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Edwards RC, Planalp EM, Bosquet Enlow M, Akshoomoff N, Bodison SC, Brennan MB, Ciciolla L, Eiden RD, Fillipi CA, Gustafsson HC, McKelvey LM, Morris AS, Peralta-Carcelén M, Poehlmann J, Wakschlag LS, Wilson S. Capturing the complexity of child behavior and caregiver-child interactions in the HEALthy Brain and Child Development (HBCD) Study using a rigorous and equitable approach. Dev Cogn Neurosci 2024; 69:101422. [PMID: 39126821 PMCID: PMC11363994 DOI: 10.1016/j.dcn.2024.101422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2024] [Revised: 07/19/2024] [Accepted: 07/22/2024] [Indexed: 08/12/2024] Open
Abstract
The HEALthy Brain and Child Development (HBCD) Study, a multi-site prospective longitudinal cohort study, will examine human brain, cognitive, behavioral, social, and emotional development beginning prenatally and planned through early childhood. This article outlines methodological considerations and the decision-making process for measurement selection for child behavior, parenting/caregiver-child interactions, and the family/home environment for HBCD. The decision-making process is detailed, including formation of a national workgroup (WG-BEH) that focused on developmentally appropriate measures that take a rigorous and equitable approach and aligned with HBCD objectives. Multi-level-observational and caregiver-report measures were deemed necessary for capturing the desired constructs across multiple contexts while balancing the nuance of observational data with pragmatic considerations. WG-BEH prioritized developmentally sensitive, validated assessments with psychometrics supporting use in diverse populations and focused on mechanistic linkages and prediction of desired constructs. Other considerations included participant burden and retention, staff training needs, and cultural sensitivity. Innovation was permitted when it was grounded in evidence and filled key gaps. Finally, this article describes the rationale for the selected constructs (e.g., temperament, social-emotional development, parenting behaviors, family organization) and corresponding measures chosen for HBCD visits from early infancy through 17 months of age.
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Affiliation(s)
- Renee C Edwards
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA.
| | - Elizabeth M Planalp
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Michelle Bosquet Enlow
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Natacha Akshoomoff
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Stefanie C Bodison
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Marianne B Brennan
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Lucia Ciciolla
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Rina D Eiden
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Courtney A Fillipi
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Hanna C Gustafsson
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Lorraine M McKelvey
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Amanda S Morris
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Myriam Peralta-Carcelén
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Julie Poehlmann
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Lauren S Wakschlag
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
| | - Sylia Wilson
- Northwestern University, Feinberg School of Medicine, 625 N. Michigan Ave, Suite 2400, Chicago, IL 60611, USA
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Platt R, Polk S, Barrera AZ, Lara-Cinisomo S, Hirschhorn LR, Graham AK, Musci RJ, Hamil J, Echavarria D, Cooper L, Tandon SD. Mothers and Babies Virtual Group (MBVG) for perinatal Latina women: study protocol for a hybrid type-1 effectiveness-implementation randomized controlled trial. Trials 2024; 25:606. [PMID: 39261967 PMCID: PMC11391742 DOI: 10.1186/s13063-024-08423-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2024] [Accepted: 08/23/2024] [Indexed: 09/13/2024] Open
Abstract
BACKGROUND Immigrant Latinas (who are foreign-born but now reside in the USA) are at greater risk for developing postpartum depression than the general perinatal population, but many face barriers to treatment. To address these barriers, we adapted the Mothers and Babies Course-an evidence-based intervention for postpartum depression prevention-to a virtual group format. Additional adaptations are inclusion of tailored supplemental child health content and nutrition benefit assistance. We are partnering with Early Learning Centers (ELC) across the state of Maryland to deliver and test the adapted intervention. METHODS The design is a Hybrid Type I Effectiveness-Implementation Trial. A total of 300 participants will be individually randomized to immediate (N = 150) versus delayed (N = 150) receipt of the intervention, Mothers and Babies Virtual Group (MB-VG). The intervention will be delivered by trained Early Learning Center staff. The primary outcomes are depressive symptoms (measured via the Center for Epidemiologic Studies-Depression Scale), parenting self-efficacy (measured via the Parental Cognition and Conduct Towards the Infant Scale (PACOTIS) Parenting Self-Efficacy subscale), and parenting responsiveness (measured via the Maternal Infant Responsiveness Instrument) at 1-week, 3-month, and 6-month post-intervention. Depressive episodes (Structured Clinical Interview for DSM-V- Disorders Research Version) at 3-month and 6-month post-intervention will also be assessed. Secondary outcomes include social support, mood management, anxiety symptoms, perceived stress, food insecurity, and mental health stigma at 1-week, 3-month, and 6-month post-intervention. Exploratory child outcomes are dysregulation and school readiness at 6-month post-intervention. Intervention fidelity, feasibility, acceptability, and appropriateness will also be assessed guided by the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework. DISCUSSION This study will be one of the first to test the efficacy of a group-based virtual perinatal depression intervention with Latina immigrants, for whom stark disparities exist in access to health services. The hybrid effectiveness-implementation design will allow rigorous examination of barriers and facilitators to delivery of the intervention package (including supplemental components) which will provide important information on factors influencing intervention effectiveness and the scalability of intervention components in Early Learning Centers and other child-serving settings. REGISTRATION ClinicalTrials.gov NCT05873569.
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Affiliation(s)
- Rheanna Platt
- Department of Psychiatry and Behavioral Sciences & Division of Child and Adolescent Psychiatry, Johns Hopkins University/Johns Hopkins Bayview Medical Center, 5500 East Lombard St, Baltimore, MD, 21224, USA.
| | - Sarah Polk
- Johns Hopkins University School of Medicine, Baltimore, MD, 21224, USA
- Centro SOL, Johns Hopkins University School of Medicine, Baltimore, MD, 21224, USA
| | - Alinne Z Barrera
- Palo Alto University, 1791 Arastradero Road, Palo Alto, CA, 94304, USA
| | | | - Lisa R Hirschhorn
- Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Andrea K Graham
- Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Rashelle J Musci
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, 21205, USA
| | - Jaime Hamil
- Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Diane Echavarria
- Johns Hopkins University School of Medicine, Baltimore, MD, 21224, USA
| | - Lindsay Cooper
- Johns Hopkins University School of Medicine, Baltimore, MD, 21224, USA
| | - S Darius Tandon
- Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
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Thompson KI, Schneider CJ, Rocha-Hidalgo J, Jeyaram S, Mata-Centeno B, Furtado E, Vachhani S, Pérez-Edgar K, Perlman SB. Constructing the "Family Personality": Can Family Functioning Be Linked to Parent-Child Interpersonal Neural Synchronization? J Pers 2024. [PMID: 39248009 DOI: 10.1111/jopy.12973] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Revised: 08/23/2024] [Accepted: 08/26/2024] [Indexed: 09/10/2024]
Abstract
INTRODUCTION Early child development occurs within an interactive environment, initially dominated by parents or caregivers, and is heavily influenced by the dynamics of this social context. The current study probed the neurobiology of "family personality", or family functioning, in the context of parent-child dyadic interaction using a two-person neuroimaging modality. METHODS One hundred and five parent-child dyads (child mean age 5 years 4 months) were recruited. Functional near-infrared spectroscopy (fNIRS) hyperscanning was employed to measure neural synchrony while dyads completed a mildly stressful interactive task. Family functioning was measured through the Family Adaptability and Cohesion Scale IV (FACES-IV). RESULTS Synchrony during stress was significantly greater than synchrony during both baseline and recovery conditions for all dyads. A significant interaction between neural synchrony in each task condition and familial balanced flexibility was found, such that higher levels of balanced flexibility were associated with greater changes in frontal cortex neural synchrony as dyads progressed through the three task conditions. DISCUSSION Parent-child dyads from families who display heightened levels of balanced flexibility are also more flexible in their engagement of neural synchrony when shifting between social conditions. This is one of the first studies to utilize a two-person imaging modality to explore the links between family functioning and interbrain synchrony between parents and their children.
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Affiliation(s)
- Khalil I Thompson
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, Missouri, USA
| | - Clayton J Schneider
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, Missouri, USA
| | - Joscelin Rocha-Hidalgo
- Department of Psychology, Pennsylvania State University, State College, University Park, Pennsylvania, USA
| | - Shri Jeyaram
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, Missouri, USA
| | - Bedilia Mata-Centeno
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, Missouri, USA
| | - Emily Furtado
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, Missouri, USA
| | - Shreeja Vachhani
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, Missouri, USA
| | - Koraly Pérez-Edgar
- Department of Psychology, Pennsylvania State University, State College, University Park, Pennsylvania, USA
| | - Susan B Perlman
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, Missouri, USA
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Carlson GA, Althoff RR, Singh MK. Future Directions: The Phenomenology of Irritable Mood and Outbursts: Hang Together or Hang Separately 1. 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; 53:309-327. [PMID: 38588602 DOI: 10.1080/15374416.2024.2332999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/10/2024]
Abstract
Recognition of the importance of irritable mood and outbursts has been increasing over the past several decades. This "Future Directions" aims to develop a set of recommendations for future research emphasizing that irritable mood and outbursts "hang together," but have important distinctions and thus also need to "hang separately." Outbursts that are the outcome of irritable mood may be quite different from outbursts that are the trigger or driving force that make youth and his/her environment miserable. What, then, is the relation between irritable mood and outbursts? As the field currently stands, we not only cannot answer this question, but we may also lack the tools to effectively do so. Here, we will propose recommendations for understanding the phenomenology of irritable mood and outbursts so that more directed and clinically useful assessment tools can be designed. We discuss the transdiagnostic and treatment implications that relate to improvements in measurement. We describe the need to do more than repurpose our current assessment tools, specifically interviews and rating scales, which were designed for different purposes. The future directions of the study and treatment of irritable mood and outbursts will require, among others, using universally accepted nomenclature, supporting the development of tools to measure the characteristics of each irritable mood and outbursts, understanding the effects of question order, informant, development and longitudinal course, and studying the ways in which outbursts and irritable mood respond to treatment.
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Affiliation(s)
- Gabrielle A Carlson
- Psychiatry and Pediatrics, Renaissance School of Medicine at Stony Brook University
| | - Robert R Althoff
- Psychiatry, Pediatrics, & Psychological Science, University of Vermont
| | - Manpreet Kaur Singh
- Professor of Psychiatry and Behavioral Sciences, University of California Davis School of Medicine
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Parker AJ, Brock P, Kryza‐Lacombe M, Briggs‐Gowan M, Dougherty LR, Wakschlag LS, Wiggins JL. What I see, what you say: How cross-method variation sharpens characterization of irritability in early childhood. Int J Methods Psychiatr Res 2024; 33:e2019. [PMID: 38481064 PMCID: PMC10937815 DOI: 10.1002/mpr.2019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Revised: 12/13/2023] [Accepted: 02/28/2024] [Indexed: 03/17/2024] Open
Abstract
OBJECTIVES Identification of clinically significant irritability in preschool age is important to implement effective interventions. However, varying informant and measurement methods display distinct patterns. These patterns are associated with concurrent and future mental health concerns. Patterns across multi-informant methods in early-childhood irritability may have clinical utility, identifying risk for impaired psychosocial functioning. METHODS Using data from the Multidimensional Assessment of Preschoolers Study (N = 425), latent profile analysis identified irritability patterns through the parent-reported Multidimensional Assessment Profile Scales-Temper Loss (MAPS-TL), parent-reported interviewer-rated Preschool Age Psychiatric Assessment (PAPA), and observer-rated Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). These profiles were characterized on protective factors, global functioning, and mental health syndromes, concurrently and at early school age and preadolescent follow-up. RESULTS Fit indices favored a five-class model: Low All, High Observation with Examiner (high DB-DOS Examiner Context), High All, High Parent Report (high MAPS-TL/PAPA), and Very High Parent Report (very high MAPS-TL/PAPA). Whereas Low All and High Observation with Examiner exhibited strong psychosocial functioning, remaining profiles showed impaired psychosocial functioning, with the Very High Parent Report group showing higher impairment at follow-ups, ds = 0.37-1.25. CONCLUSIONS Multi-informant measurements of irritability may have utility for clinical prediction, and future studies should test utility for diagnostic precision.
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Affiliation(s)
| | - Peyton Brock
- Department of PsychologySan Diego State UniversitySan DiegoCaliforniaUSA
| | - Maria Kryza‐Lacombe
- San Diego State University/University of CaliforniaSan Diego Joint Doctoral Program in Clinical PsychologySan DiegoCaliforniaUSA
| | - Margaret Briggs‐Gowan
- Child and Adolescent PsychiatryUniversity of Connecticut Health SystemFarmingtonConnecticutUSA
| | | | - Lauren S. Wakschlag
- Feinberg School of Medicine and Institute for Innovations in Developmental SciencesNorthwestern UniversityEvanstonIllinoisUSA
| | - Jillian Lee Wiggins
- Department of PsychologySan Diego State UniversitySan DiegoCaliforniaUSA
- San Diego State University/University of CaliforniaSan Diego Joint Doctoral Program in Clinical PsychologySan DiegoCaliforniaUSA
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Finlay-Jones AL, Ang JE, Brook J, Lucas JD, MacNeill LA, Mancini VO, Kottampally K, Elliott C, Smith JD, Wakschlag LS. Systematic Review and Meta-Analysis: Early Irritability as a Transdiagnostic Neurodevelopmental Vulnerability to Later Mental Health Problems. J Am Acad Child Adolesc Psychiatry 2024; 63:184-215. [PMID: 36863413 PMCID: PMC10460834 DOI: 10.1016/j.jaac.2023.01.018] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Revised: 01/16/2023] [Accepted: 02/21/2023] [Indexed: 03/04/2023]
Abstract
OBJECTIVE Irritability is a transdiagnostic indicator of child and adolescent internalizing and externalizing problems that is measurable from early life. The objective of this systematic review was to determine the strength of the association between irritability measured from 0 to 5 years and later internalizing and externalizing problems, to identify mediators and moderators of these relationships, and to explore whether the strength of the association varied according to irritability operationalization. METHOD Relevant studies published in peer-reviewed, English-language journals between the years 2000 and 2021 were sought from EMBASE, PsycINFO, MEDLINE, CINAHL, and ERIC. We synthesized studies that included a measure of irritability within the first 5 years of life and reported associations with later internalizing and/or externalizing problems. Methodological quality was assessed using the JBI-SUMARI Critical Appraisal Checklist. RESULTS Of 29,818 identified studies, 98 met inclusion criteria, with a total number of 932,229 participants. Meta-analysis was conducted on 70 studies (n = 831,913). Small, pooled associations were observed between infant irritability (0-12 months) and later internalizing (r = 0.14, 95% CI = 0.09, 0.20) and externalizing symptoms (r = 0.16, 95% CI = 0.11, 0.21) symptoms. For toddler/preschool irritability (13-60 months), small-to-moderate pooled associations were observed for internalizing (r = 0.21, 95% CI = 0.14, 0.28) and externalizing (r = 0.24, 95% CI = 0.18, 0.29) symptoms. These associations were not moderated by the lag between irritability and outcome assessment, although the strength of the associations varied according to irritability operationalization. CONCLUSION Early irritability is a consistent transdiagnostic predictor of internalizing and externalizing symptoms in childhood and adolescence. More work is required to understand how to accurately characterize irritability across this developmental period, and to understand mechanisms underlying the relationship between early irritability and later mental health problems. DIVERSITY & INCLUSION STATEMENT One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. One or more of the authors of this paper self-identifies as living with a disability. We actively worked to promote sex and gender balance in our author group. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group. STUDY PREREGISTRATION INFORMATION Early irritability as a transdiagnostic neurodevelopmental vulnerability to early onset mental health problems: A systematic review; https://www.crd.york.ac.uk/prospero/; CRD42020214658.
