080/15374416.2023.2235693] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/28/2023]
Abstract
OBJECTIVE We evaluated the extent to which receiving the multi-component treatment of the Challenging Horizons Program (CHP) would lead to significant improvements in social functioning, as well as in inattention, internalizing symptoms, parent stress, and emotion dysregulation for high-school-aged adolescents with attention-deficit hyperactivity disorder (ADHD). METHOD Participants were 186 high-school-aged adolescents (74% White) with a diagnosis of ADHD who were randomly assigned to either CHP (n = 92; 80% boys; M age = 15.0; SD = 0.8) or Community Care (CC; n = 94; 78% boys; M age = 15.1; SD = 0.9) within each of 12 participating schools. Parent and adolescent reports of social functioning were the primary outcome measures. Secondary outcomes included ratings of symptoms of ADHD and related disorders, parent stress, and emotion regulation. RESULTS Intent-to-treat analyses using hierarchical linear modeling revealed significant group-by-time interactions of medium magnitude (d range = .40 to .52) on parent-rated social skills. Significant group-by-time benefits were also identified for adolescent self-rated social skills as well as the secondary outcomes of parent-rated inattention symptoms, emotion regulation, and parenting stress. DISCUSSION CHP appears to benefit social skills along with related characteristics for adolescents with ADHD. Understanding these unique findings for this population informs additional research related to treatment mechanisms and effectiveness trials.
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Affiliation(s)
| | - George J DuPaul
- Department of Education and Human Services, Lehigh University
| | | | | | - Qiong Fu
- Department of Education and Human Services, Lehigh University
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Gibbs V, Hudson JL, Pellicano E. Poly-victimization of autistic adults: An investigation of individual-level correlates. Autism Res 2023; 16:2336-2349. [PMID: 37737378 DOI: 10.1002/aur.3031] [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: 01/05/2023] [Accepted: 08/30/2023] [Indexed: 09/23/2023]
Abstract
Autistic people experience high rates of violence and victimization which is largely due to structural injustices, including stigma and social attitudes. Identifying and addressing systemic and structural factors is vitally important, however effecting change in embedded social structures is likely to take some time, even with concerted efforts. In the meantime, it is important to understand whether there are other individual-level factors that may assist in developing preventative and protective strategies for autistic people. The current study investigated the role of individual-level risk factors in the victimization of autistic people. Specifically, we examined whether characteristics that are common among autistic people that is, lower social competence, higher compliance and emotion regulation difficulties or more ADHD features (inattention, impulsiveness and hyperactivity) were associated with poly-victimization in a community sample of 228 adults (118 autistic, 110 non-autistic). Our results show that only ADHD features were predictive of poly-victimization once socio-demographic background variables (age, sexual orientation) were adjusted for. Group status was not a significant predictor in the model and there were no interaction effects between any of the characteristics and group status. These findings suggest that, regardless of whether a person is autistic, ADHD features may place individuals at higher risk of experiencing multiple forms of violence in adulthood. Further research using longitudinal designs and larger, diverse samples is needed. Furthermore, the regression model only accounted for about one-third of the variance in poly-victimization which highlights the importance of looking beyond individual-level risk factors to structural and systemic factors that contribute to disproportionate victimization of autistic people.
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Affiliation(s)
- Vicki Gibbs
- Macquarie School of Education, Macquarie University, Macquarie Park, New South Wales, Australia
| | | | - Elizabeth Pellicano
- Macquarie School of Education, Macquarie University, Macquarie Park, New South Wales, Australia
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
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Ku BS, Addington J, Bearden CE, Cadenhead KS, Cannon TD, Compton MT, Cornblatt BA, Druss BG, Gülöksüz S, Mathalon DH, Perkins DO, Tsuang MT, Walker EF, Woods SW, Carrión RE. Associations Between Childhood Area-Level Social Fragmentation, Maladaptation to School, and Social Functioning Among Healthy Youth and Those at Clinical High Risk for Psychosis. Schizophr Bull 2023; 49:1437-1446. [PMID: 37358832 PMCID: PMC10686327 DOI: 10.1093/schbul/sbad093] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/27/2023]
Abstract
BACKGROUND AND HYPOTHESIS Although studies have identified social fragmentation as an important risk factor for schizophrenia and other psychotic disorders, it is unknown whether it may impact social functioning. This study investigates whether social fragmentation during childhood predicts maladaptation to school as well as social functioning during childhood and adulthood. STUDY DESIGN Data were collected from the North American Prodrome Longitudinal Study. Participants included adults at clinical high risk for psychosis (CHR-P) and healthy comparisons (HC). Maladaptation to school and social functioning during childhood were assessed retrospectively and social functioning in adulthood was assessed at baseline. STUDY RESULTS Greater social fragmentation during childhood was associated with greater maladaptation to school (adjusted β = 0.21; 95% CI: 0.02 to 0.40). Social fragmentation was not associated with social functioning during childhood (unadjusted β = -0.08; 95% CI: -0.31 to 0.15). However, greater social fragmentation during childhood predicted poorer social functioning in adulthood (adjusted β = -0.43; 95% CI: -0.79 to -0.07). Maladaptation to school mediated 15.7% of the association between social fragmentation and social functioning. The association between social fragmentation and social functioning was stronger among adults at CHR-P compared to HC (adjusted β = -0.42; 95% CI: -0.82 to -0.02). CONCLUSIONS This study finds that social fragmentation during childhood is associated with greater maladaptation to school during childhood, which in turn predicts poorer social functioning in adulthood. Further research is needed to disentangle aspects of social fragmentation that may contribute to social deficits, which would have implications for the development of effective interventions at the individual and community levels.
