Associations of observed callous-unemotional behaviors in early childhood with conduct problems and substance use over 14 years / Meghan Rose DONOHUE in Development and Psychopathology, 35-1 (February 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-1 (February 2023) . - p.421-432 Titre : Associations of observed callous-unemotional behaviors in early childhood with conduct problems and substance use over 14 years Type de document : texte imprimé Auteurs : Meghan Rose DONOHUE, Auteur ; Caroline P. HOYNIAK, Auteur ; Rebecca TILLMAN, Auteur ; Deanna M. BARCH, Auteur ; Joan L. LUBY, Auteur Article en page(s) : p.421-432 Langues : Anglais (eng) Mots-clés : callous-unemotional  conduct problems  early childhood  observational coding  substance use Index. décimale : PER Périodiques Résumé : Callous-unemotional (CU) behaviors (i.e., low concern and active disregard for others) uniquely predict severe conduct problems and substance use when present by late childhood. Less is known about the predictive utility of CU behaviors displayed in early childhood, when morality is developing and interventions may be more effective. Children aged 4-7 years (N = 246; 47.6% girls) completed an observational task wherein they were encouraged to tear an experimenter's valued photograph, and blind raters coded children's displayed CU behaviors. During the next 14 years, children's conduct problems (i.e., oppositional defiant and conduct symptoms) and age of onset of substance use were assessed. Compared to children displaying fewer CU behaviors, children displaying greater CU behaviors were 7.61 times more likely to meet criteria for a conduct disorder (n = 52) into early adulthood (95% CI, 2.96-19.59; p = <.0001), and their conduct problems were significantly more severe. Greater CU behaviors were associated with earlier onset of substance use (B = ?.69, SE = .32, t = 2.14, p = .036). An ecologically valid observed indicator of early CU behavior was associated with substantially heightened risk for conduct problems and earlier onset substance use into adulthood. Early CU behavior is a powerful risk marker identifiable using a simple behavioral task which could be used to target children for early intervention. En ligne : https://doi.org/10.1017/S0954579421000791 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Associations of observed callous-unemotional behaviors in early childhood with conduct problems and substance use over 14 years [texte imprimé] / Meghan Rose DONOHUE, Auteur ; Caroline P. HOYNIAK, Auteur ; Rebecca TILLMAN, Auteur ; Deanna M. BARCH, Auteur ; Joan L. LUBY, Auteur . - p.421-432. Langues : Anglais (eng) in Development and Psychopathology > 35-1 (February 2023) . - p.421-432 Mots-clés : callous-unemotional  conduct problems  early childhood  observational coding  substance use Index. décimale : PER Périodiques Résumé : Callous-unemotional (CU) behaviors (i.e., low concern and active disregard for others) uniquely predict severe conduct problems and substance use when present by late childhood. Less is known about the predictive utility of CU behaviors displayed in early childhood, when morality is developing and interventions may be more effective. Children aged 4-7 years (N = 246; 47.6% girls) completed an observational task wherein they were encouraged to tear an experimenter's valued photograph, and blind raters coded children's displayed CU behaviors. During the next 14 years, children's conduct problems (i.e., oppositional defiant and conduct symptoms) and age of onset of substance use were assessed. Compared to children displaying fewer CU behaviors, children displaying greater CU behaviors were 7.61 times more likely to meet criteria for a conduct disorder (n = 52) into early adulthood (95% CI, 2.96-19.59; p = <.0001), and their conduct problems were significantly more severe. Greater CU behaviors were associated with earlier onset of substance use (B = ?.69, SE = .32, t = 2.14, p = .036). An ecologically valid observed indicator of early CU behavior was associated with substantially heightened risk for conduct problems and earlier onset substance use into adulthood. Early CU behavior is a powerful risk marker identifiable using a simple behavioral task which could be used to target children for early intervention. En ligne : https://doi.org/10.1017/S0954579421000791 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Brain–behavior relationships in the experience and regulation of negative emotion in healthy children: Implications for risk for childhood depression / David PAGLIACCIO in Development and Psychopathology, 26-4 (Part 2) (November 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1289-1303 Titre : Brain–behavior relationships in the experience and regulation