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Affiliation(s)
- Amy L Finlay-Jones
- Telethon Kids Institute, Nedlands, Western Australia; Curtin University, Bentley, Western Australia; University of Western Australia, Crawley, Western Australia.
| | | | - Juliet Brook
- Telethon Kids Institute, Nedlands, Western Australia
| | | | | | | | | | - Catherine Elliott
- Telethon Kids Institute, Nedlands, Western Australia; Curtin University, Bentley, Western Australia
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Fipp-Rosenfield HL, Levy RS, Grauzer JM, Kaat A, Roberts MY. Autistic Children's Irritability During Social Communication Assessments. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:369-377. [PMID: 38010261 PMCID: PMC11000782 DOI: 10.1044/2023_ajslp-23-00216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Revised: 09/11/2023] [Accepted: 10/10/2023] [Indexed: 11/29/2023]
Abstract
PURPOSE Accurate measurement of autistic children's social communication is critical for assessing skills, setting intervention goals, evaluating change over time, determining service eligibility, and determining classroom placement. There are various types of assessments, some of which use specific tasks to elicit social communication. Structured tasks may frustrate children, inadvertently elicit irritability, and have a cascading effect on their ability to communicate. To date, no studies have evaluated how differing types of social communication assessments may exacerbate children's irritability and impact assessment scores. We examined the extent to which (a) social communication assessment type (structured vs. naturalistic) impacts autistic children's irritability and (b) child irritability is associated with social communication scores. METHOD Autistic toddlers (n = 114, Mage = 33.09 months, SD = 6.15) completed the Communication and Symbolic Behavior Scales (CSBS; structured) and a 10-min play-based mother-child interaction (MCX; naturalistic). Child irritability was scored on both assessments using a global rating scale of 0-15. RESULTS Child irritability during the CSBS was significantly higher than during the MCX (V = 4892, p < .001, r = .68). Higher irritability was associated with lower CSBS social communication scores (B = -0.05, p = .03), but not MCX scores (B = 0.04, p = .13; Theil's F = 6.92, p = .009). CONCLUSIONS Our findings suggest that the CSBS may pose unique challenges for autistic children, as it led to higher rates of irritability and negatively affected children's social communication scores. Evaluating the association between assessment type and irritability supports the complete characterization of autistic children's experience during assessments and clinicians in obtaining a more representative measure of social communication.
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Affiliation(s)
- Hannah L Fipp-Rosenfield
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Rachel S Levy
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Jeffrey M Grauzer
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Aaron Kaat
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL
| | - Megan Y Roberts
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
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Wiggins JL, Ureña Rosario A, Zhang Y, MacNeill L, Yu Q, Norton E, Smith JD, Wakschlag LS. Advancing earlier transdiagnostic identification of mental health risk: A pragmatic approach at the transition to toddlerhood. Int J Methods Psychiatr Res 2023; 32:e1989. [PMID: 37723907 PMCID: PMC10654830 DOI: 10.1002/mpr.1989] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 08/11/2023] [Accepted: 08/17/2023] [Indexed: 09/20/2023] Open
Abstract
OBJECTIVES In light of the youth mental health crisis, as 1 in 5 children have a mental disorder diagnosis by age 3, identification of transdiagnostic behavioral vulnerability prior to impairing psychopathology must occur at an earlier phase of the clinical sequence. Here, we lay the groundwork for a pragmatic irritability measure to identify at-risk infant-toddlers. METHODS Data comprised N = 350 diverse infant-toddlers and their mothers assessed at ∼14 months old for irritability (Multidimensional Assessment Profiles- Temper Loss-Infant/Toddler (MAPS-TL-IT) and impairment (Early Childhood Irritability-Related Impairment Interview, E-CRI; and Family Life Impairment Scale (FLIS). Bimonthly follow-up surveys assessed impairment (FLIS) over the following year. RESULTS Stepwise logistic regression indicated that 5 MAPS-TL-IT items were most informative for differentiating concurrent impairment on the FLIS: "frustrated about small things"; "hit, bite, or kick during tantrums"; "trouble cheering up when grumpy"; "grumpy during fun activities" and "tantrums in public". With this summed score, Receiver Operating Characteristics analysis differentiating concurrent impairment on the E-CRI indicated good classification accuracy for (Area under the curve = 0.755, p < 0.05), with a cutoff of 5 maximizing sensitivity (71.4%) and specificity (70.6%). Elevated irritability on this MAPS-TL-IT clinically optimized screener increased likelihood of persistently elevated FLIS impairment trajectories over the following year more than fourfold (OR = 4.37; Confidence intervals = 2.40-7.97, p < 0.001). CONCLUSIONS Our findings represent the first step toward a pragmatic tool for screening for transdiagnostic mental health risk in toddlers, optimized for feasibility in clinical care. This has potential to strengthen resilience pathways via earlier identification of mental health risk and corollary prevention in toddlers.
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Affiliation(s)
- Jillian Lee Wiggins
- Department of PsychologySan Diego State UniversitySan DiegoCaliforniaUSA
- San Diego State University/University of California, San DiegoJoint Doctoral Program in Clinical PsychologySan DiegoCaliforniaUSA
| | - Ana Ureña Rosario
- Department of PsychologySan Diego State UniversitySan DiegoCaliforniaUSA
- Alliant International UniversitySan DiegoCaliforniaUSA
| | - Yudong Zhang
- Department of Medical Social SciencesFeinberg School of MedicineChicagoIllinoisUSA
- Institute for Innovations in Developmental SciencesNorthwestern University School of MedicineChicagoIllinoisUSA
| | - Leigha MacNeill
- Department of Medical Social SciencesFeinberg School of MedicineChicagoIllinoisUSA
- Institute for Innovations in Developmental SciencesNorthwestern University School of MedicineChicagoIllinoisUSA
| | - Qiongru Yu
- San Diego State University/University of California, San DiegoJoint Doctoral Program in Clinical PsychologySan DiegoCaliforniaUSA
| | - Elizabeth Norton
- Department of Medical Social SciencesFeinberg School of MedicineChicagoIllinoisUSA
- Institute for Innovations in Developmental SciencesNorthwestern University School of MedicineChicagoIllinoisUSA
- Department of Communication Sciences and DisordersSchool of CommunicationNorthwestern UniversityChicagoIllinoisUSA
| | - Justin D. Smith
- Department of Population Health SciencesSpencer Fox Eccles School of Medicine at the University of UtahSalt Lake CityUtahUSA
| | - Lauren S. Wakschlag
- Department of Medical Social SciencesFeinberg School of MedicineChicagoIllinoisUSA
- Institute for Innovations in Developmental SciencesNorthwestern University School of MedicineChicagoIllinoisUSA
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O'Byrne E, McCusker C, McSweeney S. The impact of the "Attachment and Biobehavioural Catch-Up" program on attachment related parent behavior-A systematic review. Infant Ment Health J 2023; 44:76-91. [PMID: 36565696 DOI: 10.1002/imhj.22025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 11/08/2022] [Indexed: 12/25/2022]
Abstract
"Attachment and Biobehavioural Catch-Up" (ABC) is a 10 session home visiting program, grounded in attachment theory. It aims to improve child emotion regulation, attachment and behavioral outcomes through changing caregivers' attachment related behaviors. There is increasing evidence with respect to the effectiveness of ABC in producing positive child outcomes, but the intervention's direct effect on parent outcomes remains unclear. This review examined the association of ABC with attachment related parent outcomes. The PubMed, EMBASE, PyschINFO and SCOPUS databases were searched for relevant studies in August 2021, and again in April 2022. The eligibility criteria for included studies were (1) infants aged 0-27 months at time of the ABC intervention, (2) "at risk" parents, (3) controlled trials published in peer-reviewed journals and (4) utilized a measure of attachment related parent outcomes. Eleven eligible studies were included. The findings showed ABC had a significant small to medium effect on a variety of attachment related parent outcomes among parents presenting with multiple psychosocial risk factors. "Sensitivity" was measured most frequently, with small to medium main effect sizes recorded at follow-up, compared to controls. Implications for the clinical effectiveness of the ABC program in community settings are discussed. Future research should clarify who ABC is most effective for and how it compares to similar interventions.
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Affiliation(s)
- Emma O'Byrne
- School of Applied Psychology, University College Cork, Cork, Ireland
| | - Chris McCusker
- School of Applied Psychology, University College Cork, Cork, Ireland
| | - Shane McSweeney
- School of Applied Psychology, University College Cork, Cork, Ireland
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Iwanski A, Lichtenstein L, Forster F, Stadelmann C, Bodenmann G, Zimmermann P. A Family Systems Perspective on Attachment Security and Dependency to Mother and Father in Preschool: Differential and Reciprocal Effects on Children's Emotional and Behavioral Problems. Brain Sci 2022; 13:brainsci13010035. [PMID: 36672018 PMCID: PMC9856694 DOI: 10.3390/brainsci13010035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 12/17/2022] [Accepted: 12/21/2022] [Indexed: 12/28/2022] Open
Abstract
Attachment security and dependency play a decisive role for children's mental health. From a family systems perspective, reciprocal effects of dyadic attachment to each parent within the same family on child symptomatology may well offer additional insights in developmental processes as parents and children influence each other consistently. This study examined the influence of child-mother as well as child-father attachment security and dependency on maternal, paternal, and observed ratings of children's emotional and behavioral problems. A total of 124 families with preschool children participated in this study. Attachment security, dependency, and symptomatology of the children were independently observed during home visits. Furthermore, mothers and fathers rated child symptoms. Results revealed promotive effects of attachment security to both parents on observed child symptoms. Furthermore, we found a significant actor effect of child-mother attachment security, as well as a significant partner effect of child-father dependency on maternal ratings of child symptomatology. Attachment security to both parents is promotive for child mental health. The family systems perspective clarifies the meaning of child-father relationships for maternal perception of the own child.
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Affiliation(s)
- Alexandra Iwanski
- Department of Psychology, Developmental Psychology, Bergische Universität Wuppertal, Gaußstr. 20, 42119 Wuppertal, Germany
- Correspondence:
| | - Lucie Lichtenstein
- Department of Psychology, Developmental Psychology, Bergische Universität Wuppertal, Gaußstr. 20, 42119 Wuppertal, Germany
| | - Fabienne Forster
- Cantonal Psychiatric Clinic St. Gallen, Gynaeco-Psychiatry, Zuercherstrasse 30, 9500 Wil, Switzerland
| | - Céline Stadelmann
- Department of Psychology, Clinical Psychology for Children/Adolescents and Couples/Families, University of Zurich, Binzmuehlestr. 14, 8050 Zurich, Switzerland
| | - Guy Bodenmann
- Department of Psychology, Clinical Psychology for Children/Adolescents and Couples/Families, University of Zurich, Binzmuehlestr. 14, 8050 Zurich, Switzerland
| | - Peter Zimmermann
- Department of Psychology, Developmental Psychology, Bergische Universität Wuppertal, Gaußstr. 20, 42119 Wuppertal, Germany
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11
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Yu Q, Hodgdon EA, Kryza-Lacombe M, Osuna L, Bozzetto LE, Ciro D, Wakschlag LS, Wiggins JL. Roads Diverged: Developmental Trajectories of Irritability From Toddlerhood Through Adolescence. J Am Acad Child Adolesc Psychiatry 2022; 62:457-471. [PMID: 36334890 PMCID: PMC10112490 DOI: 10.1016/j.jaac.2022.07.849] [Citation(s) in RCA: 10] [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] [Received: 04/27/2021] [Revised: 07/02/2022] [Accepted: 10/26/2022] [Indexed: 11/06/2022]
Abstract
OBJECTIVE Irritability is a dimensional trait that manifests from early life and is a robust transdiagnostic risk factor for psychopathology and impairment. A large, national dataset was leveraged to identify and broadly characterize trajectories from toddlerhood through adolescence, which is crucial for timely, targeted interventions. METHOD Data on irritability and a broad array of potential factors affecting irritability development from 4,462 children assessed longitudinally at ages 3, 5, 9, and 15 were included. Latent class growth models identified groups of children based on their nonlinear irritability trajectories from toddlerhood to adolescence. LASSO regression then identified key characteristics differentiating trajectory groups. RESULTS Five distinct irritability trajectories were identified, two of which were stable, maintaining medium or high irritability from age 3 to 15. Three trajectories showed undulating change over development, with an inflection point at the transition to adolescence (age 9): Most children had consistently low irritability. Two smaller groups started with high irritability at age 3 but diverged, sharply decreasing or increasing until a turning point at age 9. Developmental patterning of harsh/neglectful parenting and child internalizing symptoms most strongly differentiated trajectory groups. Sociodemographic characteristics, attachment style, neighborhood support, cognitive functioning, and genetic variation also differentiated trajectories. CONCLUSION The results demonstrated the importance of the transition to adolescence as a critical inflection point for youths with fluctuating irritability trajectories. Identifying these patterns and multiple malleable factors associated with stably high or rising trajectories is an important step toward targeted interventions for the most vulnerable subgroups. DIVERSITY & INCLUSION STATEMENT We worked to ensure sex and gender balance in the recruitment of human participants. We worked to ensure race, ethnic, and/or other types of diversity in the recruitment of human participants. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented sexual and/or gender groups in science. One or more of the authors of this paper self-identifies as living with a disability. One or more of the authors of this paper received support from a program designed to increase minority representation in science. We actively worked to promote sex and gender balance in our author group. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group.