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Affiliation(s)
- Benson S Ku
- Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta, GA, USA
| | - Jean Addington
- Department of Psychiatry, University of Calgary, Calgary, AB, Canada
| | - Carrie E Bearden
- Departments of Psychiatry and Biobehavioral Sciences and Psychology, Semel Institute for Neuroscience and Human Behavior, UCLA, Los Angeles, CA, USA
| | | | - Tyrone D Cannon
- Department of Psychiatry, Yale University, New Haven, CT, USA
- Department of Psychology, Yale University, New Haven, CT, USA
| | - Michael T Compton
- Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons, and New York State Psychiatric Institute, New York, NY, USA
| | - Barbara A Cornblatt
- Division of Psychiatry Research, The Zucker Hillside Hospital, Northwell Health, Glen Oaks, NY, USA
- Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
| | - Benjamin G Druss
- Department of Health Policy and Management, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Sinan Gülöksüz
- Department of Psychiatry, Yale University, New Haven, CT, USA
- Department of Psychiatry and Neuropsychology, School for Mental Health and Neuroscience, Maastricht University Medical Centre, Maastricht, The Netherlands
| | - Daniel H Mathalon
- Department of Psychiatry, University of California, and San Francisco Veterans Affairs Medical Center, San Francisco, CA, USA
| | - Diana O Perkins
- Department of Psychiatry, University of North Carolina, Chapel Hill, NC, USA
| | - Ming T Tsuang
- Department of Psychiatry, University of California, San Diego, CA, USA
| | - Elaine F Walker
- Department of Psychology, Emory University, Atlanta, GA, USA
| | - Scott W Woods
- Department of Psychiatry, Yale University, New Haven, CT, USA
| | - Ricardo E Carrión
- Division of Psychiatry Research, The Zucker Hillside Hospital, Northwell Health, Glen Oaks, NY, USA
- Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
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Anderson V, Darling S, Hearps S, Darby D, Dooley J, McDonald S, Turkstra L, Brown A, Greenham M, Crossley L, Charalambous G, Beauchamp MH. Deep phenotyping of socio-emotional skills in children with typical development, neurodevelopmental disorders, and mental health conditions: Evidence from the PEERS. PLoS One 2023; 18:e0291929. [PMID: 37819865 PMCID: PMC10566677 DOI: 10.1371/journal.pone.0291929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Accepted: 09/10/2023] [Indexed: 10/13/2023] Open
Abstract
OBJECTIVE Socio-emotional skills, including social competence and social cognition, form the basis for robust relationships and wellbeing. Despite their importance, these skills are poorly defined and measured, particularly in children with developmental vulnerabilities. As a consequence, targets for effective management and treatment remain unclear. We aimed to i) phenotype social competence and social cognition in typically developing children (TDC) and in children with neurodevelopmental or mental health disorders (clinical groups) and ii) establish the relationships between these child-direct measures and parent ratings of social competence and behavior. METHOD Using a multi-site, cross-sectional study design, we recruited 513 TDC and 136 children with neurodevelopmental (autism spectrum disorder [ASD], attention deficit hyperactivity disorder [ADHD]) or mental health (Anxiety Disorder [ANX]) diagnoses (age range 5-15 years). We administered the Paediatric Evaluation of Emotions, Relationships and Socialisation (PEERS) to children, and parents completed standardised questionnaires rating children's socio-emotional function. RESULTS Standardised parent questionnaires revealed a global pattern of everyday socio-emotional impairment that was common to all clinical groups, while PEERS identified disorder-specific socio-cognitive profiles for children with ASD, ADHD and ANX. Compared to TDCs, children with ASD demonstrated global socio-cognitive impairment. Children with ADHD were impulsive, demonstrating difficulties managing speed accuracy trade-offs. Children with ANX exhibited slowed social decision-making, but otherwise intact skills. CONCLUSIONS Standardized parent questionnaires of child socio-emotional function reveal differences between children with typical and atypical development, but do not yield disorder-specific, socio-emotional profiles. In contrast, findings from the PEERS objective assessment suggest that that ASD, ADHD and ANX are associated with distinct socio-cognitive phenotypes, to more accurately guide and target management and treatment of impaired social competence.
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Affiliation(s)
- Vicki Anderson
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- Royal Children’s Hospital, Parkville, Victoria, Australia
- University of Melbourne, Parkville, Victoria, Australia
| | - Simone Darling
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- University of Melbourne, Parkville, Victoria, Australia
| | - Stephen Hearps
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
| | - David Darby
- University of Melbourne, Parkville, Victoria, Australia
- Florey Institute of Neurosciences, Royal Parade, Parkville, Victoria, Australia
| | - Julian Dooley
- PSI School, Twinsburg, Ohio, United States of America
| | - Skye McDonald
- University of New South Wales, Sydney, New South Wales, Australia
| | - Lyn Turkstra
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
| | - Amy Brown
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
| | - Mardee Greenham
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- University of Melbourne, Parkville, Victoria, Australia
| | - Louise Crossley
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
| | - George Charalambous
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- Curve Technology, Royal Children’s Hospital, Parkville, Victoria, Australia
| | - Miriam H. Beauchamp
- University of Montreal, Montreal, QC, Canada
- Sainte-Justine Hospital Research Center, Montreal, QC, Canada
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Xu X, Song L, Li X, Li Y. The Impact of Mothers' Perceived Unsupportive Intergenerational Co-Parenting on Children's Social Competence: Evidence from China. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:427. [PMID: 36612749 PMCID: PMC9819729 DOI: 10.3390/ijerph20010427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 12/23/2022] [Accepted: 12/25/2022] [Indexed: 06/17/2023]
Abstract
This study examined whether parenting styles mediated the relationship between unsupportive intergenerational co-parenting and children's social competence, and whether the first stage of the mediating process, as well as the direct association between unsupportive intergenerational co-parenting and children's social competence, was moderated by maternal psychological flexibility. The theoretical model was tested using data collected from 412 mothers of children aged 3-6 years at four kindergartens in Shanghai, China. The results showed that: (1) unsupportive intergenerational co-parenting was negatively associated with children's social competence through decreased maternal authoritative parenting and increased authoritarian parenting and (2) the first stage of the mediation mechanism was moderated by maternal psychological flexibility. Specifically, unsupportive intergenerational co-parenting was significantly associated with authoritative and authoritarian parenting for mothers with low and high psychological flexibility, respectively, and the magnitude of the association was higher for mothers with low psychological flexibility. These findings extend the understanding of how and when unsupportive intergenerational co-parenting impacts children's social competence.
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How do children adapt their fairness norm? Evidence from computational modeling. PLoS One 2022; 17:e0277508. [PMID: 36383514 PMCID: PMC9668110 DOI: 10.1371/journal.pone.0277508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Accepted: 10/28/2022] [Indexed: 11/17/2022] Open
Abstract
Adequate social functioning during childhood requires context-appropriate social decision-making. To make such decisions, children rely on their social norms, conceptualized as cognitive models of shared expectations. Since social norms are dynamic, children must adapt their models of shared expectations and modify their behavior in line with their social environment. This study aimed to investigate children's abilities to use social information to adapt their fairness norm and to identify the computational mechanism governing this process. Thirty children (7-11 years, M = 7.9 SD = 0.85, 11 girls) played the role of Responder in a modified version of the Ultimatum Game-a two-player game based on the fairness norm-in which they had to choose to accept or reject offers from different Proposers. Norm adaptation was assessed by comparing rejection rates before and after a conditioning block in which children received several low offers. Computational models were compared to test which best explains children's behavior during the game. Mean rejection rate decreased significantly after receiving several low offers suggesting that children have the ability to dynamically update their fairness norm and adapt to changing social environments. Model-based analyses suggest that this process involves the computation of norm-prediction errors. This is the first study on norm adaptation capacities in school-aged children that uses a computational approach. Children use implicit social information to adapt their fairness norm to changing environments and this process appears to be supported by a computational mechanism in which norm-prediction errors are used to update norms.