of negative emotion in healthy children: Implications for risk for childhood depression Type de document : texte imprimé Auteurs : David PAGLIACCIO, Auteur ; Joan L. LUBY, Auteur ; Katherine R. LUKING, Auteur ; Andrew C. BELDEN, Auteur ; Deanna M. BARCH, Auteur Année de publication : 2014 Article en page(s) : p.1289-1303 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Structural and functional alterations in a variety of brain regions have been associated with depression and risk for depression across the life span. A majority of these regions are associated with emotion reactivity and/or regulation. However, it is generally unclear what mechanistic role these alterations play in the etiology of depression. A first step toward understanding this is to characterize the relationships between variation in brain structure/function and individual differences in depression severity and related processes, particularly emotion regulation. To this end, the current study examines how brain structure and function predict concurrent and longitudinal measures of depression symptomology and emotion regulation skills in psychiatrically healthy school-age children (N = 60). Specifically, we found that smaller hippocampus volumes and greater responses to sad faces in emotion reactivity regions predict increased depressive symptoms at the time of scan, whereas larger amygdala volumes, smaller insula volumes, and greater responses in emotion reactivity regions predict decreased emotion regulation skills. In addition, larger insula volumes predict improvements in emotion regulation skills even after accounting for emotion regulation at the time of scan. Understanding brain–behavior relationships in psychiatrically healthy samples, especially early in development, will help inform normative developmental trajectories and neural alterations in depression and other affective pathology. En ligne : http://dx.doi.org/10.1017/S0954579414001035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 [article] Brain–behavior relationships in the experience and regulation of negative emotion in healthy children: Implications for risk for childhood depression [texte imprimé] / David PAGLIACCIO, Auteur ; Joan L. LUBY, Auteur ; Katherine R. LUKING, Auteur ; Andrew C. BELDEN, Auteur ; Deanna M. BARCH, Auteur . - 2014 . - p.1289-1303. Langues : Anglais (eng) in Development and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1289-1303 Index. décimale : PER Périodiques Résumé : Structural and functional alterations in a variety of brain regions have been associated with depression and risk for depression across the life span. A majority of these regions are associated with emotion reactivity and/or regulation. However, it is generally unclear what mechanistic role these alterations play in the etiology of depression. A first step toward understanding this is to characterize the relationships between variation in brain structure/function and individual differences in depression severity and related processes, particularly emotion regulation. To this end, the current study examines how brain structure and function predict concurrent and longitudinal measures of depression symptomology and emotion regulation skills in psychiatrically healthy school-age children (N = 60). Specifically, we found that smaller hippocampus volumes and greater responses to sad faces in emotion reactivity regions predict increased depressive symptoms at the time of scan, whereas larger amygdala volumes, smaller insula volumes, and greater responses in emotion reactivity regions predict decreased emotion regulation skills. In addition, larger insula volumes predict improvements in emotion regulation skills even after accounting for emotion regulation at the time of scan. Understanding brain–behavior relationships in psychiatrically healthy samples, especially early in development, will help inform normative developmental trajectories and neural alterations in depression and other affective pathology. En ligne : http://dx.doi.org/10.1017/S0954579414001035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245