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Affiliation(s)
- Qiongru Yu
- San Diego State University/University of California, San Diego Joint Doctoral Program in Clinical Psychology.
| | | | - Maria Kryza-Lacombe
- San Diego State University/University of California, San Diego Joint Doctoral Program in Clinical Psychology
| | | | | | - Dianne Ciro
- School of Social Work, San Diego State University
| | - Lauren S Wakschlag
- Feinberg School of Medicine and Institute for Innovations in Developmental Sciences, Northwestern University
| | - Jillian Lee Wiggins
- San Diego State University/University of California, San Diego Joint Doctoral Program in Clinical Psychology; San Diego State University
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12
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Hartman CA, Richards JS, Vrijen C, Oldehinkel AJ, Oerlemans AM, Kretschmer T. Cohort Profile Update: The TRacking Adolescents' Individual Lives Survey-The Next Generation (TRAILS NEXT). Int J Epidemiol 2022; 51:e267-e275. [PMID: 35462400 PMCID: PMC9557833 DOI: 10.1093/ije/dyac066] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Accepted: 03/29/2022] [Indexed: 12/17/2022] Open
Affiliation(s)
- Catharina A Hartman
- Interdisciplinary Center Psychopathology and Emotion Regulation, University of Groningen, Groningen, University Medical Center Groningen, Groningen, The Netherlands
| | - Jennifer S Richards
- Interdisciplinary Center Psychopathology and Emotion Regulation, University of Groningen, Groningen, University Medical Center Groningen, Groningen, The Netherlands
| | - Charlotte Vrijen
- Department of Pedagogical Sciences, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
| | - Albertine J Oldehinkel
- Interdisciplinary Center Psychopathology and Emotion Regulation, University of Groningen, Groningen, University Medical Center Groningen, Groningen, The Netherlands
| | - Anoek M Oerlemans
- Interdisciplinary Center Psychopathology and Emotion Regulation, University of Groningen, Groningen, University Medical Center Groningen, Groningen, The Netherlands
- Department of Pedagogical Sciences, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
| | - Tina Kretschmer
- Department of Pedagogical Sciences, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
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13
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Yarger HA, Lind T, Raby KL, Zajac L, Wallin A, Dozier M. Intervening With Attachment and Biobehavioral Catch-Up to Reduce Behavior Problems Among Children Adopted Internationally: Evidence From a Randomized Controlled Trial. CHILD MALTREATMENT 2022; 27:478-489. [PMID: 33882710 PMCID: PMC8535762 DOI: 10.1177/10775595211010975] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Children who have been adopted internationally often exhibit persistent behavior problems. The current study assessed the efficacy of the Attachment and Biobehavioral Catch-up intervention (ABC; Dozier & Bernard, 2019) for reducing behavior problems in 122 children adopted internationally. Behavior problems were measured via parent-report using the Brief Infant Toddler Social Emotional Assessment at a pre-intervention visit and after the intervention when children were between 18 and 36 months. Children's behavior problems were also observed using the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) after the intervention when children were 48 and 60 months. Parents who received ABC reported fewer child behavior problems than parents who received the control intervention immediately after the intervention through 1.5 years post-intervention. Additionally, children whose parents received ABC exhibited fewer behavior problems within the parent context of the DB-DOS when they were 48 months old (2 years post-intervention) than children whose parents received the control intervention. There were no significant intervention effects on children's observed behavior problems within the examiner contexts. These results support the efficacy of ABC in reducing behavior problems among children adopted internationally. Trial registration: ClinicalTrials.gov NCT00816621.
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Affiliation(s)
- Heather A. Yarger
- Department of Psychology, University of Maryland, College Park, MD, USA
| | - Teresa Lind
- Department of Psychiatry, University of California, San Diego, CA, USA
- Child and Adolescent Services Research Center (CASRC), San Diego, CA, USA
| | - K. Lee Raby
- Department of Psychology, University of Utah, Salt Lake City, UT, USA
| | - Lindsay Zajac
- Department of Psychological and Brain Sciences, University of Delaware, Newark, DE, USA
| | - Allison Wallin
- Department of Psychological and Brain Sciences, University of Delaware, Newark, DE, USA
| | - Mary Dozier
- Department of Psychological and Brain Sciences, University of Delaware, Newark, DE, USA
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14
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Hampton LH, Stern YS, Fipp-Rosenfield H, Bearss K, Roberts MY. Parent-Implemented Positive Behavior Support Strategies for Young Children on the Autism Spectrum: A Pilot Investigation. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1921-1938. [PMID: 35394818 PMCID: PMC9559662 DOI: 10.1044/2022_jslhr-21-00361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 09/30/2021] [Accepted: 01/15/2022] [Indexed: 06/14/2023]
Abstract
PURPOSE Parents of children on the autism spectrum enrolled in early intervention often receive coaching to address both social communication and disruptive behavior, which are the two most frequently reported concerns by parents. Intervention techniques for both are often recommended to be implemented across daily routines and require the parents to learn new ways of interacting with their child. A sequential approach to instructing parents in these key intervention targets may reduce burden and increase adherence. METHOD This multiple-baseline design pilot study included three mother-child dyads who received instruction in a disruptive behavior intervention immediately following a social communication intervention. Maternal maintenance of social communication strategies and child disruptive behaviors were measured during probes throughout the study. RESULTS Results indicate that although mothers readily learned to implement the techniques, fidelity of implementing social communication strategies declined after introduction of the positive behavior support strategies. CONCLUSIONS A sequenced approach to parent-mediated intervention is feasible and acceptable. Clinical implications and future directions are discussed. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19528978.
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Affiliation(s)
| | - Yael S. Stern
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Hannah Fipp-Rosenfield
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Karen Bearss
- Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle
| | - Megan Y. Roberts
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
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15
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Krogh-Jespersen S, MacNeill LA, Anderson EL, Stroup HE, Harriott EM, Gut E, Blum A, Fareedi E, Fredian KM, Wert SL, Wakschlag LS, Norton ES. Disruption Leads to Methodological and Analytic Innovation in Developmental Sciences: Recommendations for Remote Administration and Dealing With Messy Data. Front Psychol 2022; 12:732312. [PMID: 35058833 PMCID: PMC8764157 DOI: 10.3389/fpsyg.2021.732312] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Accepted: 11/22/2021] [Indexed: 12/19/2022] Open
Abstract
The COVID-19 pandemic has impacted data collection for longitudinal studies in developmental sciences to an immeasurable extent. Restrictions on conducting in-person standardized assessments have led to disruptive innovation, in which novel methods are applied to increase participant engagement. Here, we focus on remote administration of behavioral assessment. We argue that these innovations in remote assessment should become part of the new standard protocol in developmental sciences to facilitate data collection in populations that may be hard to reach or engage due to burdensome requirements (e.g., multiple in-person assessments). We present a series of adaptations to developmental assessments (e.g., Mullen) and a detailed discussion of data analytic approaches to be applied in the less-than-ideal circumstances encountered during the pandemic-related shutdown (i.e., missing or messy data). Ultimately, these remote approaches actually strengthen the ability to gain insight into developmental populations and foster pragmatic innovation that should result in enduring change.
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Affiliation(s)
- Sheila Krogh-Jespersen
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Leigha A. MacNeill
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Erica L. Anderson
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Hannah E. Stroup
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Emily M. Harriott
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Ewa Gut
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Abigail Blum
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Elveena Fareedi
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Kaitlyn M. Fredian
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Stephanie L. Wert
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Lauren S. Wakschlag
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Elizabeth S. Norton
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
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16
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Breda M, Ardizzone I. Irritability in developmental age: A narrative review of a dimension crossing paediatric psychopathology. Aust N Z J Psychiatry 2021; 55:1039-1048. [PMID: 34015947 DOI: 10.1177/00048674211011245] [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: 11/17/2022]
Abstract
OBJECTIVE Irritability is an important theme in paediatric psychiatry considering its high frequency in developmental age, its association with negative outcomes and consequently significant public health impact. Present as main or associated feature of several psychiatric diagnoses, irritability represents a challenge for clinicians who try to understand its origin and role in developmental psychopathology. In this review we try to: (1) get an overview of this dimension and its relationship with each of the main neuropsychiatric disorders in paediatric population and (2) provide a summary of currently available instruments to assess irritability in children and adolescents. METHOD In this narrative review, an overview of irritability in children and adolescents is proposed focusing on selected literature. RESULTS Irritability as feature of many paediatric psychiatric conditions has been evaluated by many authors and included in classifications of paediatric psychiatric diseases. Framework of irritability evolved over time and dimension of irritability has been investigated using different tools and methodologies, both qualitative and quantitative. Metrics of irritability as clinical dimension are important in the diagnostic process of paediatric diseases. CONCLUSION Investigating the presence of irritability in all children with related disorders is mandatory if we consider the risk for functional impairment and affective and behavioural disorders associated with high levels of irritability. Using rigid threshold in developmental age to differentiate physiological from pathological irritability could lead many children having subthreshold levels of irritability to receive no diagnosis and, consequently, no treatment where instead a dimensional approach to irritability could allow to identify prodromal phase and prevent the evolution towards clinical pathological expressions.
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Affiliation(s)
- Maria Breda
- Department of Pediatrics and Pediatric Neuropsychiatry, Sapienza University of Rome, Rome, Italy
| | - Ignazio Ardizzone
- Department of Pediatrics and Pediatric Neuropsychiatry, Sapienza University of Rome, Rome, Italy
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17
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Kühl E, Geeraerts SB, Deković M, Schoemaker K, Bunte T, Espy KA, Matthys W. Trajectories of Executive Functions and ADHD Symptoms in Preschoolers and the Role of Negative Parental Discipline. Dev Neuropsychol 2021; 46:555-573. [PMID: 34711098 DOI: 10.1080/87565641.2021.1995736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
In the present study, we investigated whether the longitudinal growth trajectories of executive functions (EF) and Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms are related. In addition, we investigated whether negative discipline moderated these longitudinal relations. The sample consisted of predominantly clinically referred preschoolers (N = 248, age 42-66 months at Time 1; 79.0% boys). Assessment occurred three times: at baseline, at 9 months, and at 18 months. EF was assessed with five EF tasks. ADHD symptoms (Child Behavior Checklist 1.5-5) were reported by parents. Groups of medium to high and low negative discipline were based on mother- and father-reports (Parenting Practices Inventory). Growth curve models showed that EF generally increased and ADHD symptoms generally decreased over time. Parallel process models showed that there was no relation between the change in EF and the change in ADHD symptoms over time, suggesting no co-development. However, higher EF at baseline was related to lower ADHD symptoms at baseline. This was irrespective of whether children were exposed to high or low negative discipline. Overall, the results suggest that, while EF and ADHD symptoms are related, they develop independently across the preschool years.
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Affiliation(s)
- Eva Kühl
- Department of Child and Adolescent Studies, Utrecht University, Utrecht, The Netherlands
| | - Sanne B Geeraerts
- Department of Child and Adolescent Studies, Utrecht University, Utrecht, The Netherlands
| | - Maja Deković
- Department of Child and Adolescent Studies, Utrecht University, Utrecht, The Netherlands
| | - Kim Schoemaker
- Department of Child and Adolescent Studies, Utrecht University, Utrecht, The Netherlands
| | | | - Kimberly A Espy
- Department of Neuroscience, Developmental & Regenerative Biology, College of Sciences, University of Texas at San Antonio and Department of Psychiatry & Behavioral Sciences, Long School of Medicine, University of Texas Health San Antonio, San Antonio, Texas, USA
| | - Walter Matthys
- Department of Child and Adolescent Studies, Utrecht University, Utrecht, The Netherlands.,Department of Psychiatry, University Medical Center Utrecht, Utrecht, The Netherlands
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18
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Nielsen AN, Wakschlag LS, Norton ES. Linking irritability and functional brain networks: A transdiagnostic case for expanding consideration of development and environment in RDoC. Neurosci Biobehav Rev 2021; 129:231-244. [PMID: 34302863 PMCID: PMC8802626 DOI: 10.1016/j.neubiorev.2021.07.022] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 07/14/2021] [Accepted: 07/17/2021] [Indexed: 01/13/2023]
Abstract
The National Institute of Mental Health Research Domain Criteria (RDoC) framework promotes the dimensional and transdiagnostic operationalization of psychopathology, but consideration of the neurodevelopmental foundations of mental health problems requires deeper examination. Irritability, the dispositional tendency to angry emotion that has both mood and behavioral elements, is dimensional, transdiagnostic, and observable early in life-a promising target for the identification of early neural indicators or risk factors for psychopathology. Here, we examine functional brain networks linked to irritability from preschool to adulthood and discuss how development and early experience may influence these neural substrates. Functional connectivity measured with fMRI varies according to irritability and indicates the atypical coordination of several functional networks involved in emotion generation, emotion perception, attention, internalization, and cognitive control. We lay out an agenda to improve our understanding and detection of atypical brain:behavior patterns through advances in the characterization of both functional networks and irritability as well as the consideration and operationalization of developmental and early life environmental influences on this pathway.