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Lee YC, Chen VCH, Liang SHY, Kelsen BA. Mother-Child Interaction of Boys With ADHD: A Behavioral Observation Study. J Atten Disord 2022; 26:1738-1746. [PMID: 35611550 DOI: 10.1177/10870547221101649] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
PURPOSE Investigate the quality of mothers' interactions with children with ADHD and a marginal disturbance in socioemotional competence (MDSC). RESEARCH METHODS A total of 49 mother-boy dyads were included, and we observed their communication on neutral and conflict topics for children with ADHD and MDSC, children with ADHD alone, and children with typical development (TD). The Chinese version of the Specific Affect Coding System 20-code was used to examine the affective presentation in communication. RESULTS Mothers of children with ADHD and MDSC had less negative disengagement affect compared with those of children with ADHD alone. Boys with ADHD and MDSC and boys with TD had constant positive engagement between neutral and conflict conditions in parent-child interaction. Boys with ADHD and MDSC had significantly less positive affect and more neutral affect than children with ADHD only. CONCLUSIONS AND IMPLICATIONS Boys with ADHD and MDSC and their mothers had worse quality of observed mother-child communication than children with ADHD only and their mothers.
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Kappi A, Linares AM, Chung ML. School connectedness mediates the association of social function with depressive symptoms in teenagers with attention deficit hyperactivity disorder. Child Adolesc Ment Health 2022. [PMID: 36039566 DOI: 10.1111/camh.12595] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/04/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Depressive symptoms commonly co-occur in teenagers with attention deficit hyperactivity disorder (ADHD), and poor social function is a known predictor of depressive symptoms. This study's purpose was to determine whether school connectedness mediates the association between social function and depressive symptoms in teenagers with ADHD. METHOD In this secondary analysis, we selected 313 (74%) of 425 teenagers with ADHD (male 72%, mean age = 15 years) who had completed data on depressive symptoms, social function, and school connectedness in the Fragile Families and Child Well-Being Study. The mediation effect of school connectedness was tested by multiple regression using SPSS PROCESS macro with 5000 bootstrap samples controlling covariates (teenagers' age, gender, and race, their relationship with primary caregivers, type of school teenager attends, time of living with primary caregivers, and primary caregivers' education). RESULTS Social function predicted depressive symptoms (direct effect = -0.132, 95% CI = -0.218, -0.045). School connectedness mediated the relationship between social function and depressive symptoms (indirect effect = -0.084; 95% CI = -0.130, -0.045). CONCLUSION This study points to the importance of considering school factors in understanding depression symptoms in children with ADHD. Also, clinicians should consider asking teenagers about school-related factors such as school connectedness which is likely important in understanding the experience of depressive symptoms in this population. Identifying ways to help enhance school connectedness for young people with ADHD should be prioritized.
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Affiliation(s)
- Amani Kappi
- College of Nursing, Jazan University, Jazan, Saudi Arabia
| | | | - Misook Lee Chung
- College of Nursing, University of Kentucky, Lexington, KY, USA.,Yonsei University, Seoul, South Korea
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Ankrett S, Smithson J, Limond J, Behn N, Wade SL, Wilkinson L, Adlam ALR. Understanding and supporting peer relationships in adolescents with acquired brain injury: A stakeholder engagement study. Neuropsychol Rehabil 2022:1-30. [PMID: 35443860 DOI: 10.1080/09602011.2022.2062006] [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: 10/18/2022]
Abstract
Peer relationship difficulties in adolescents with acquired brain injury (ABI) are under-recognized and targets for intervention are unclear. From a social constructionist position, this study aimed to engage with stakeholders to develop a collaborative understanding of peer relationship difficulties in adolescents with ABI and seek consultation on what might be required to improve them. Focus groups and semi-structured interviews were conducted with four stakeholder groups: adolescents with ABI (n = 4); parents of adolescents with ABI (n = 7); adults who sustained an ABI in adolescence (n = 2); and specialist practitioners (n = 3). Qualitative data were analysed using thematic analysis. The analysis yielded 11 themes, grouped into two domains. The first, understanding peer relationship difficulties, included themes from "exclusion and a need to belong", to "loss of past self". The second, supporting peer relationships, comprised themes of "building understanding" and "meaningful social connection", amongst others. A logic model of stakeholder experiences of peer relationship difficulties was constructed. Difficulties with peers can increase vulnerability to feelings of loneliness, shame, and hopelessness for adolescents post-ABI. Stakeholders described that a meaningful intervention would be multi-layered, targeting change within the adolescent's environment and within the adolescent themselves. The presented logic model provides a framework for future intervention development.
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Affiliation(s)
- Scott Ankrett
- College of Life and Environmental Sciences, University of Exeter, Exeter, UK
| | - Janet Smithson
- College of Life and Environmental Sciences, University of Exeter, Exeter, UK
| | - Jenny Limond
- College of Life and Environmental Sciences, University of Exeter, Exeter, UK
| | - Nicholas Behn
- Division of Language and Communication Science, City, University of London, London, UK
| | - Shari L Wade
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH, USA
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Israelsen-Augenstein M, Gillam S, Mecham J, Ashcroft H. Experientially based narrative instruction: A neurocognitive perspective. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221129139. [PMID: 36382070 PMCID: PMC9620682 DOI: 10.1177/23969415221129139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND The purpose of this study was to evaluate the feasibility of a personal narrative intervention based on neurocognitive principles and experientially based learning for improving the personal narrative language abilities of a school-age child with Down's syndrome. METHOD A single-case design using contemporary statistical techniques was employed to complete this study. The participant was 8 years 8 months at the time of the study and he participated in a 14-week personal narrative intervention. Personal narrative samples were collected at the beginning of each intervention session prior to instruction. Narrative samples were scored for narrative quality, language productivity, and lexical diversity. RESULTS As a result of the intervention, the participant demonstrated moderate-significant increases in narrative abilities for narrative quality, language productivity, and lexical diversity. CONCLUSIONS The use of a personal narrative based on neurocognitive principles and experientially based learning may be feasible for improving the personal narrative language abilities of school-age children with Down's syndrome.