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Affiliation(s)
- Ashely N Nielsen
- Department of Medical Social Sciences, Northwestern University, Chicago, IL, United States; Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States.
| | - Lauren S Wakschlag
- Department of Medical Social Sciences, Northwestern University, Chicago, IL, United States; Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Elizabeth S Norton
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States; Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
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19
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Abstract
Irritability is a transdiagnostic feature of diverse forms of psychopathology and a rapidly growing literature implicates the construct in child maladaptation. However, most irritability measures currently used are drawn from parent-report questionnaires not designed to measure irritability per se; furthermore, parent report methods have several important limitations. We therefore examined the utility of observational ratings of children's irritability in predicting later psychopathology symptoms. Four-hundred and nine 3-year-old children (208 girls) completed observational tasks tapping temperamental emotionality and parents completed questionnaires assessing child irritability and anger. Parent-reported child psychopathology symptoms were assessed concurrently to the irritability assessment and when children were 5 and 8 years old. Children's irritability observed during tasks that did not typically elicit anger predicted their later depressive and hyperactivity symptoms, above and beyond parent-reported irritability and context-appropriate observed anger. Our findings support the use of observational indices of irritability and have implications for the development of observational paradigms designed to assess this construct in childhood.
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20
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Wiggins JL, Briggs-Gowan MJ, Brotman MA, Leibenluft E, Wakschlag LS. Toward a Developmental Nosology for Disruptive Mood Dysregulation Disorder in Early Childhood. J Am Acad Child Adolesc Psychiatry 2021; 60:388-397. [PMID: 32599006 PMCID: PMC7769590 DOI: 10.1016/j.jaac.2020.04.015] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/30/2019] [Revised: 03/30/2020] [Accepted: 06/17/2020] [Indexed: 12/24/2022]
Abstract
OBJECTIVE Disruptive mood dysregulation disorder (DMDD) in DSM, characterized by severe, chronic irritability, currently excludes children <6 years of age. However, capitalizing on a burgeoning developmental science base to differentiate clinically salient irritability in young children may enable earlier identification. The objective of this study was to advance an empirically derived framework for early childhood DMDD (EC-DMDD) by modeling and validating DMDD patterns in early childhood and generating clinically informative, optimized behaviors with thresholds. METHOD Data (N = 425) were from 3 longitudinal assessments of the MAPS Study, spanning preschool (means = 4.7 and 5.5 years) to early school age (mean = 6.8 years). The Multidimensional Assessment Profile of Disruptive Behavior (MAP-DB) Temper Loss scale captured irritability, the Family Life Impairment Scale (FLIS) assessed cross-domain impairment at the preschool time points and the Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS) was used to assess clinical status at early school age. Latent transition analyses differentiated children with EC-DMDD from children with low, transient, or nonimpairing irritability. RESULTS Developmental patterning of irritability proved important for normal:abnormal differentiation. Of children, 27% had initially high irritability, but only two-thirds of these were persistently highly irritable. Thus, "false positives" based on a single screen would be substantial. Yet, "false negatives" are low, as <1% of children with baseline low irritability demonstrated later high irritability. Based on the sequential preschool-age time points, 6.7% of children were identified with EC-DMDD, characterized by persistent irritability with pervasive impairment, similar to prevalence at older ages. Specific behaviors included low frustration tolerance; dysregulated, developmentally unexpectable tantrums; and sustained irritable mood, all of which sensitively (0.85-0.96) and specifically (0.80-0.91) identified EC-DMDD. EC-DMDD predicted irritability-related syndromes (DMDD, oppositional defiant disorder) at early school age better than downward extension of DSM DMDD criteria to preschool age. CONCLUSION These findings provide empirical thresholds for preschool-age clinical identification of DMDD patterns. The results lay the foundation for validation of DMDD in early childhood and inform revision of DSM criteria.
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Affiliation(s)
- Jillian Lee Wiggins
- San Diego State University and the San Diego State University/University of California San Diego Joint Doctoral Program in Clinical Psychology, California.
| | | | - Melissa A Brotman
- Emotion and Development Branch, National Institute of Mental Health, National Institutes of Health, Bethesda, Maryland
| | - Ellen Leibenluft
- Emotion and Development Branch, National Institute of Mental Health, National Institutes of Health, Bethesda, Maryland
| | - Lauren S Wakschlag
- Feinberg School of Medicine and Institute for Innovations in Developmental Sciences, Northwestern University, Evanston, Illinois
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21
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Measuring resilience in children: a review of recent literature and recommendations for future research. Curr Opin Psychiatry 2021; 34:10-21. [PMID: 33105167 DOI: 10.1097/yco.0000000000000663] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
PURPOSE OF REVIEW Understanding variability in developmental outcomes following exposure to early life adversity (ELA) has been an area of increasing interest in psychiatry, as resilient outcomes are just as prevalent as negative ones. However, resilient individuals are understudied in most cohorts and even when studied, resilience is typically defined as an absence of psychopathology. This review examines current approaches to resilience and proposes more comprehensive and objective ways of defining resilience. RECENT FINDINGS Of the 36 studies reviewed, the most commonly used measure was the Strengths and Difficulties Questionnaire (n = 6), followed by the Child Behavior Checklist (n = 5), the Resilience Scale for Chinese Adolescents (n = 5), the Rosenberg Self-Esteem Scale (n = 4), and the Child and Youth Resilience Scale (n = 3). SUMMARY This review reveals that studies tend to rely on self-report methods to capture resilience which poses some challenges. We propose a complementary measure of child resilience that relies on more proactive behavioral and observational indicators; some of our preliminary findings are presented. Additionally, concerns about the way ELA is characterized as well as the influence of genetics on resilient outcomes prompts further considerations about how to proceed with resiliency research.
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22
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Hampton LH, Roberts MY, Anderson E, Hobson AN, Kaat AJ, Bishop SL, Krogh-Jespersen S, Wakschlag LS, Bevans KB. Brief Report: What Diagnostic Observation Can Teach Us About Disruptive Behavior in Young Children with Autism. J Dev Behav Pediatr 2021; 42:55-60. [PMID: 32881771 PMCID: PMC8686184 DOI: 10.1097/dbp.0000000000000857] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Accepted: 07/20/2020] [Indexed: 11/25/2022]
Abstract
ABSTRACT Objective: Approximately 50% of children with autism exhibit severe tantrums, defiance, and/or aggression. We propose that the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS)-a standardized clinical observation modeled after, and complementary to, the Autism Diagnostic Observation Schedule (ADOS)-could enhance earlier identification of disruptive behavior (DB) in autism populations and inform treatment planning. Methods: We adapted the DB-DOS for children with autism based on expert input and preliminary feasibility testing to accommodate varying cognitive and social communication capacities and increase the likelihood of observing DB in this population. Thereafter, we concurrently administered the modified DB-DOS and the ADOS to 12 children with autism aged 36 to 50 months. Results: Overall, children exhibited greater DB, especially behavioral regulation challenges, during the DB-DOS than during the ADOS. Conclusion: The use of a developmentally sensitive standardized observation tool that presses for DB to complement standardized observations such as the ADOS shows promise for enabling more precise research on targeted DB interventions. Such a tool holds promise as a reliable and efficient method of identifying comorbid DB disorders in the autism population.
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Palmer M, Paris Perez J, Tarver J, Cawthorne T, Frayne M, Webb S, Baker E, Yorke I, Hay D, Slonims V, Pickles A, Simonoff E, Scott S, Charman T. Development of the Observation Schedule for Children with Autism-Anxiety, Behaviour and Parenting (OSCA-ABP): A New Measure of Child and Parenting Behavior for Use with Young Autistic Children. J Autism Dev Disord 2021; 51:1-14. [PMID: 32350790 PMCID: PMC7810641 DOI: 10.1007/s10803-020-04506-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Co-occurring emotional and behavioral problems (EBPs) frequently exist in young autistic children. There is evidence based on parental report that parenting interventions reduce child EBPs. More objective measures of child EBPs should supplement parent reported outcomes in trials. We describe the development of a new measure of child and parenting behavior, the Observation Schedule for Children with Autism-Anxiety, Behaviour and Parenting (OSCA-ABP). Participants were 83 parents/carers and their 4-8-year-old autistic children. The measure demonstrated good variance and potential sensitivity to change. Child and parenting behavior were reliably coded among verbal and minimally verbal children. Associations between reports from other informants and observed behavior showed the measure had sufficient convergent validity. The measure has promise to contribute to research and clinical practice in autism mental health beyond objective measurement in trials.
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Affiliation(s)
- Melanie Palmer
- Department of Child and Adolescent Psychiatry, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK.
| | - Juan Paris Perez
- Department of Child and Adolescent Psychiatry, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
| | - Joanne Tarver
- Department of Child and Adolescent Psychiatry, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
- Department of Psychology, School of Life and Health Sciences, Aston University, Birmingham, UK
| | - Thomas Cawthorne
- Department of Child and Adolescent Psychiatry, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
| | - Margot Frayne
- Department of Child and Adolescent Psychiatry, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
| | - Sophie Webb
- Department of Psychology, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
| | - Elena Baker
- Department of Child and Adolescent Psychiatry, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
| | - Isabel Yorke
- Department of Child and Adolescent Psychiatry, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
| | - Dale Hay
- School of Psychology, Cardiff University, Cardiff, UK
| | - Vicky Slonims
- Newcomen Neurodevelopmental Centre, Evelina Children's Hospital, Guy's and St Thomas NHS Foundation Trust, London, UK
| | - Andrew Pickles
- Department of Biostatistics and Health Informatics, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
| | - Emily Simonoff
- Department of Child and Adolescent Psychiatry, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
- Service for Complex Autism & Associated Neurodevelopmental Disorders, South London and Maudsley NHS Foundation Trust, London, UK
| | - Stephen Scott
- Department of Child and Adolescent Psychiatry, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
| | - Tony Charman
- Department of Psychology, King's College London, Institute of Psychiatry, Psychology & Neuroscience, London, UK
- Service for Complex Autism & Associated Neurodevelopmental Disorders, South London and Maudsley NHS Foundation Trust, London, UK
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24
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Wakschlag LS, Tandon D, Krogh-Jespersen S, Petitclerc A, Nielsen A, Ghaffari R, Mithal L, Bass M, Ward E, Berken J, Fareedi E, Cummings P, Mestan K, Norton ES, Grobman W, Rogers J, Moskowitz J, Alshurafa N. Moving the dial on prenatal stress mechanisms of neurodevelopmental vulnerability to mental health problems: A personalized prevention proof of concept. Dev Psychobiol 2020; 63:622-640. [PMID: 33225463 DOI: 10.1002/dev.22057] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 09/28/2020] [Accepted: 09/29/2020] [Indexed: 12/31/2022]
Abstract
Prenatal stress exposure increases vulnerability to virtually all forms of psychopathology. Based on this robust evidence base, we propose a "Mental Health, Earlier" paradigm shift for prenatal stress research, which moves from the documentation of stress-related outcomes to their prevention, with a focus on infant neurodevelopmental indicators of vulnerability to subsequent mental health problems. Achieving this requires an expansive team science approach. As an exemplar, we introduce the Promoting Healthy Brain Project (PHBP), a randomized trial testing the impact of the Wellness-4-2 personalized prenatal stress-reduction intervention on stress-related alterations in infant neurodevelopmental trajectories in the first year of life. Wellness-4-2 utilizes bio-integrated stress monitoring for just-in-time adaptive intervention. We highlight unique challenges and opportunities this novel team science approach presents in synergizing expertise across predictive analytics, bioengineering, health information technology, prevention science, maternal-fetal medicine, neonatology, pediatrics, and neurodevelopmental science. We discuss how innovations across many areas of study facilitate this personalized preventive approach, using developmentally sensitive brain and behavioral methods to investigate whether altering children's adverse gestational exposures, i.e., maternal stress in the womb, can improve their mental health outlooks. In so doing, we seek to propel developmental SEED research towards preventive applications with the potential to reduce the pernicious effect of prenatal stress on neurodevelopment, mental health, and wellbeing.
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Affiliation(s)
- Lauren S Wakschlag
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
| | - Darius Tandon
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA.,Institute for Public Health & Medicine Center for Community Health, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Sheila Krogh-Jespersen
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
| | - Amelie Petitclerc
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
| | - Ashley Nielsen
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
| | - Rhoozbeh Ghaffari
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA.,Department of Materials Science & Engineering, McCormick School of Engineering, Northwestern University, Chicago, IL, USA
| | - Leena Mithal
- Department of Materials Science & Engineering, McCormick School of Engineering, Northwestern University, Chicago, IL, USA.,Department of Pediatrics (Infectious Diseases), Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Michael Bass
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
| | - Erin Ward
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA.,Institute for Public Health & Medicine Center for Community Health, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Jonathan Berken
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA.,Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, USA.,Department of Pediatrics, Feinberg School of Medicine, Chicago, IL, USA
| | - Elveena Fareedi
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
| | - Peter Cummings
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
| | - Karen Mestan
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA.,Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, USA.,Department of Pediatrics (Neonatology), Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Elizabeth S Norton
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA.,Department of Communication Sciences & Disorders, School of Communication, Northwestern University, Chicago, IL, USA
| | - William Grobman
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA.,Department of Obstetrics & Gynecology (Maternal-Fetal Medicine), Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - John Rogers
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA.,Department of Materials Science & Engineering, McCormick School of Engineering, Northwestern University, Chicago, IL, USA
| | - Judith Moskowitz
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
| | - Nabil Alshurafa
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA.,Department of Preventive Medicine, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.,Department of Computer Science, McCormick School of Engineering, Northwestern University, Chicago, IL, USA
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25
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Morris AS, Wakschlag L, Krogh-Jespersen S, Fox N, Planalp B, Perlman SB, Shuffrey LC, Smith B, Lorenzo NE, Amso D, Coles CD, Johnson SP. Principles for Guiding the Selection of Early Childhood Neurodevelopmental Risk and Resilience Measures: HEALthy Brain and Child Development Study as an Exemplar. ADVERSITY AND RESILIENCE SCIENCE 2020; 1:247-267. [PMID: 33196052 PMCID: PMC7649097 DOI: 10.1007/s42844-020-00025-3] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 10/16/2020] [Indexed: 02/06/2023]
Abstract
The vast individual differences in the developmental origins of risk and resilience pathways combined with sophisticated capabilities of big data science increasingly point to the imperative of large, neurodevelopmental consortia to capture population heterogeneity and key variations in developmental trajectories. At the same time, such large-scale population-based designs involving multiple independent sites also must weigh competing demands. For example, the need for efficient, scalable assessment strategies must be balanced with the need for nuanced, developmentally sensitive phenotyping optimized for linkage to neural mechanisms and specification of common and distinct exposure pathways. Standardized epidemiologic batteries designed for this purpose such as PhenX (consensus measures for Phenotypes and eXposures) and the National Institutes of Health (NIH) Toolbox provide excellent "off the shelf" assessment tools that are well-validated and enable cross-study comparability. However, these standardized toolkits can also constrain ability to leverage advances in neurodevelopmental measurement over time, at times disproportionately advantaging established measures. In addition, individual consortia often expend exhaustive effort "reinventing the wheel," which is inefficient and fails to fully maximize potential synergies with other like initiatives. To address these issues, this paper lays forth an early childhood neurodevelopmental assessment strategy, guided by a set of principles synthesizing developmental and pragmatic considerations generated by the Neurodevelopmental Workgroup of the HEALthy Brain and Child Development (HBCD) Planning Consortium. These principles emphasize characterization of both risk- and resilience-promoting processes. Specific measurement recommendations to HBCD are provided to illustrate application. However, principles are intended as a guiding framework to transcend any particular initiative as a broad neurodevelopmentally informed, early childhood assessment strategy for large-scale consortia science.