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Morris S, Ling M, Sheen J, Sciberras E. Variation in latent social profiles of adolescent ADHD and related clinical features. Psychiatry Res 2021; 302:114014. [PMID: 34102374 DOI: 10.1016/j.psychres.2021.114014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Accepted: 05/13/2021] [Indexed: 12/15/2022]
Abstract
Social impairment is a hallmark of Attention-deficit/hyperactivity disorder (ADHD), but the extent of variation in adolescent social strengths and weaknesses is unclear. We compared teacher-reported characteristics of social functioning in adolescents with a history of ADHD (N = 340), and without ADHD (N = 182) from the NIMH Collaborative Multisite Multimodal Treatment Study of Children with ADHD (MTA) at 72-month follow-up (13 - 15.9 years-old). Latent profile analysis of teacher-reported cooperation, assertion and self-control on the Social Skills Rating System (SSRS), was used to identify "social profiles". Their associations with clinical features were explored. Significant differences in social functioning were identified between adolescents with a history of ADHD, and without ADHD (ES = 0.54 - 0.77). Four distinct social profiles were identified in adolescents with a history of ADHD: unskilled (N = 24, 7%), low average (N = 144, 42%), average (N = 141, 41%), and skilled (N = 31, 9%). Profiles with worse social functioning (low average, unskilled) displayed more symptoms of inattention, hyperactivity/impulsivity, oppositionality, depression, global impairment, and were less liked, more rejected and ignored by peers than average and skilled. Social profile membership was not associated with sex, anxiety symptoms, or remittance / persistence of ADHD. Social functioning in adolescents with a history of ADHD is variable, and associated with worse symptomology, global functioning, and peer relationships, irrespective of persistence or remittance of ADHD. Group level summaries of social difficulties in ADHD may be inadequate given nearly half of adolescents with a history of ADHD presented with average or skilled social profiles.
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Affiliation(s)
- Sarah Morris
- School of Psychology, Deakin University, Geelong, VIC, Australia
| | - Mathew Ling
- School of Psychology, Deakin University, Geelong, VIC, Australia
| | - Jade Sheen
- School of Psychology, Deakin University, Geelong, VIC, Australia
| | - Emma Sciberras
- School of Psychology, Deakin University, Geelong, VIC, Australia; Murdoch Childrens Research Institute, Parkville, VIC, Australia; Department of Paediatrics, University of Melbourne, Parkville, VIC, Australia.
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Dean B, Ginnell L, Boardman JP, Fletcher-Watson S. Social cognition following preterm birth: A systematic review. Neurosci Biobehav Rev 2021; 124:151-167. [PMID: 33524414 DOI: 10.1016/j.neubiorev.2021.01.006] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Revised: 12/22/2020] [Accepted: 01/04/2021] [Indexed: 01/15/2023]
Abstract
Social cognitive abilities are affected by preterm birth, but pathways to, and risk factors for this outcome are not well mapped. We examined direct assessment tasks including objective coding of parent-child play to chart social development in infancy and pre-school years. A systematic search and data-extraction procedure yielded seventy-nine studies (4930 preterm and 2109 term children, aged birth - five years), for inclusion. We detected a pattern of reduced social attention in the first 12 months of life with evidence of reduced performance in social cognitive tasks later in the preschool years. However, we did not identify a consistent, distinctive preterm social phenotype in early life. Instead, the interactive behaviour of preterm infants reflects factors from outside the social cognitive domain, such as attention, language, and socioeconomic status. By combining data across samples and measures we revealed the role of domain-general skills, which may in future prove fruitful intervention targets.
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Affiliation(s)
- Bethan Dean
- MRC Centre for Reproductive Health, University of Edinburgh, UK
| | - Lorna Ginnell
- MRC Centre for Reproductive Health, University of Edinburgh, UK
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Caporaso JS, Boseovski JJ, Marcovitch S. The individual contributions of three executive function components to preschool social competence. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2132] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Jessica S. Caporaso
- Department of PsychologyUniversity of North Carolina at Greensboro Greensboro North Carolina USA
| | - Janet J. Boseovski
- Department of PsychologyUniversity of North Carolina at Greensboro Greensboro North Carolina USA
| | - Stuart Marcovitch
- Department of PsychologyUniversity of North Carolina at Greensboro Greensboro North Carolina USA
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Bishop C, Mulraney M, Rinehart N, Sciberras E. An examination of the association between anxiety and social functioning in youth with ADHD: A systematic review. Psychiatry Res 2019; 273:402-421. [PMID: 30684786 DOI: 10.1016/j.psychres.2019.01.039] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/25/2018] [Revised: 01/11/2019] [Accepted: 01/11/2019] [Indexed: 11/18/2022]
Abstract
Although up to 50% of children with Attention-Deficit/Hyperactivity Disorder (ADHD) meet criteria for an anxiety disorder, it is unclear how comorbid anxiety influences social functioning for this population. Understanding the factors associated with social functioning in ADHD is important given the limited efficacy of existing social skills interventions for this population. This systematic review aimed to determine the association between anxiety and social functioning (social problems, peer status, and social skills/ competence) in children and adolescents with ADHD. A standardised search protocol was used, identifying 4807 articles for screening with 31 included in the final review. Anxiety symptom severity was associated with lower levels of social skills and higher levels of social problems in young people with ADHD. However, few differences emerged when defining anxiety based on diagnostic measures. Although the results varied considerably amongst studies, a number of key variables emerged that influenced the associations between anxiety and social functioning including the type of reporter and sample characteristics such as age, sex, ADHD subtype and other mental health comorbidities. These findings have implications for social functioning interventions in ADHD given the role of anxiety symptoms in predicting poorer social functioning.
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Affiliation(s)
- Caitlin Bishop
- Deakin University Geelong, Deakin Child Study Centre, School of Psychology, Faculty of Health, Victoria, Australia; Centre for Community Child Health, Murdoch Children's Research Institute, Melbourne, Victoria, Australia.
| | - Melissa Mulraney
- Centre for Community Child Health, Murdoch Children's Research Institute, Melbourne, Victoria, Australia; Department of Paediatrics, University of Melbourne, Melbourne, Australia
| | - Nicole Rinehart
- Deakin University Geelong, Deakin Child Study Centre, School of Psychology, Faculty of Health, Victoria, Australia
| | - Emma Sciberras
- Deakin University Geelong, Deakin Child Study Centre, School of Psychology, Faculty of Health, Victoria, Australia; Centre for Community Child Health, Murdoch Children's Research Institute, Melbourne, Victoria, Australia; Department of Paediatrics, University of Melbourne, Melbourne, Australia.