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Affiliation(s)
- Amanda Sheffield Morris
- Human Development and Family Science, Oklahoma State University, 700 North Greenwood Ave, Tulsa, OK 74106 USA
| | - Lauren Wakschlag
- Department of Medical and Social Sciences, & Institute for Innovations in Developmental Sciences, Northwestern University, Evanston, IL USA
| | - Sheila Krogh-Jespersen
- Department of Medical and Social Sciences, & Institute for Innovations in Developmental Sciences, Northwestern University, Evanston, IL USA
| | - Nathan Fox
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD USA
| | - Beth Planalp
- Department of Psychology, University of Wisconsin, Madison, WI USA
| | - Susan B. Perlman
- Department of Psychiatry, Washington University- St. Louis, St. Louis, MO USA
| | - Lauren C. Shuffrey
- Department of Psychiatry, Columbia University Irving Medical Center, New York, NY USA
| | - Beth Smith
- Division of Research on Children, Youth, and Family, Children’s Hospital Los Angeles; Developmental Neuroscience and Neurogenetics Program, The Saban Research Institute; Department of Pediatrics, Keck School of Medicine, University of Southern California, Los Angeles, CA USA
| | - Nicole E. Lorenzo
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD USA
| | - Dima Amso
- Department of Cognitive, Linguistic, and Psychological Sciences, Brown University, Providence, RI USA
| | - Claire D. Coles
- Department of Psychiatry and Behavioral Sciences, Emory University, Atlanta, GA USA
| | - Scott P. Johnson
- Department of Psychology, University of California Los Angeles, Los Angeles, CA USA
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26
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Massey SH, Clark CAC, Sun MY, Burns JL, Mroczek DK, Espy KA, Wakschlag LS. Dimension- and context-specific expression of preschoolers' disruptive behaviors associated with prenatal tobacco exposure. Neurotoxicol Teratol 2020; 81:106915. [PMID: 32693011 PMCID: PMC7484981 DOI: 10.1016/j.ntt.2020.106915] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2019] [Revised: 07/02/2020] [Accepted: 07/14/2020] [Indexed: 01/14/2023]
Abstract
OBJECTIVE Precise phenotypic characterization of prenatal tobacco exposure (PTE)-related disruptive behavior (DB) that integrates nuanced measures of both exposures and outcomes is optimal for elucidating underlying mechanisms. Using this approach, our goals were to identify dimensions of DB most sensitive to PTE prior to school entry and assess contextual variation in these dimensions. METHODS A community obstetric sample of N = 369 women (79.2% lifetime smokers; 70.2% pregnancy smokers) from two Midwestern cities were assessed for PTE using cotinine-calibrated interview-based reports at 16, 28, and 40 weeks of gestation. A subset of n = 244 who completed observational assessments with their 5-year-old children in a subsequent preschool follow-up study constitute the analytic sample. Using two developmentally-meaningful dimensions previously associated with emergent clinical risk for DB-irritability and noncompliance-we assessed children with 2 parent-report scales: the Multidimensional Assessment Profile of Disruptive Behavior (MAP-DB) and the Early Childhood Inventory (ECI). We also assessed children by direct observation across 3 interactional contexts with the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). We used generalized linear models to examine between-child variability across behavioral dimensions, and mixed effects models to examine directly observed within-child variability by interactional context. RESULTS Increasing PTE predicted increasing impairment in preschoolers' modulation of negative affect (irritability), but not negative behavior (noncompliance) across reported (MAP-DB) and observed (DB-DOS) dimensional measures. Moreover, children's PTE-related irritability was more pronounced when observed with parents than with the examiner. The ECI did not detect PTE-related irritability nor noncompliance. CONCLUSIONS Nuanced, dimension- and context-specific characterization of PTE-related DB described can optimize early identification of at-risk children.
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Affiliation(s)
- Suena H Massey
- Department of Psychiatry & Behavioral Sciences, Northwestern University Feinberg School of Medicine, 676 N Saint Clair St, Suite 1000, Chicago, IL 60611, USA; Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, 633 N Saint Clair St, 19th Floor, Chicago, IL 60611, USA; Institute for Innovations in Developmental Sciences, Northwestern University, 633 N Saint Clair St, 19th Floor, Chicago, IL 60611, USA.
| | - Caron A C Clark
- Department of Educational Psychology, University of Nebraska at Lincoln, 241 Teacher College Hall, Lincoln, NE 68508, USA
| | - Michael Y Sun
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, 633 N Saint Clair St, 19th Floor, Chicago, IL 60611, USA
| | - James L Burns
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, 633 N Saint Clair St, 19th Floor, Chicago, IL 60611, USA
| | - Daniel K Mroczek
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, 633 N Saint Clair St, 19th Floor, Chicago, IL 60611, USA; Institute for Innovations in Developmental Sciences, Northwestern University, 633 N Saint Clair St, 19th Floor, Chicago, IL 60611, USA
| | - Kimberly A Espy
- Departments of Psychology and Biology, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249-1644, USA; Department of Psychiatry & Behavioral Sciences, Long School of Medicine, University of Texas at San Antonio, 7703 Floyd Curl Drive, MC 7792 San Antonio, TX 78229, USA
| | - Lauren S Wakschlag
- Department of Psychiatry & Behavioral Sciences, Northwestern University Feinberg School of Medicine, 676 N Saint Clair St, Suite 1000, Chicago, IL 60611, USA; Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, 633 N Saint Clair St, 19th Floor, Chicago, IL 60611, USA; Institute for Innovations in Developmental Sciences, Northwestern University, 633 N Saint Clair St, 19th Floor, Chicago, IL 60611, USA
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27
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Improving social-emotional competence in internationally adopted children with the Attachment and Biobehavioral Catch-up intervention. Dev Psychopathol 2020; 33:957-969. [PMID: 32672145 DOI: 10.1017/s0954579420000255] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Children adopted internationally experience adverse conditions prior to adoption, placing them at risk for problematic social-emotional development. The Attachment and Biobehavioral Catch-up (ABC) intervention was designed to help internationally adoptive parents behave in ways that promote young children's social-emotional competence. Participants included 131 parent-child dyads randomly assigned to receive either ABC (n = 65) or a control intervention (n = 66). In addition, 48 low-risk biologically related parent-child dyads were included as a comparison group. At follow-up assessments conducted when children were 24 to 36 months old, internationally adopted children who received the ABC intervention had higher levels of parent-reported social-emotional competence than children who received a control intervention. In addition, observational assessments conducted when children were 48 and 60 months of age showed that internationally adopted children who received ABC demonstrated higher social-emotional competence than children who received a control intervention. Adopted children who received the control intervention, but not the ABC intervention, displayed more difficulties with social-emotional competence than low-risk children. Finally, postintervention parent sensitivity mediated the effect of ABC on observed child social-emotional competence in parent interactions, controlling for preintervention parent sensitivity. These results demonstrate the efficacy of a parenting-focused intervention in enhancing social-emotional competence among children adopted internationally.
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28
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Deveney CM, Grasso D, Hsu A, Pine DS, Estabrook CR, Zobel E, Burns JL, Wakschlag LS, Briggs-Gowan MJ. Multi-method assessment of irritability and differential linkages to neurophysiological indicators of attention allocation to emotional faces in young children. Dev Psychobiol 2020; 62:600-616. [PMID: 31631345 PMCID: PMC7328764 DOI: 10.1002/dev.21930] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2019] [Revised: 08/25/2019] [Accepted: 09/09/2019] [Indexed: 01/31/2023]
Abstract
Facilitated attention toward angry stimuli (attention bias) may contribute to anger proneness and temper outbursts exhibited by children with high irritability. However, most studies linking attention bias and irritability rely on behavioral measures with limited precision and no studies have explored these associations in young children. The present study explores irritability-related attention biases toward anger in young children (N = 128; ages 4-7 years) engaged in a dot-probe task with emotional faces, as assessed with event-related brain potential (ERP) indices of early selective attention and multi-method assessment of irritability. Irritability assessed via semi-structured clinical interview predicted larger anterior N1 amplitudes to all faces. In contrast, irritability assessed via a laboratory observation paradigm predicted reduced P1 amplitudes to angry relative to neutral faces. These findings suggest that altered early attentional processing occurs in young children with high irritability; however, the nature of these patterns may vary with methodological features of the irritability assessments. Future investigations using different assessment tools may provide greater clarity regarding the underlying neurocognitive correlates of irritability. Such studies may also contribute to the ongoing debates about how to best define and measure irritability across the developmental spectrum in a manner that is most informative for linkage to neural processes.
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Affiliation(s)
| | - Damion Grasso
- Department of Psychiatry, University of Connecticut School of Medicine, Farmington, CT, USA
| | - Amy Hsu
- Department of Psychology, Wellesley College, Wellesley, MA, USA
| | - Daniel S. Pine
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, MD, USA
| | - Christopher R. Estabrook
- Department of Medical Social Sciences, Northwestern University, Chicago, IL, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
| | - Elvira Zobel
- Department of Medical Social Sciences, Northwestern University, Chicago, IL, USA
| | - James L. Burns
- Department of Medical Social Sciences, Northwestern University, Chicago, IL, USA
| | - Lauren S. Wakschlag
- Department of Medical Social Sciences, Northwestern University, Chicago, IL, USA
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, USA
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29
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De Los Reyes A, Drabick DAG, Makol BA, Jakubovic RJ. Introduction to the Special Section: The Research Domain Criteria’s Units of Analysis and Cross-Unit Correspondence in Youth Mental Health Research. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2020; 49:279-296. [DOI: 10.1080/15374416.2020.1738238] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Affiliation(s)
| | | | - Bridget A. Makol
- Department of Psychology, University of Maryland at College Park
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30
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Charach A, Mohammadzadeh F, Belanger SA, Easson A, Lipman EL, McLennan JD, Parkin P, Szatmari P. Identification of Preschool Children with Mental Health Problems in Primary Care: Systematic Review and Meta-analysis. JOURNAL OF THE CANADIAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY = JOURNAL DE L'ACADEMIE CANADIENNE DE PSYCHIATRIE DE L'ENFANT ET DE L'ADOLESCENT 2020; 29:76-105. [PMID: 32405310 PMCID: PMC7213917] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 06/16/2019] [Accepted: 10/19/2019] [Indexed: 06/11/2023]
Abstract
OBJECTIVE Primary care practitioners determine access to care for many preschool children with mental health (MH) problems. This study examined rates of mental health (MH) problem identification in preschoolers within primary healthcare settings, related service use, and MH status at follow-up. The findings may inform evidence-based policy and practice development for preschool MH. METHOD For this systematic review, MEDLINE®, EMBASE®, PsycInfo®, and ERIC ® were searched from inception to March 7, 2018 for reports in which a screening measure was used to identify MH problems in children aged 24-72 months, seen in primary and community health care settings. Meta-analyses, using random effects models to provide pooled estimates, were used when three or more studies examined identification rates. Findings on service use and persistence of disorders are summarized. RESULTS Thirty-five publications representing 21 studies met the inclusion criteria. MH problems were identified in 17.6% of preschoolers (95% Confidence Interval (CI): 11.1-24.1), Q = 4.9, p > 0.1 by primary/community healthcare practitioners. Psychiatric diagnoses were identified in 18.4% of preschoolers (95% CI: 12.3 - 24.4), Q= 1.6, p > 0.1. Based on three studies, parents of 67-72% of identified children received advice and 26-42% received specialist referrals. In the subset of studies examining persistence of MH disorders, 25-67% of identified children had MH disorders after one to three years. CONCLUSION While the identification rate by primary/community practitioners is similar to the diagnostic rate, these may not consistently be the same children. Substantial variability in management and outcomes indicate need for more rigorous evaluation of primary care services for this population.
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Affiliation(s)
- Alice Charach
- Department of Psychiatry, University of Toronto Faculty of Medicine, and The Hospital for Sick Children, Toronto, Ontario
| | - Forough Mohammadzadeh
- Department of Psychiatry, The Hospital for Sick Children, Toronto, and Qvella Corporation, Richmond Hill, Ontario
| | - Stacey A Belanger
- Département de Pédiatrie, Faculté de Médicine, Université de Montréal and CHU Sainte Justine, CIRENE (Centre Intégré du Réseau en Neurodéveloppement de L'Enfant), Montréal, Quebec
| | - Amanda Easson
- Department of Psychology, University of Toronto and Rotman Research Institute, Baycrest Center for Geriatric Care, Toronto, Ontario
| | - Ellen L Lipman
- Department of Psychiatry and Behavioural Neurosciences, Faculty of Health Sciences McMaster University, McMaster Children's Hospital and Offord Centre for Child Studies, Hamilton Ontario
| | - John D McLennan
- Children's Hospital of Eastern Ontario-Research Institute, Ottawa, Ontario, and Department of Pediatrics, University of Calgary, Calgary, Alberta
| | - Patricia Parkin
- Department of Pediatrics, University of Toronto Faculty of Medicine, Institute of Health Policy, Management and Evaluation, University of Toronto Dalla Lana School of Public Health, and The Hospital for Sick Children, Toronto, Ontario
| | - Peter Szatmari
- Department of Psychiatry, University of Toronto Faculty of Medicine, The Hospital for Sick Children, and The Centre for Addiction and Mental Health, Toronto, Ontario
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31
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Wakschlag LS, Krogh-Jespersen S, Estabrook R, Hlutkowsky CO, Anderson EL, Burns J, Briggs-Gowan MJ, Petitclerc A, Perlman SB. The Early Childhood Irritability-Related Impairment Interview (E-CRI): A Novel Method for Assessing Young Children's Developmentally Impairing Irritability. Behav Ther 2020; 51:294-309. [PMID: 32138939 PMCID: PMC10127521 DOI: 10.1016/j.beth.2019.07.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2018] [Revised: 07/26/2019] [Accepted: 07/29/2019] [Indexed: 10/26/2022]
Abstract
Irritability is a substrate of more than one dozen clinical syndromes. Thus, identifying when it is atypical and interfering with functioning is crucial to the prevention of mental disorder in the earliest phase of the clinical sequence. Advances in developmentally based measurement of irritability have enabled differentiation of normative irritable mood and tantrums from indicators of concern, beginning in infancy. However, developmentally sensitive assessments of irritability-related impairment are lacking. We introduce the Early Childhood Irritability-Related Impairment Interview (E-CRI), which assesses impairment associated with irritable mood and tantrums across contexts. Reliability and validity are established across two independent samples varied by developmental period: the Emotional Growth preschool sample (EmoGrow; N = 151, M = 4.82 years) and the When to Worry infant/toddler sample (W2W; N = 330, M = 14 months). We generated a well-fitting two-factor E-CRI model, with tantrum- and irritable mood-related impairment factors. The E-CRI exhibited good interrater, test-retest, and longitudinal reliability. Construct and clinical validity were also demonstrated. In both samples, E-CRI factors showed association to internalizing and externalizing problems, and to caregiver-reported concern in W2W. Tantrum-related impairment demonstrated stronger and more consistent explanatory value across outcomes, while mood-related impairment added explanatory utility for internalizing problems. The E-CRI also showed incremental utility beyond variance explained by the Family Life Impairment Scale (FLIS) survey indicator of developmental impairment. The E-CRI holds promise as an indicator of impairment to inform identification of typical versus atypical patterns reflecting early emerging irritability-related syndromes in the initial phase of the clinical sequence.
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Affiliation(s)
- Lauren S Wakschlag
- Northwestern University Feinberg School of Medicine and Institute for Innovations in Developmental Sciences.
| | - Sheila Krogh-Jespersen
- Northwestern University Feinberg School of Medicine and Institute for Innovations in Developmental Sciences
| | | | | | | | | | | | - Amélie Petitclerc
- Northwestern University and Institute for Innovations in Developmental Sciences
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Individual Differences in Response to Ambiguous Stimuli in a Modified Go/No-Go Paradigm are Associated with Personality in Family Dogs. Sci Rep 2019; 9:11067. [PMID: 31363152 PMCID: PMC6667502 DOI: 10.1038/s41598-019-47510-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2019] [Accepted: 07/18/2019] [Indexed: 11/15/2022] Open
Abstract
Cognitive biases, often used as indices of affective and emotional states, are associated with individual differences in personality in humans and have been observed in nonhuman animals, including dogs. Although dogs have complementary advantages over traditional animal models of human cognition, little is known about the relationship between dogs’ cognitive bias and personality. Here, we examined in 29 family dogs (representing 14 breeds and 12 mutts; Mage = 4.59 years, SD = 2.90), the association between naturally occurring – as opposed to experimentally induced – cognitive bias, indexed via active choice behavior in a Go/No-Go (GNG) paradigm reflecting positive/negative expectations about ambiguous stimuli, and owner-rated personality. In a subsample we additionally assessed whether prior inhibition, personality, and inattention (IA)/hyperactivity/impulsivity (H/I) results could be replicated in a modified paradigm. We also explored whether expanding the response time-window would increase GNG errors and whether dogs exhibited differences in their behavioral approach to uncertainty. Findings indicated dogs with higher conscientiousness and extraversion scores were more likely to exhibit a “go” response to ambiguous stimuli. Replicability across prior and current results was generally established, e.g., as previously, IA did not predict GNG performance but extraversion did, whereas H/I predicted different indices of GNG performance. Increased response time-window did not result in differential performance, except for less commission errors. No differences in behavioral response strategy to trained “no-go” and to ambiguous stimuli were apparent. Results evince the dog is a promising animal model of the association between an optimistic cognitive bias and personality.
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33
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Evans SC, Bonadio FT, Bearman SK, Ugueto AM, Chorpita BF, Weisz JR. Assessing the Irritable and Defiant Dimensions of Youth Oppositional Behavior Using CBCL and YSR Items. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2019; 49:804-819. [PMID: 31276433 DOI: 10.1080/15374416.2019.1622119] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Research suggests that irritability and defiance are distinct dimensions of youth oppositionality that are differentially associated with internalizing and conduct problems, respectively. Because much of this evidence has emerged with limited psychometric evaluation, we conducted the first multi-informant examination of selected Child Behavior Checklist (CBCL) and Youth Self Report (YSR) items for measuring irritability and defiance in a large clinical sample. Clinically referred youths (N = 1,030; ages 6-15; 43% female, 42% ethnic minority) were assessed prior to treatment using multi-informant rating scales and diagnostic interviews. Analyses examined factor structure, invariance, internal consistency, multi-informant patterns, and convergent, discriminant, and criterion validity with internalizing and externalizing problems/disorders. A correlated 2-factor model of irritability (stubborn/sullen/irritable, mood, temper) and defiance (argues, disobeys-home, disobeys-school) fit well for both informants. Adequate measurement invariance and scale consistency was consistently found for parent-report but not youth-report. With both informants, all hypothesized convergent and discriminant validity associations were supported: irritability and defiance with internalizing and conduct scales, respectively. However, hypothesized criterion validity associations were largely found only by parent-report: irritability with anxiety and depressive disorders, defiance with conduct disorder, and both with oppositional defiant disorder. Results consistently supported the reliability and validity of the CBCL irritability and defiance scales, with somewhat less consistent support for the YSR scales. Thus, CBCL items may provide psychometrically sound assessment of irritability and defiance, whereas further research is needed to advance youth-report and multi-informant strategies. Results also provide further support for a two subdimension model of oppositional defiant disorder symptoms that includes irritability and defiance.
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Affiliation(s)
| | - F Tony Bonadio
- Department of Psychology, Harvard University.,Institute for Innovation and Implementation, School of Social Work , University of Maryland, Baltimore
| | | | - Ana M Ugueto
- Department of Psychiatry, McGovern Medical School, UT Health Science Center at Houston
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34
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Goffin KC, Boldt LJ, Kim S, Kochanska G. A Unique Path to Callous-Unemotional Traits for Children who are Temperamentally Fearless and Unconcerned about Transgressions: a Longitudinal Study of Typically Developing Children from age 2 to 12. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019; 46:769-780. [PMID: 28608168 DOI: 10.1007/s10802-017-0317-2] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Despite the acknowledged significance of callous-unemotional (CU) traits in developmental psychopathology, few studies have examined their early antecedents in typically developing children, in long-term longitudinal designs, using observational measures. In 102 community mothers, fathers, and children (N = 51 girls), we examined main and interactive effects of children's fearless temperament and low concern about transgressions from toddler to early school age as predictors of CU traits in middle childhood and early preadolescence. In laboratory paradigms, we observed children's concern about breaking valuable objects (twice at each age of 2, 3, 4.5, 5.5, and 6.5 years) and about hurting the parent (twice at each age of 2, 3, and 4.5 years). We observed fearless temperament during scripted exposure to novel and mildly threatening objects and events (twice at each age of 2, 3, 4.5, and 5.5 years). Mothers and fathers rated children's CU traits and externalizing behavior problems at ages 8, 10, and 12. Children's low concern about both types of transgressions predicted CU traits, but those effects were qualified by the expected interactions with fearless temperament: Among relatively fearless children, those who were unconcerned about transgressions were at the highest risk for CU traits, even after controlling for the strong overlap between CU traits and externalizing problems. For fearful children, variation in concern about transgressions was unrelated to CU traits. Those interactions were not significant in the prediction of externalizing problems. The study highlights a potentially unique etiology of CU traits in early development.
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Affiliation(s)
- Kathryn C Goffin
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa City, IA, 52242, USA.
| | - Lea J Boldt
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa City, IA, 52242, USA
| | - Sanghag Kim
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa City, IA, 52242, USA.,Department of Sociology, Hanyang University, Seoul, South Korea
| | - Grazyna Kochanska
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa City, IA, 52242, USA
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35
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Querido AL, van Hulst RA. Diving and attention deficit hyperactivity disorder. Diving Hyperb Med 2019; 49:41-47. [PMID: 30856666 DOI: 10.28920/dhm49.1.41-47] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2018] [Accepted: 01/07/2019] [Indexed: 12/18/2022]
Abstract
Attention deficit hyperactivity disorder (ADHD) is a psychiatric condition that affects attention, concentration, impulse control and awareness. Not only these symptoms, but also the medications used to treat ADHD (psychostimulants) pose a risk to both the diver and his or her buddy. This article presents guidelines for recreational diving in combination with ADHD and psychostimulants. These guidelines are based solely on 'expert' opinion and were adopted at a meeting of the Dutch Association for Diving Medicine in 2017.
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Affiliation(s)
- Abraham L Querido
- Praktijk Querido, Larenseweg 14, Hilversum, The Netherlands.,Corresponding author: Abraham L Querido, Praktijk Querido, Larenseweg 14, Hilversum, The Netherlands,
| | - Robert A van Hulst
- Department of Experimental Intensive Care and Anaesthesiology/Hyperbaric Medicine, Academic Medical Center, Amsterdam
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36
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Wakschlag LS, Roberts MY, Flynn RM, Smith JD, Krogh-Jespersen S, Kaat AJ, Gray L, Walkup J, Marino BS, Norton ES, Davis MM. Future Directions for Early Childhood Prevention of Mental Disorders: A Road Map to Mental Health, Earlier. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2019; 48:539-554. [PMID: 30916591 PMCID: PMC6750224 DOI: 10.1080/15374416.2018.1561296] [Citation(s) in RCA: 72] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Mental disorders are the predominant chronic diseases of youth, with substantial life span morbidity and mortality. A wealth of evidence demonstrates that the neurodevelopmental roots of common mental health problems are present in early childhood. Unfortunately, this has not been translated to systematic strategies for improving population-level mental health at this most malleable neurodevelopmental period. We lay out a translational Mental Health, Earlier road map as a key future direction for prevention of mental disorder. This paradigm shift aims to reduce population attributable risk of mental disorder emanating from early life, by preventing, attenuating, or delaying onset/course of chronic psychopathology via the promotion of self-regulation in early childhood within large-scale health care delivery systems. The Earlier Pillar rests on a "science of when to worry" that (a) optimizes clinical assessment methods for characterizing probabilistic clinical risk beginning in infancy via deliberate incorporation of neurodevelopmental heterogeneity, and (b) universal primary-care-based screening targeting patterns of dysregulated irritability as a robust transdiagnostic marker of vulnerability to life span mental health problems. The core of the Healthier Pillar is provision of low-intensity selective intervention promoting self-regulation for young children with developmentally atypical patterns of irritability within an implementation science framework in pediatric primary care to ensure highest population impact and sustainability. These Mental Health, Earlier strategies hold much promise for transforming clinical outlooks and ensuring young children's mental health and well-being in a manner that reverberates throughout the life span.
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Affiliation(s)
- Lauren S. Wakschlag
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University
- Institute for Innovations in Developmental Sciences, Northwestern University
| | - Megan Y. Roberts
- Institute for Innovations in Developmental Sciences, Northwestern University
- Department of Communication Sciences and Disorders, School of Communication, Northwestern University
| | - Rachel M. Flynn
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University
- Institute for Innovations in Developmental Sciences, Northwestern University
| | - Justin D. Smith
- Institute for Innovations in Developmental Sciences, Northwestern University
- Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University
| | - Sheila Krogh-Jespersen
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University
- Institute for Innovations in Developmental Sciences, Northwestern University
| | - Aaron J. Kaat
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University
- Institute for Innovations in Developmental Sciences, Northwestern University
| | - Larry Gray
- Institute for Innovations in Developmental Sciences, Northwestern University
- Department of Pediatrics, Feinberg School of Medicine, Northwestern University
- Ann & Robert H. Lurie Children’s Hospital of Chicago
| | - John Walkup
- Institute for Innovations in Developmental Sciences, Northwestern University
- Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University
- Ann & Robert H. Lurie Children’s Hospital of Chicago
| | - Bradley S. Marino
- Institute for Innovations in Developmental Sciences, Northwestern University
- Department of Pediatrics, Feinberg School of Medicine, Northwestern University
- Ann & Robert H. Lurie Children’s Hospital of Chicago
| | - Elizabeth S. Norton
- Institute for Innovations in Developmental Sciences, Northwestern University
- Department of Communication Sciences and Disorders, School of Communication, Northwestern University
| | - Matthew M. Davis
- Institute for Innovations in Developmental Sciences, Northwestern University
- Department of Pediatrics, Feinberg School of Medicine, Northwestern University
- Ann & Robert H. Lurie Children’s Hospital of Chicago
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Deveney CM, Briggs-Gowan MJ, Pagliaccio D, Estabrook CR, Zobel E, Burns JL, Norton ES, Pine DS, Brotman MA, Leibenluft E, Wakschlag LS. Temporally sensitive neural measures of inhibition in preschool children across a spectrum of irritability. Dev Psychobiol 2019; 61:216-227. [PMID: 30328111 PMCID: PMC7147937 DOI: 10.1002/dev.21792] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2018] [Revised: 09/13/2018] [Accepted: 09/14/2018] [Indexed: 01/13/2023]
Abstract
Irritability is a prominent feature of chronic mental disorders and a developmental marker of their early emergence. The most salient feature of irritability in early childhood is temper tantrums. While temper tantrums are normative in young children, they can be clinically concerning when they are dysregulated, very frequent, and/or occur in unexpected contexts. The present study uses behavioral and event-related brain potential (ERP) measures to characterize the relationship between irritability and neural markers of response inhibition in very young children. Forty-six children (ages 4-7 years) completed a go/no-go task under nonfrustrating and frustrating conditions. ERPs elicited by go and no-go stimuli were examined as a function of frustration condition and irritability, operationalized via the well-validated Temper Loss scale of the Multidimensional Assessment Profile of Disruptive Behavior (MAP-DB). Higher Temper Loss scores were associated with larger N2no-go amplitudes and reduced no-go accuracy during frustration. This suggests that higher levels of irritability corresponded with increased conflict monitoring and poorer task performance during frustration. These findings add to a developing literature identifying the neurocognitive markers of varying levels of irritability in young children.