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Resilience as a Psychopathological Construct for Psychiatric Disorders. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2019; 1192:479-489. [DOI: 10.1007/978-981-32-9721-0_23] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
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17
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Lohan KS, Sheppard E, Little G, Rajendran G. Toward Improved Child–Robot Interaction by Understanding Eye Movements. IEEE Trans Cogn Dev Syst 2018. [DOI: 10.1109/tcds.2018.2838342] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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18
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Trevisan DA, Tafreshi D, Slaney KL, Yager J, Iarocci G. A psychometric evaluation of the Multidimensional Social Competence Scale (MSCS) for young adults. PLoS One 2018; 13:e0206800. [PMID: 30388171 PMCID: PMC6214554 DOI: 10.1371/journal.pone.0206800] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2017] [Accepted: 10/19/2018] [Indexed: 11/21/2022] Open
Abstract
The current study contributes to previous work on measuring the social phenotype in Autism Spectrum Disorder (ASD) by validating a multidimensional test of social competence developed for use with individuals with and without ASD. The "Multidimensional Social Competence Scale" (MSCS) was previously validated as a parent-rating scale with youth 11-18 years with ASD without intellectual disability and typically developing adolescents of comparable age. The current study presents a validation of a self-report version of the MSCS in a non-clinical young adult population (N = 1178, males = 360, females = 817, age range = 17-25 years). The MSCS consists of seven domains that represent social competence: social motivation, social inferencing, demonstrating empathic concern, social knowledge, verbal conversation skills, nonverbal sending skills, and emotion regulation. These domains are theorized to be indicative of the higher-order construct of social competence. A second higher-order theorization of the MSCS structure posits that 3 of these factors are indicative of social responsiveness, and the remaining 4 factors are indicative of social understanding and emotion regulation. Our findings indicated support for each of the theorized multidimensional factor structures. Reliability, optimal scoring, convergent and discriminant validity of the measure, as well as implications for future research are discussed.
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Affiliation(s)
| | - Donna Tafreshi
- Department of Psychology, Simon Fraser University, Burnaby, BC, Canada
| | | | | | - Grace Iarocci
- Department of Psychology, Simon Fraser University, Burnaby, BC, Canada
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Peralta-Carcelen M, Schwartz J, Carcelen AC. Behavioral and Socioemotional Development in Preterm Children. Clin Perinatol 2018; 45:529-546. [PMID: 30144853 DOI: 10.1016/j.clp.2018.05.003] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Prematurity is a significant risk factor for impaired neurodevelopmental outcomes. These include motor, cognitive, language, behavioral, and socioemotional competence. Long-term overall function depends on healthy socioemotional functioning. The vulnerability of the preterm brain during critical periods of development contributes to behavioral and socioemotional problems in preterm children. Attention deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) clinical features are more frequent in preterm children compared with their full-term counterparts; however, true rates of ASD and ADHD vary across studies. Early detection of behavioral and socioemotional problems in preterm children would enable timely early intervention to improve long-term functional outcomes.
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Affiliation(s)
- Myriam Peralta-Carcelen
- Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, University of Alabama at Birmingham, Dearth Tower Suite 5602, McWane. 1600 7th Avenue South, Birmingham, AL 35233-1711, USA.
| | - Justin Schwartz
- Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, University of Alabama at Birmingham, Dearth Tower Suite 5602, McWane. 1600 7th Avenue South, Birmingham, AL 35233-1711, USA
| | - Andrea C Carcelen
- International Health Department, John Hopkins Bloomberg School of Public Health, 615 North Wolfe Street, Room 5517, Baltimore, MD, USA
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20
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De Risi M, Di Gennaro G, Picardi A, Casciato S, Grammaldo LG, D'Aniello A, Lanni D, Meletti S, Modugno N. Facial emotion decoding in patients with Parkinson's disease. Int J Neurosci 2017; 128:71-78. [DOI: 10.1080/00207454.2017.1366475] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
| | | | - Angelo Picardi
- Mental Health Unit, National Centre of Epidemiology, Surveillance and Health Promotion, Italian National Institute of Health, Rome, Italy
| | | | | | | | | | - Stefano Meletti
- Department of Biomedical, Metabolic, and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy; N.O.C.S.A.E. Hospital, AUSL Modena, Modena, Italy
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21
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Gates JA, Kang E, Lerner MD. Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clin Psychol Rev 2017; 52:164-181. [PMID: 28130983 PMCID: PMC5358101 DOI: 10.1016/j.cpr.2017.01.006] [Citation(s) in RCA: 169] [Impact Index Per Article: 24.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2016] [Revised: 12/22/2016] [Accepted: 01/16/2017] [Indexed: 11/26/2022]
Abstract
Group-based social skills interventions (GSSIs) are widely used for treating social competence among youth with autism spectrum disorder (ASD), but their efficacy is unclear. Previous meta-analysis of the literature on well-designed trials of GSSIs is limited in size and scope, collapsing across highly heterogeneous sources (parents; youths; teachers; observers; behavioral tasks). The current meta-analysis of randomized control trials (RCTs) was conducted to ascertain overall effectiveness of GSSIs and differences by reporting sources. Nineteen RCTs met inclusion criteria. Results show that overall positive aggregate effects were medium (g=0.51, p<0.001). Effects were large for self-report (g=0.92, p<0.001), medium for task-based measures (g=0.58, p<0.001), small for parent- and observer-report (g=0.47 and 0.40, respectively, p<0.001), and nonsignificant for teacher-report (p=0.11). Moderation analyses of self-report revealed the effect was wholly attributable to youth reporting that they learned about skilled social behaviors (social knowledge; g=1.15, p<0.01), but not that they enacted them (social performance; g=0.28, p=0.31). Social skills interventions presently appear modestly effective for youth with ASD, but may not generalize to school settings or self-reported social behavior.
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Affiliation(s)
| | - Erin Kang
- Stony Brook University, United States
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22
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Wingo AP, Briscione M, Norrholm SD, Jovanovic T, McCullough SA, Skelton K, Bradley B. Psychological resilience is associated with more intact social functioning in veterans with post-traumatic stress disorder and depression. Psychiatry Res 2017; 249:206-211. [PMID: 28119173 DOI: 10.1016/j.psychres.2017.01.022] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/07/2016] [Revised: 01/03/2017] [Accepted: 01/08/2017] [Indexed: 10/20/2022]
Abstract
Patients with depression or post-traumatic stress disorder (PTSD), common sequelae among individuals exposed to stressful or traumatic events, often report impairment in social functioning. Resilience is a multidimensional construct that enables adaptive coping with life adversity. Relationship between resilience and social functioning among veterans with depression and PTSD is not entirely clear and is the focus of this report. Resilience was assessed in 264 veterans using the Connor-Davidson Resilience Scale, PTSD with the PTSD Symptom Scale, depression with the Beck Depression Inventory, and social functioning with the Short Form Health Survey. Higher resilience was associated with more intact social functioning after PTSD and depression severity, childhood maltreatment, physical health, gender, education, marital status, and employment were simultaneously adjusted for. Childhood maltreatment, gender, marital status, education, and employment did not predict social functioning; however, greater severity of PTSD, depression, or physical health problems was each significantly associated with more impaired social functioning. Our findings suggest that higher resilience was associated with more intact social functioning regardless of the severity of PTSD and depression. Given the importance of social functioning in depression and/or PTSD recovery, studies are needed to examine if enhancing resilience presents a complementary approach to alleviating impaired social functioning.