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Affiliation(s)
| | | | - David Pagliaccio
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, Maryland
| | - Christopher R. Estabrook
- Department of Medical Social Sciences, Northwestern University, Chicago, Illinois
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, Illinois
| | - Elvira Zobel
- Department of Medical Social Sciences, Northwestern University, Chicago, Illinois
| | - James L. Burns
- Department of Medical Social Sciences, Northwestern University, Chicago, Illinois
| | - Elizabeth S. Norton
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, Illinois
- School of Communication, Northwestern University, Evanston, Illinois
| | - Daniel S. Pine
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, Maryland
| | - Melissa A. Brotman
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, Maryland
| | - Ellen Leibenluft
- Emotion and Development Branch, National Institute of Mental Health, Bethesda, Maryland
| | - Lauren S. Wakschlag
- Department of Medical Social Sciences, Northwestern University, Chicago, Illinois
- Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, Illinois
- Institute for Policy Research, Northwestern University, Chicago, Illinois
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38
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Dirks MA, Recchia HE, Estabrook R, Howe N, Petitclerc A, Burns JL, Briggs-Gowan ML, Wakschlag LS. Differentiating typical from atypical perpetration of sibling-directed aggression during the preschool years. J Child Psychol Psychiatry 2019; 60:267-276. [PMID: 29963711 PMCID: PMC7036266 DOI: 10.1111/jcpp.12939] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/14/2018] [Indexed: 11/30/2022]
Abstract
BACKGROUND Sibling aggression is common and often viewed as benign. Although sibling aggression can be harmful for the victims, it may also be a marker of clinical risk for the aggressor. We differentiated typical from atypical levels of perpetration of sibling-directed aggression among preschoolers, a developmental period in which aggression is a normative misbehavior, by (a) identifying how frequently aggressive behaviors targeted at a sibling must occur to be psychometrically atypical; (b) mapping the dimensional spectrum of sibling-directed aggression from typical, more commonly occurring behaviors to rarer, more atypical, actions; and (c) comparing the psychometric atypicality and typical-to-atypical spectrum of sibling-directed aggression and peer-directed aggression. METHODS Parents (N = 1,524) of 3- (39.2%), 4-(36.7%), and 5-(24.1%) year-olds (51.9% girls, 41.1% African-American, 31.9% Hispanic; 44.0% below the federal poverty line) completed the MAP-DB, which assesses how often children engage in aggressive behaviors. We used item-response theory (IRT) to address our objectives. RESULTS Most aggressive behaviors toward siblings were psychometrically atypical when they occurred 'most days' or more; in contrast, most behaviors targeted at peers were atypical when they occurred 'some days' or more. With siblings, relational aggression was more atypical than verbal aggression, whereas with peers, both relational and physical aggression were more atypical than verbal aggression. In both relationships, the most typical behavior was a verbally aggressive action. Results were broadly replicated in a second, independent sample. CONCLUSIONS These findings are a first step toward specifying features of sibling aggression that are markers of clinical risk and belie the notion that sibling aggression is inherently normative.
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Affiliation(s)
| | | | - Ryne Estabrook
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and Institute for Policy Research, Northwestern University, Chicago, IL
| | - Nina Howe
- Department of Education, Concordia University, Montréal, Canada
| | - Amelie Petitclerc
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and Institute for Policy Research, Northwestern University, Chicago, IL
| | - James L. Burns
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and Institute for Policy Research, Northwestern University, Chicago, IL
| | | | - Lauren S. Wakschlag
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and Institute for Policy Research, Northwestern University, Chicago, IL
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39
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Lind T, Bernard K, Yarger HA, Dozier M. Promoting Compliance in Children Referred to Child Protective Services: A Randomized Clinical Trial. Child Dev 2019; 91:563-576. [PMID: 30815861 DOI: 10.1111/cdev.13207] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Early experiences of maltreatment have long-term negative effects on children's compliance. This randomized clinical trial examined whether a brief preventative intervention (Attachment and Biobehavioral Catch-up; ABC) was effective in enhancing compliance in children who had been referred to Child Protective Services. Participants included 101 parent-child dyads who received either ABC or a control intervention when children were infants (M = 9.4 months old, SD = 6.1). When children were approximately 36 months old (M = 38.5, SD = 3.0), ABC children demonstrated significantly better compliance than control children. Further, parent sensitivity, measured 1 month post intervention when children were, on average, 18.4 months old (SD = 6.9) partially mediated the effect of ABC on child compliance at 36 months old.
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Affiliation(s)
- Teresa Lind
- University of California, San Diego.,Child and Adolescent Services Research Center (CASRC)
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40
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Joseph HM, Kennedy TM, Gnagy EM, Perlman SB, Pelham WE, Molina BSG. Fathers with Childhood ADHD, Parenting, and Their Young Children's Behavior: Offspring of the Pittsburgh ADHD Longitudinal Study (PALS). Child Psychiatry Hum Dev 2019; 50:35-44. [PMID: 29872996 PMCID: PMC6532773 DOI: 10.1007/s10578-018-0819-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Despite high heritability, no research has followed children with ADHD to parenthood to study their offspring and parenting behaviors. Given greater prevalence of ADHD in males and lack of research involving fathers, this study evaluated offspring of fathers with and without ADHD histories for ADHD and disruptive behavior and compared fathers' parenting behaviors. Male fathers (N = 29) from the Pittsburgh ADHD Longitudinal Study (PALS) participated with their preschool-aged offspring. Fathers completed self-reported measures, and father-child dyads completed an interaction task. ADHD offspring had elevated ADHD symptoms and behavior dysregulation. All fathers displayed positive parenting. ADHD fathers reported lower supportive responses to their child's negative emotions than comparison fathers, yet rated their parenting as more efficacious. ADHD offspring were distinguishable as early as age 3; thus, earlier diagnosis and intervention may be feasible for this at-risk population. Future research should investigate the acceptability and efficacy of parent training for fathers with ADHD.
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Affiliation(s)
- Heather M Joseph
- Department of Psychiatry, University of Pittsburgh, 3811 O'Hara Street, Pittsburgh, PA, 15213, USA.
| | - Traci M Kennedy
- Department of Psychiatry, University of Pittsburgh, 3811 O'Hara Street, Pittsburgh, PA, 15213, USA
| | - Elizabeth M Gnagy
- Department of Psychiatry, Florida International University, Miami, FL, USA
| | - Susan B Perlman
- Department of Psychiatry, University of Pittsburgh, 3811 O'Hara Street, Pittsburgh, PA, 15213, USA
| | - William E Pelham
- Department of Psychiatry, Florida International University, Miami, FL, USA
| | - Brooke S G Molina
- Department of Psychiatry, University of Pittsburgh, 3811 O'Hara Street, Pittsburgh, PA, 15213, USA
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41
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Lunkenheimer E, Panlilio C, Lobo FM, Olson SL, Hamby CM. Preschoolers' Self-Regulation in Context: Task Persistence Profiles with Mothers and Fathers and Later Attention Problems in Kindergarten. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019; 47:947-960. [PMID: 30649672 DOI: 10.1007/s10802-019-00512-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Task persistence is related to attentional regulation and is needed for the successful transition to school. Understanding preschoolers' task persistence with caregivers could better inform the development and prevention of attention problems across this transition. Preschoolers' real-time task persistence profiles during problem-solving tasks with mothers (N=214) and fathers (N=117) were examined as antecedents of teacher-rated attention problems in kindergarten, accounting for child temperament, parenting, and preschool attention problems. Group-based trajectory modeling identified five profiles with mothers and four with fathers; more children showed high task persistence with mothers than fathers. With mothers, when persistence started low and increased over time, children had lower inhibitory control, higher verbal skills, and received more directives. This increasing profile had the highest-rated attention problems, followed by the stable low persistence profile; both groups showed higher attention problems than children who started high and declined slowly in persistence over time. Results implied children who start tasks low in persistence may require the most maternal effort to get on task, and whether those efforts are successful (increasing persistence) or not (stable low persistence), may be the same children teachers perceive as having the most attention problems. Profiles with fathers were not associated with attention problems but pointed to the importance of father-child affective processes (child negative emotion, paternal praise) in children's task persistence. Findings suggest mothers and fathers play different roles in regulatory development and that person-centered profiles of self-regulation in context may inform the prevention of children's regulatory problems.
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Affiliation(s)
- Erika Lunkenheimer
- Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, USA.
| | - Carlomagno Panlilio
- Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, USA
| | - Frances M Lobo
- Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, USA
| | | | - Catherine M Hamby
- Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, USA
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42
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Grabell AS, Huppert TJ, Fishburn FA, Li Y, Jones HM, Wilett AE, Bemis LM, Perlman SB. Using facial muscular movements to understand young children's emotion regulation and concurrent neural activation. Dev Sci 2018; 21:e12628. [PMID: 29226482 PMCID: PMC5995650 DOI: 10.1111/desc.12628] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2016] [Accepted: 09/06/2017] [Indexed: 11/29/2022]
Abstract
Individual differences in young children's frustration responses set the stage for myriad developmental outcomes and represent an area of intense empirical interest. Emotion regulation is hypothesized to comprise the interplay of complex behaviors, such as facial expressions, and activation of concurrent underlying neural systems. At present, however, the literature has mostly examined children's observed emotion regulation behaviors and assumed underlying brain activation through separate investigations, resulting in theoretical gaps in our understanding of how children regulate emotion in vivo. Our goal was to elucidate links between young children's emotion regulation-related neural activation, facial muscular movements, and parent-rated temperamental emotion regulation. Sixty-five children (age 3-7) completed a frustration-inducing computer task while lateral prefrontal cortex (LPFC) activation and concurrent facial expressions were recorded. Negative facial expressions with eye constriction were inversely associated with both parent-rated temperamental emotion regulation and concurrent LPFC activation. Moreover, we found evidence that positive expressions with eye constriction during frustration may be associated with stronger LPFC activation. Results suggest a correspondence between facial expressions and LPFC activation that may explicate how children regulate emotion in real time.
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Affiliation(s)
- Adam S Grabell
- Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, MA, USA
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Theodore J Huppert
- Department of Radiology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Frank A Fishburn
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Yanwei Li
- College of Preschool Education Nanjing Xiaozhuang University Nanjing, Jiangsu, China
| | - Hannah M Jones
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Aimee E Wilett
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Lisa M Bemis
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Susan B Perlman
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
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43
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van Dijk R, Deković M, Bunte TL, Schoemaker K, Zondervan-Zwijnenburg M, Espy KA, Matthys W. Mother-Child Interactions and Externalizing Behavior Problems in Preschoolers over Time: Inhibitory Control as a Mediator. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 45:1503-1517. [PMID: 28138808 PMCID: PMC5655588 DOI: 10.1007/s10802-016-0258-1] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Previous research has shown links between parenting and externalizing behavior problems in young children over time. Associations between inhibitory control, one of the executive functions, and externalizing behavior problems are widely established as well. Yet, the role of inhibitory control in the maintenance and change of externalizing behavior problems over time remains unclear. We examined whether inhibitory control could explain the link between mother-child interactions measured on a moment-to-moment timescale and preschoolers’ externalizing behavior problems as reported by teachers. With a sample of 173 predominantly clinically referred preschoolers (76.9% boys) we tested a longitudinal model proposing that affective dyadic flexibility and maternal negative affect predict as well as interact in predicting hyperactive/impulsive behavior and aggressive behavior, with preschoolers’ inhibitory control as a mediator. Our results provide support for this model for preschoolers’ hyperactive/impulsive behavior, but not for aggressive behavior. Hence, inhibitory control is identified as a mechanism linking the content and structure of mother-child interactions to preschoolers’ hyperactivity and impulsivity over time.
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Affiliation(s)
- Rianne van Dijk
- Department of Child and Adolescent Studies, Utrecht University, P.O. Box 80140, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands
| | - Maja Deković
- Department of Child and Adolescent Studies, Utrecht University, P.O. Box 80140, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands
| | - Tessa L. Bunte
- Department of Psychiatry, Brain Center Rudolf Magnus, University Medical Center Utrecht, P.O. Box 85500, Heidelberglaan 100, 3508 GA Utrecht, The Netherlands
| | - Kim Schoemaker
- Department of Clinical Child & Family Studies, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | | | - Kimberly A. Espy
- Department of Psychology, University of Arizona, Tucson, AZ USA
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE USA
| | - Walter Matthys
- Department of Child and Adolescent Studies, Utrecht University, P.O. Box 80140, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands
- Department of Psychiatry, Brain Center Rudolf Magnus, University Medical Center Utrecht, P.O. Box 85500, Heidelberglaan 100, 3508 GA Utrecht, The Netherlands
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Blackwell CK, Wakschlag LS, Gershon RC, Cella D. Measurement framework for the Environmental influences on Child Health Outcomes research program. Curr Opin Pediatr 2018; 30:276-284. [PMID: 29406440 PMCID: PMC6029724 DOI: 10.1097/mop.0000000000000606] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
PURPOSE OF REVIEW Diverse methodological approaches pose significant challenges to assess environmental exposure effects on child health outcomes. Although transdisciplinary research efforts offer unique opportunities for understanding the complex and multidimensional facets of lifespan health and disease trajectories, a shared measurement strategy is necessary for ensuring cohesion and comprehensibility across disciplines and domains. RECENT FINDINGS Exposure science often focuses on one life stage, one primary outcome domain and/or one environmental context without regard for understanding the complexity of exposome pathways and outcomes across a developmental continuum. As part of the National Institutes of Health Environmental influences on Child Health Outcomes Program, the Person Reported Outcomes Core developed a unifying measurement framework that takes a lifespan development approach to assess physical, mental and social health outcomes within the complex matrix of environmental exposure pathways. SUMMARY The proposed framework offers a shared methodological approach to health outcome assessment, with a particular emphasis on person-reported outcomes. This framework will be instrumental for future large-scale consortia and transdisciplinary team science efforts by providing a common structure, measurement guidance and consistent terminology.