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Affiliation(s)
- Aliza P Wingo
- Atlanta VA Medical Center, Trauma Recovery Program, 1670 Clairmont Road Decatur, GA 30033, USA; Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, 101 Woodruff Circle, Room 4339, Atlanta, GA 30322, USA
| | - Maria Briscione
- Atlanta VA Medical Center, Trauma Recovery Program, 1670 Clairmont Road Decatur, GA 30033, USA; Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, 101 Woodruff Circle, Room 4339, Atlanta, GA 30322, USA
| | - Seth D Norrholm
- Atlanta VA Medical Center, Trauma Recovery Program, 1670 Clairmont Road Decatur, GA 30033, USA; Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, 101 Woodruff Circle, Room 4339, Atlanta, GA 30322, USA
| | - Tanja Jovanovic
- Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, 101 Woodruff Circle, Room 4339, Atlanta, GA 30322, USA
| | - S Ashley McCullough
- Atlanta VA Medical Center, Trauma Recovery Program, 1670 Clairmont Road Decatur, GA 30033, USA
| | - Kelly Skelton
- Atlanta VA Medical Center, Trauma Recovery Program, 1670 Clairmont Road Decatur, GA 30033, USA; Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, 101 Woodruff Circle, Room 4339, Atlanta, GA 30322, USA
| | - Bekh Bradley
- Atlanta VA Medical Center, Trauma Recovery Program, 1670 Clairmont Road Decatur, GA 30033, USA; Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, 101 Woodruff Circle, Room 4339, Atlanta, GA 30322, USA.
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23
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Abstract
Autism is characterised by a range of perceptual and sensorimotor deficits, which might be related to abnormalities in how autistic individuals use prior knowledge. We investigated this proposition in a large non-clinical population in the context of the size-weight illusion, where individual’s expectations about object weight influence their perceptions of heaviness and fingertip forces. Although there was no relationship between autistic traits and the magnitude of the illusion, we observed an inverse relationship between AQ scores and how expectations influenced initial fingertip force application. These findings provide a novel dissociation between how perceptual and sensorimotor processes are related to autistic traits, and suggest that, autistic traits might explain some of the variance surrounding how individuals grip and lift objects.
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Raab K, Kirsch P, Mier D. Understanding the impact of 5-HTTLPR, antidepressants, and acute tryptophan depletion on brain activation during facial emotion processing: A review of the imaging literature. Neurosci Biobehav Rev 2016; 71:176-197. [DOI: 10.1016/j.neubiorev.2016.08.031] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2016] [Revised: 07/28/2016] [Accepted: 08/26/2016] [Indexed: 12/22/2022]
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25
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Shemesh Y, Forkosh O, Mahn M, Anpilov S, Sztainberg Y, Manashirov S, Shlapobersky T, Elliott E, Tabouy L, Ezra G, Adler ES, Ben-Efraim YJ, Gil S, Kuperman Y, Haramati S, Dine J, Eder M, Deussing JM, Schneidman E, Yizhar O, Chen A. Ucn3 and CRF-R2 in the medial amygdala regulate complex social dynamics. Nat Neurosci 2016; 19:1489-1496. [DOI: 10.1038/nn.4346] [Citation(s) in RCA: 63] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2016] [Accepted: 06/22/2016] [Indexed: 12/14/2022]
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26
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Montagna A, Nosarti C. Socio-Emotional Development Following Very Preterm Birth: Pathways to Psychopathology. Front Psychol 2016; 7:80. [PMID: 26903895 PMCID: PMC4751757 DOI: 10.3389/fpsyg.2016.00080] [Citation(s) in RCA: 143] [Impact Index Per Article: 17.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2015] [Accepted: 01/14/2016] [Indexed: 01/07/2023] Open
Abstract
Very preterm birth (VPT; < 32 weeks of gestation) has been associated with an increased risk to develop cognitive and socio-emotional problems, as well as with increased vulnerability to psychiatric disorder, both with childhood and adult onset. Socio-emotional impairments that have been described in VPT individuals include diminished social competence and self-esteem, emotional dysregulation, shyness and timidity. However, the etiology of socio-emotional problems in VPT samples and their underlying mechanisms are far from understood. To date, research has focused on the investigation of both biological and environmental risk factors associated with socio-emotional problems, including structural and functional alterations in brain areas involved in processing emotions and social stimuli, perinatal stress and pain and parenting strategies. Considering the complex interplay of the aforementioned variables, the review attempts to elucidate the mechanisms underlying the association between very preterm birth, socio-emotional vulnerability and psychopathology. After a comprehensive overview of the socio-emotional impairments associated with VPT birth, three main models of socio-emotional development are presented and discussed. These focus on biological vulnerability, early life adversities and parenting, respectively. To conclude, a developmental framework is used to consider different pathways linking VPT birth to psychopathology, taking into account the interaction between medical, biological, and psychosocial factors.
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Affiliation(s)
- Anita Montagna
- Department of Perinatal Imaging and Health, Centre for the Developing Brain, St. Thomas' Hospital, King's College LondonLondon, UK
| | - Chiara Nosarti
- Department of Psychosis Studies, Institute of Psychiatry, Psychology and Neuroscience, King's College LondonLondon, UK
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27
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Social interactions, emotion and sleep: A systematic review and research agenda. Sleep Med Rev 2015; 24:83-100. [DOI: 10.1016/j.smrv.2014.12.005] [Citation(s) in RCA: 127] [Impact Index Per Article: 14.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2014] [Revised: 12/17/2014] [Accepted: 12/17/2014] [Indexed: 02/01/2023]
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28
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Raud T, Kaldoja ML, Kolk A. Relationship between social competence and neurocognitive performance in children with epilepsy. Epilepsy Behav 2015; 52:93-101. [PMID: 26409136 DOI: 10.1016/j.yebeh.2015.08.028] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/26/2015] [Revised: 08/17/2015] [Accepted: 08/18/2015] [Indexed: 11/16/2022]
Abstract
Epilepsy may affect a child's social skills and social cognition. The purpose of the study was to examine associations between sociocognitive skills and neurocognitive performance in children with epilepsy. Thirty-five children with epilepsy between the ages of 7 and 12 years (25 with partial and 10 with generalized epilepsy) and 30 controls participated. Theory of Mind (ToM) tasks, Social Cognition Questionnaire proposed by Saltzman-Benaiah and Lalonde (2007), and Social Skills Rating System were used to assess social competence and sociocognitive skills. Neurocognitive performance was assessed using the NEPSY battery. Children with epilepsy demonstrated more difficulties in understanding false belief (p<.001) and intentional lying (p<.05) and exhibited more behavioral problems (p<.05). Notably, their social skills were at the same level as typically developing peers. Children with epilepsy performed significantly worse in attention, executive, verbal, and fine motor tasks (p<.05). We found positive correlations between the understanding of false belief and in executive (r=.6, p<.05), verbal (r=.45-.49, p<.05), and visuospatial skills (r=.34-.48, p<0.01). Children with generalized epilepsy had more problems in memory tasks (p<.05) and understanding of sarcasm (p<.05) compared with children with partial epilepsy. An age of onset over 9.1 years was positively associated with ToM skills (r=.42, p<.05). In conclusion, better ToM in children with better executive functions, and language and visuospatial skills was revealed. The type of epilepsy and age of onset significantly affected ToM skills.