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Affiliation(s)
- Courtney K. Blackwell
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University
| | - Lauren S. Wakschlag
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University
| | - Richard C. Gershon
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University
| | - David Cella
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University
| | - the ECHO PRO Core
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University
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Wiggins JL, Briggs-Gowan MJ, Estabrook R, Brotman MA, Pine DS, Leibenluft E, Wakschlag LS. Identifying Clinically Significant Irritability in Early Childhood. J Am Acad Child Adolesc Psychiatry 2018; 57:191-199.e2. [PMID: 29496128 PMCID: PMC5860673 DOI: 10.1016/j.jaac.2017.12.008] [Citation(s) in RCA: 63] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/16/2017] [Revised: 12/05/2017] [Accepted: 12/22/2017] [Indexed: 10/18/2022]
Abstract
OBJECTIVE Advances in developmentally sensitive measurement have enabled differentiation of normative versus clinically salient irritability in early childhood. However, clinical application of these measures is still nascent. The authors developed an optimized model of clinically salient irritable behaviors at preschool age. Based on this model, the authors derived an empirically based cutoff in relation to concurrent DSM-5 irritability-related disorders (i.e., oppositional defiant disorder, disruptive mood dysregulation disorder, other depressive disorders) and used longitudinal models to test the predictive validity of the cutoff for impairment and irritability trajectories and later DSM disorders. METHOD Preschool children oversampled for irritability were followed over 3 time points into early school age (N = 425; mean age at baseline 4.7 years, mean follow-up 2.9 years). Mothers reported on children's irritability using the developmentally validated Multidimensional Assessment of Profile of Disruptive Behavior (MAP-DB) Temper Loss scale, impairment using the Family Life Impairment Scale, and DSM categories using the Preschool Age Psychiatric Assessment and the Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version. RESULTS Of 22 MAP-DB Temper Loss behaviors, 2 behaviors-1 normative (easily frustrated) and 1 rare dysregulated (destructive tantrums)-were uniquely related to cross-domain impairment. At baseline, these 2 irritability items identified diagnostic status (oppositional defiant disorder, disruptive mood dysregulation disorder, other depressive disorders) with good sensitivity (70-73%) and specificity (74-83%). Children above the irritability cutoff at baseline also exhibited more persistent irritability and impairment and greater likelihood of DSM disorders in early school age. CONCLUSION Clinical identification of early-onset irritability can be enhanced using brief, developmentally optimized indicators. Further research to apply these findings to tiered early intervention is important.
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Affiliation(s)
- Jillian Lee Wiggins
- San Diego State University and the San Diego State University/University of California-San Diego Joint Doctoral Program in Clinical Psychology.
| | | | - Ryne Estabrook
- Feinberg School of Medicine and Institute for Innovations in Developmental Sciences, Northwestern University, Evanston, IL
| | - Melissa A. Brotman
- Emotion and Development Branch, National Institute of Mental Health, National Institutes of Health, Rockville, MD
| | - Daniel S. Pine
- Emotion and Development Branch, National Institute of Mental Health, National Institutes of Health, Rockville, MD
| | - Ellen Leibenluft
- Emotion and Development Branch, National Institute of Mental Health, National Institutes of Health, Rockville, MD
| | - Lauren S. Wakschlag
- Feinberg School of Medicine and Institute for Innovations in Developmental Sciences, Northwestern University, Evanston, IL. Institute for Policy Research at Northwestern
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Wakschlag LS, Perlman SB, Blair RJ, Leibenluft E, Briggs-Gowan MJ, Pine DS. The Neurodevelopmental Basis of Early Childhood Disruptive Behavior: Irritable and Callous Phenotypes as Exemplars. Am J Psychiatry 2018; 175:114-130. [PMID: 29145753 PMCID: PMC6075952 DOI: 10.1176/appi.ajp.2017.17010045] [Citation(s) in RCA: 128] [Impact Index Per Article: 21.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
The arrival of the Journal's 175th anniversary occurs at a time of recent advances in research, providing an ideal opportunity to present a neurodevelopmental roadmap for understanding, preventing, and treating psychiatric disorders. Such a roadmap is particularly relevant for early-childhood-onset neurodevelopmental conditions, which emerge when experience-dependent neuroplasticity is at its peak. Employing a novel developmental specification approach, this review places recent neurodevelopmental research on early childhood disruptive behavior within the historical context of the Journal. The authors highlight irritability and callous behavior as two core exemplars of early disruptive behavior. Both phenotypes can be reliably differentiated from normative variation as early as the first years of life. Both link to discrete pathophysiology: irritability with disruptions in prefrontal regulation of emotion, and callous behavior with abnormal fear processing. Each phenotype also possesses clinical and predictive utility. Based on a nomologic net of evidence, the authors conclude that early disruptive behavior is neurodevelopmental in nature and should be reclassified as an early-childhood-onset neurodevelopmental condition in DSM-5. Rapid translation from neurodevelopmental discovery to clinical application has transformative potential for psychiatric approaches of the millennium. [AJP at 175: Remembering Our Past As We Envision Our Future November 1938: Electroencephalographic Analyses of Behavior Problem Children Herbert Jasper and colleagues found that brain abnormalities revealed by EEG are a potential causal factor in childhood behavioral disorders. (Am J Psychiatry 1938; 95:641-658 )].
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Affiliation(s)
- Lauren S Wakschlag
- From the Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and the Institute for Policy Research, Northwestern University, Chicago; the Department of Psychiatry, University of Pittsburgh, Pittsburgh; the Center for Neurobehavioral Research, Boys Town National Research Hospital, Boys Town, Nebr.; the Department of Psychiatry, University of Connecticut, Farmington, Conn.; and the National Institute of Mental Health, Bethesda, Md
| | - Susan B Perlman
- From the Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and the Institute for Policy Research, Northwestern University, Chicago; the Department of Psychiatry, University of Pittsburgh, Pittsburgh; the Center for Neurobehavioral Research, Boys Town National Research Hospital, Boys Town, Nebr.; the Department of Psychiatry, University of Connecticut, Farmington, Conn.; and the National Institute of Mental Health, Bethesda, Md
| | - R James Blair
- From the Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and the Institute for Policy Research, Northwestern University, Chicago; the Department of Psychiatry, University of Pittsburgh, Pittsburgh; the Center for Neurobehavioral Research, Boys Town National Research Hospital, Boys Town, Nebr.; the Department of Psychiatry, University of Connecticut, Farmington, Conn.; and the National Institute of Mental Health, Bethesda, Md
| | - Ellen Leibenluft
- From the Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and the Institute for Policy Research, Northwestern University, Chicago; the Department of Psychiatry, University of Pittsburgh, Pittsburgh; the Center for Neurobehavioral Research, Boys Town National Research Hospital, Boys Town, Nebr.; the Department of Psychiatry, University of Connecticut, Farmington, Conn.; and the National Institute of Mental Health, Bethesda, Md
| | - Margaret J Briggs-Gowan
- From the Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and the Institute for Policy Research, Northwestern University, Chicago; the Department of Psychiatry, University of Pittsburgh, Pittsburgh; the Center for Neurobehavioral Research, Boys Town National Research Hospital, Boys Town, Nebr.; the Department of Psychiatry, University of Connecticut, Farmington, Conn.; and the National Institute of Mental Health, Bethesda, Md
| | - Daniel S Pine
- From the Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and the Institute for Policy Research, Northwestern University, Chicago; the Department of Psychiatry, University of Pittsburgh, Pittsburgh; the Center for Neurobehavioral Research, Boys Town National Research Hospital, Boys Town, Nebr.; the Department of Psychiatry, University of Connecticut, Farmington, Conn.; and the National Institute of Mental Health, Bethesda, Md
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Abstract
Disruptive behavior disorders (DBDs), specifically oppositional defiant disorder and conduct disorder, are common, serious, and treatable conditions among preschoolers. DBDs are marked by frequent aggression, deceitfulness, and defiance, and often persist through the lifespan. Exposure to harsh or inconsistent parenting, as frequently seen with parental depression and stress, increases DBD risk. Candidate genes that may increase DBD risk in the presence of childhood adversity have also been identified, but more research is needed. Neurophysiologic and structural correlates with DBD also exist. Parent management training programs, focusing on increasing parenting competence and confidence, are the gold standard treatment of preschool DBDs.
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Affiliation(s)
- Mini Tandon
- Division of Child and Adolescent Psychiatry, Washington University in St. Louis School of Medicine, 660 South Euclid Avenue, Box 8134, St Louis, MO, USA
| | - Andrea Giedinghagen
- Division of Child and Adolescent Psychiatry, Washington University in St. Louis School of Medicine, 660 South Euclid Avenue, Box 8134, St Louis, MO, USA.
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48
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Frost A, Jelinek C, Bernard K, Lind T, Dozier M. Longitudinal associations between low morning cortisol in infancy and anger dysregulation in early childhood in a CPS-referred sample. Dev Sci 2017. [PMID: 28639383 DOI: 10.1111/desc.12573] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Children who experience early adversity are at increased risk for developing psychopathology, and dysfunction of the hypothalamic pituitary adrenal (HPA) axis is a possible mechanism conferring this risk. This study sought to characterize the association between morning cortisol during different developmental periods and deficits in children's emotion regulation, a core feature of many psychological disorders. Morning cortisol was collected at two time points (i.e., during infancy, M = 13.0 months old, and during early childhood, M = 36.8 months old) from 120 children with histories of child protective services (CPS) involvement. Children completed a lab visit during early childhood (M = 38.6 months old) that involved an observational measure of anger regulation. Results showed that low morning cortisol during infancy, but not early childhood, predicted increased anger dysregulation during early childhood. These results highlight the importance of developmental timing in assessing the effects of HPA axis functioning and suggest that low cortisol during infancy is a risk factor for later emotion regulation difficulties.
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Affiliation(s)
- Allison Frost
- Department of Psychology, Stony Brook University, Stony Brook, New York, USA
| | - Caitlin Jelinek
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware, USA
| | - Kristin Bernard
- Department of Psychology, Stony Brook University, Stony Brook, New York, USA
| | - Teresa Lind
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware, USA
| | - Mary Dozier
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware, USA
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49
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Grasso DJ, Petitclerc A, Henry DB, McCarthy KJ, Wakschlag LS, Briggs-Gowan MJ. Examining Patterns of Exposure to Family Violence in Preschool Children: A Latent Class Approach. J Trauma Stress 2016; 29:491-499. [PMID: 27859679 PMCID: PMC5140743 DOI: 10.1002/jts.22147] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Young children can experience violence directly or indirectly in the home, with some children exposed to multiple forms of violence. These polyvictims often experience violence that is severe, chronic, and multifaceted. The current study used latent class analysis to identify and examine the pattern of profiles of exposure to family violence (i.e., violence directed towards the child and between caregivers) among a sample of 474 children ages 3-6 year who were drawn from the Multidimensional Assessment of Preschoolers Study (Wakschlag et al., 2014). The data yielded 3 classes: a polyvictimized class (n = 72; 15.2%) with high probability of exposure to all forms of violence, a harsh parenting class (n = 235; 49.5%), distinguished mainly by child-directed physical discipline in the absence of more severe forms of violence, and a low-exposure class (n = 167; 35.2%). Classes were differentiated by contextual factors, maternal characteristics, and mother-reported and observational indicators of parenting and child functioning with most effect sizes between medium and large. These findings add to emerging evidence linking polyvictimization to impaired caregiving and adverse psychological outcomes for children and offer important insight for prevention and intervention for this vulnerable population.
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Affiliation(s)
- Damion J. Grasso
- Department of Psychiatry, University of Connecticut School of Medicine, Farmington, Connecticut, USA
| | - Amélie Petitclerc
- Department of Medical Social Sciences, Feinberg School of Medicine, Chicago, Illinois, USA
- Institute for Policy Research, Northwestern University, Chicago, Illinois, USA
| | - David B. Henry
- Institute for Health Research and Policy, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Kimberly J. McCarthy
- Department of Psychiatry, University of Connecticut School of Medicine, Farmington, Connecticut, USA
| | - Lauren S. Wakschlag
- Department of Medical Social Sciences, Feinberg School of Medicine, Chicago, Illinois, USA
- Institute for Policy Research, Northwestern University, Chicago, Illinois, USA
| | - Margaret J. Briggs-Gowan
- Department of Psychiatry, University of Connecticut School of Medicine, Farmington, Connecticut, USA
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50
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Visser JC, Rommelse NNJ, Greven CU, Buitelaar JK. Autism spectrum disorder and attention-deficit/hyperactivity disorder in early childhood: A review of unique and shared characteristics and developmental antecedents. Neurosci Biobehav Rev 2016; 65:229-63. [PMID: 27026637 DOI: 10.1016/j.neubiorev.2016.03.019] [Citation(s) in RCA: 87] [Impact Index Per Article: 10.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2015] [Revised: 03/06/2016] [Accepted: 03/08/2016] [Indexed: 12/31/2022]
Abstract
Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) have overlapping characteristics and etiological factors, but to which extent this applies to infant- and preschool age is less well understood. Comparing the pathways to ASD and ADHD from the earliest possible stages is crucial for understanding how phenotypic overlap emerges and develops. Ultimately, these insights may guide preventative and therapeutic interventions. Here, we review the literature on the core symptoms, temperament and executive function in ASD and ADHD from infancy through preschool age, and draw several conclusions: (1) the co-occurrence of ASD and ADHD increases with age, severity of symptoms and lower IQ, (2) attention problems form a linking pin between early ASD and ADHD, but the behavioral, cognitive and sensory correlates of these attention problems partly diverge between the two conditions, (3) ASD and ADHD share high levels of negative affect, although the underlying motivational and behavioral tendencies seem to differ, and (4) ASD and ADHD share difficulties with control and shifting, but partly opposite behaviors seem to be involved.
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Affiliation(s)
- Janne C Visser
- Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands.
| | - Nanda N J Rommelse
- Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands; Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, Department of Psychiatry, Nijmegen, The Netherlands
| | - Corina U Greven
- Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands; Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, Department of Cognitive Neuroscience, Nijmegen, The Netherlands; King's College London, Medical Research Council Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, UK
| | - Jan K Buitelaar
- Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands; Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, Department of Cognitive Neuroscience, Nijmegen, The Netherlands
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