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Affiliation(s)
- Triin Raud
- Institute of Psychology, University of Tartu, Tartu, Estonia; Randvere School, Tallinn, Estonia
| | - Mari-Liis Kaldoja
- Institute of Psychology, University of Tartu, Tartu, Estonia; Institute of Psychology, Tallinn University, Tallinn, Estonia; Psychiatry Clinic, Tallinn Children's Hospital, Tallinn, Estonia
| | - Anneli Kolk
- Department of Neurology and Neurorehabilitation, Children's Clinic, Tartu University Hospital, Tartu, Estonia; Department of Pediatrics, Faculty of Medicine, University of Tartu, Tartu, Estonia.
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29
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Alduncin N, Huffman LC, Feldman HM, Loe IM. Executive function is associated with social competence in preschool-aged children born preterm or full term. Early Hum Dev 2014; 90:299-306. [PMID: 24661446 PMCID: PMC4240273 DOI: 10.1016/j.earlhumdev.2014.02.011] [Citation(s) in RCA: 52] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/02/2013] [Revised: 02/22/2014] [Accepted: 02/25/2014] [Indexed: 11/24/2022]
Abstract
BACKGROUND Executive function (EF), defined as higher-order cognitive processes used in planning and organizing actions and emotions, is often impaired in children born preterm. Few studies have assessed social competence, the processes and resources required to meet social demands and achieve social goals, in children born preterm. The relations between EF and social competence in preterm and full term preschoolers have not been well characterized. AIMS To characterize social competence and assess the relationship between EF and social competence in preschool-aged children born preterm or full term. STUDY DESIGN Cross-sectional study. SUBJECTS Study subjects had a history of preterm birth (≤34weeks of gestation) and birth weight <2500g (n=70). Controls were born full term (≥37weeks) (n=79). OUTCOME MEASURES Children completed a battery of EF tasks; a mean age-adjusted z-score for the battery was generated for each child. Parents rated child EF on one scale and child social competence on two standardized scales. RESULTS Compared to full term children, preterm children showed a lower mean EF battery z-score, poorer parent-rated EF, and poorer scores on the two social competence scales. In hierarchical multiple regression models, EF battery z-score and parent-rated EF made independent contributions to both measures of social competence. Preterm birth explained additional variance for one measure of social competence. CONCLUSIONS Standard assessment of EF skills and social competence in young preschool children, including children born preterm, may identify at-risk children for long-term social difficulties and may also provide targets for intervention.
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Affiliation(s)
- Nidia Alduncin
- Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Stanford CA 94305
| | - Lynne C. Huffman
- Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Stanford CA 94305
| | - Heidi M. Feldman
- Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Stanford CA 94305
| | - Irene M. Loe
- Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Stanford CA 94305
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30
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Yager J, Iarocci G. The Development of the Multidimensional Social Competence Scale: A Standardized Measure of Social Competence in Autism Spectrum Disorders. Autism Res 2013; 6:631-41. [DOI: 10.1002/aur.1331] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2013] [Accepted: 08/22/2013] [Indexed: 11/12/2022]
Affiliation(s)
- Jodi Yager
- Autism and Developmental Disorders Lab; Simon Fraser University; Burnaby BC Canada V5A1S6
| | - Grace Iarocci
- Autism and Developmental Disorders Lab; Simon Fraser University; Burnaby BC Canada V5A1S6
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31
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van Rijn S, Swaab H, Baas D, de Haan E, Kahn RS, Aleman A. Neural systems for social cognition in Klinefelter syndrome (47,XXY): evidence from fMRI. Soc Cogn Affect Neurosci 2011; 7:689-97. [PMID: 21737434 DOI: 10.1093/scan/nsr041] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Klinefelter syndrome (KS) is a chromosomal condition (47, XXY) that may help us to unravel gene-brain behavior pathways to psychopathology. The phenotype includes social cognitive impairments and increased risk for autism traits. We used functional MRI to study neural mechanisms underlying social information processing. Eighteen nonclinical controls and thirteen men with XXY were scanned during judgments of faces with regard to trustworthiness and age. While judging faces as untrustworthy in comparison to trustworthy, men with XXY displayed less activation than controls in (i) the amygdala, which plays a key role in screening information for socio-emotional significance, (ii) the insula, which plays a role in subjective emotional experience, as well as (iii) the fusiform gyrus and (iv) the superior temporal sulcus, which are both involved in the perceptual processing of faces and which were also less involved during age judgments in men with XXY. This is the first study showing that KS can be associated with reduced involvement of the neural network subserving social cognition. Studying KS may increase our understanding of the genetic and hormonal basis of neural dysfunctions contributing to abnormalities in social cognition and behavior, which are considered core abnormalities in psychiatric disorders such as autism and schizophrenia.
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Affiliation(s)
- Sophie van Rijn
- Leiden University, Faculty of Social Sciences, Clinical Child and Adolescent Studies, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands.
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32
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Chasson GS, Timpano KR, Greenberg JL, Shaw A, Singer T, Wilhelm S. Shared social competence impairment: Another link between the obsessive-compulsive and autism spectrums? Clin Psychol Rev 2011; 31:653-62. [DOI: 10.1016/j.cpr.2011.02.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2011] [Revised: 02/11/2011] [Accepted: 02/16/2011] [Indexed: 11/28/2022]
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33
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Campbell LE, Stevens AF, McCabe K, Cruickshank L, Morris RG, Murphy DGM, Murphy KC. Is theory of mind related to social dysfunction and emotional problems in 22q11.2 deletion syndrome (velo-cardio-facial syndrome)? J Neurodev Disord 2011; 3:152-61. [PMID: 21544568 PMCID: PMC3188292 DOI: 10.1007/s11689-011-9082-7] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/10/2010] [Accepted: 04/05/2011] [Indexed: 10/24/2022] Open
Abstract
Social dysfunction is intrinsically involved in severe psychiatric disorders such as depression and psychosis and linked with poor theory of mind. Children with 22q11.2 deletion syndrome (22q11DS, or velo-cardio-facial syndrome) have poor social competence and are also at a particularly high risk of developing mood (40%) and psychotic (up to 30%) disorders in adolescence and young adulthood. However, it is unknown if these problems are associated with theory of mind skills, including underlying social-cognitive and social-perceptual mechanisms. The present cross-sectional study included classic social-cognitive false-belief and mentalising tasks and social-perceptual face processing tasks. The performance of 50 children with 22q11DS was compared with 31 age-matched typically developing sibling controls. Key findings indicated that, while younger children with 22q11DS showed impaired acquisition of social-cognitive skills, older children with 22q11DS were not significantly impaired compared with sibling controls. However, children with 22q11DS were found to have social-perceptual deficits, as demonstrated by difficulties in matching faces on the basis of identity, emotion, facial speech and gaze compared with sibling controls. Furthermore, performance on the tasks was associated with age, language ability and parentally rated social competence and emotional problems. These results are discussed in relation to the importance of a better delineation of social competence in this population.
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Affiliation(s)
- Linda E Campbell
- Institute of Psychiatry, King's College London, University of London, London, UK,
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34
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Elam KK, Carlson JM, DiLalla LF, Reinke KS. Emotional Faces Capture Spatial Attention in 5-Year-Old Children. EVOLUTIONARY PSYCHOLOGY 2010. [DOI: 10.1177/147470491000800415] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Emotional facial expressions are important social cues that convey salient affective information. Infants, younger children, and adults all appear to orient spatial attention to emotional faces with a particularly strong bias to fearful faces. Yet in young children it is unclear whether or not both happy and fearful faces extract attention. Given that the processing of emotional faces is believed by some to serve an evolutionarily adaptive purpose, attentional biases to both fearful and happy expressions would be expected in younger children. However, the extent to which this ability is present in young children and whether or not this ability is genetically mediated is untested. Therefore, the aims of the current study were to assess the spatial-attentional properties of emotional faces in young children, with a preliminary test of whether this effect was influenced by genetics. Five-year-old twin pairs performed a dot-probe task. The results suggest that children preferentially direct spatial attention to emotional faces, particularly right visual field faces. The results provide support for the notion that the direction of spatial attention to emotional faces serves an evolutionarily adaptive function and may be mediated by genetic mechanisms.
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Affiliation(s)
- Kit K. Elam
- Centre for Research on Children and Families, University of Otago, Dunedin, New Zealand
| | - Joshua M. Carlson
- Department of Biomedical Engineering, State University of New York at Stony Brook, Stony Brook, NY, USA
| | - Lisabeth F. DiLalla
- Department of Family and Community Medicine, Southern Illinois University School of Medicine, Carbondale, IL, USA
| | - Karen S. Reinke
- Department of Psychology, University of Illinois at Springfield, Springfield, IL, USA
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Guralnick MJ. Early Intervention Approaches to Enhance the Peer-Related Social Competence of Young Children With Developmental Delays: A Historical Perspective. INFANTS AND YOUNG CHILDREN 2010; 23:73-83. [PMID: 20526420 PMCID: PMC2880512 DOI: 10.1097/iyc.0b013e3181d22e14] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
This article presents a framework for future research and program development designed to support children's peer-related social competence. Intervention research is examined within a historical perspective culminating with a discussion of contemporary translational approaches capable of integrating models of normative development, developmental models of risk and disability, and intervention science.
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Affiliation(s)
- Michael J Guralnick
- Center on Human Development and Disability, University of Washington, Seattle
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Kaitz M, Shalev I, Sapir N, Devor N, Samet Y, Mankuta D, Ebstein RP. Mothers' dopamine receptor polymorphism modulates the relation between infant fussiness and sensitive parenting. Dev Psychobiol 2010; 52:149-57. [DOI: 10.1002/dev.20423] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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37
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Yamagata Z, Maeda T, Anme T, Sadato N. Overview of the Japan Children's Study 2004-2009; cohort study of early childhood development. J Epidemiol 2010; 20 Suppl 2:S397-403. [PMID: 20179361 PMCID: PMC3920403 DOI: 10.2188/jea.je20100018] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Background There are still a lot of unknown aspects about the childhood development of sociability which are based on neuroscientific basis. Purpose of the Japan Children’s Study (JCS) was to verify the normal process of child development of sociability; the trajectory and factors related development of sociability, and to collect findings and integrate the knowledge to make the plan of long-term and large scale cohort study. Methods A child cohort study underway in Japan since 2005. There are the cohort study including a infant cohort study at age of 4 months to 30 months and a preschool cohort study at age of 5 years old to 8 years old. Questionnaires, direct observation of children and cognitive testing were performed. Results In infant cohort study, 465 infants were recruited at 4 months and 367 children were followed up to 30 months, follow up rate was 78.9% and in the preschool cohort study, total 192 children (112 at 2005 and 80 at 2007) at age of 5 years old and 169 followed up to 6 years (follow up rate was 88.0%), and 79 children were followed up to 8 years old (follow up rate was 70.5%) old. Several new measurements to evaluate child sociability were developed. Some factors related to development of child sociability were found for example the ‘praise’ was related to child sociability in cohort study based on neuroscience findings. Conclusions Though the trajectory of child sociability development were not clarified, some significant factors related to development of sociability, and the basic findings to conduct a long-term and large scale cohort study were provided.
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Affiliation(s)
- Zentaro Yamagata
- Research Institute of Science and Technology for Society, Japan Science and Technology Agency, Tokyo, Japan.
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Patterns of growth in adaptive social abilities among children with autism spectrum disorders. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2009; 37:1019-34. [PMID: 19521762 DOI: 10.1007/s10802-009-9326-0] [Citation(s) in RCA: 78] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Adaptive social skills were assessed longitudinally at approximately ages 2, 3, 5, 9, and 13 years in a sample of 192 children with a clinical diagnosis of autism (n = 93), PDD-NOS (n = 51), or nonspectrum developmental disabilities (n = 46) at age 2. Growth curve analyses with SAS proc mixed were used to analyze social trajectories over time. Both individual characteristics and environmental resources emerged as key predictors of adaptive social behavior outcome. The gap between children with autism and the other two diagnostic groups widened with time as the social skills of the latter groups improved at a higher rate. However, within diagnostic groups, improvement ranged from minimal to very dramatic. Children with autism most at risk for problems with social adaptive abilities later in life can be identified with considerable accuracy at a very young age so they can be targeted for appropriate early intervention services.
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Abstract
Every individual experiences stressful life events. In some cases acute or chronic stress leads to depression and other psychiatric disorders, but most people are resilient to such effects. Recent research has begun to identify the environmental, genetic, epigenetic and neural mechanisms that underlie resilience, and has shown that resilience is mediated by adaptive changes in several neural circuits involving numerous neurotransmitter and molecular pathways. These changes shape the functioning of the neural circuits that regulate reward, fear, emotion reactivity and social behaviour, which together are thought to mediate successful coping with stress.
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Affiliation(s)
- Adriana Feder
- Department of Psychiatry, Mount Sinai School of Medicine, New York, New York 10029, USA.
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