Changes in self-reported and observed parenting following a randomized control trial of parent-child interaction therapy for the treatment of preschool depression / Diana J. WHALEN in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.86-96 Titre : Changes in self-reported and observed parenting following a randomized control trial of parent-child interaction therapy for the treatment of preschool depression Type de document : texte imprimé Auteurs : Diana J. WHALEN, Auteur ; Kirsten E. GILBERT, Auteur ; Joan L. LUBY, Auteur Article en page(s) : p.86-96 Langues : Anglais (eng) Mots-clés : Parenting practices  observational  parent-child interaction  parent-child interaction therapy  preschool depression Index. décimale : PER Périodiques Résumé : BACKGROUND: Parenting in early childhood exerts substantial influence over children's emotional health and development. Using data from a randomized controlled trial of a novel treatment for early childhood depression, Parent-Child Interaction Therapy Emotion Development (PCIT-ED), we explored two broad dimensions of parenting (behavior and affect) to determine whether any changes could be detected following treatment when compared to those in a waitlist control condition. METHOD: 229 caregiver-child dyads, 114 randomly assigned to PCIT-ED for preschool-onset depression, and 115 assigned to a waitlist completed two structured interaction tasks at baseline and post-treatment. Interactions were later coded by observer's blind to diagnostic and treatment status. RESULTS: Greater reductions were found in self-reported negative parenting behaviors and observed negative affect and greater increases in self-reported positive parenting behaviors and observed positive affect among the caregivers in the treatment group. Increases in the overall positivity of the observed interactional style of caregivers, but no observed parenting behavior change was found following treatment. Discrepancies between self-reported and observed parenting were greater among caregivers on the waitlist. CONCLUSIONS: Following PCIT-ED treatment, caregivers self-reported improvements in parenting practices and declines in punitive practices along with observed increases in positive affect and decreases in negative affect when interacting with their child. Moreover, coherence between self-reported and observed parenting was higher in the treatment group. These findings highlight the efficacy of PCIT-ED in improving parenting behaviors and the need to use multiple methods to assess parenting in treatment studies. En ligne : http://dx.doi.org/10.1111/jcpp.13263 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 [article] Changes in self-reported and observed parenting following a randomized control trial of parent-child interaction therapy for the treatment of preschool depression [texte imprimé] / Diana J. WHALEN, Auteur ; Kirsten E. GILBERT, Auteur ; Joan L. LUBY, Auteur . - p.86-96. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.86-96 Mots-clés : Parenting practices  observational  parent-child interaction  parent-child interaction therapy  preschool depression Index. décimale : PER Périodiques Résumé : BACKGROUND: Parenting in early childhood exerts substantial influence over children's emotional health and development. Using data from a randomized controlled trial of a novel treatment for early childhood depression, Parent-Child Interaction Therapy Emotion Development (PCIT-ED), we explored two broad dimensions of parenting (behavior and affect) to determine whether any changes could be detected following treatment when compared to those in a waitlist control condition. METHOD: 229 caregiver-child dyads, 114 randomly assigned to PCIT-ED for preschool-onset depression, and 115 assigned to a waitlist completed two structured interaction tasks at baseline and post-treatment. Interactions were later coded by observer's blind to diagnostic and treatment status. RESULTS: Greater reductions were found in self-reported negative parenting behaviors and observed negative affect and greater increases in self-reported positive parenting behaviors and observed positive affect among the caregivers in the treatment group. Increases in the overall positivity of the observed interactional style of caregivers, but no observed parenting behavior change was found following treatment. Discrepancies between self-reported and observed parenting were greater among caregivers on the waitlist. CONCLUSIONS: Following PCIT-ED treatment, caregivers self-reported improvements in parenting practices and declines in punitive practices along with observed increases in positive affect and decreases in negative affect when interacting with their child. Moreover, coherence between self-reported and observed parenting was higher in the treatment group. These findings highlight the efficacy of PCIT-ED in improving parenting behaviors and the need to use multiple methods to assess parenting in treatment studies. En ligne : http://dx.doi.org/10.1111/jcpp.13263 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435

Default mode network connectivity in children with a history of preschool onset depression / Michael S. GAFFREY in Journal of Child Psychology and Psychiatry, 53-9 (September 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-9 (September 2012) . - p.964-72 Titre : Default mode network connectivity in children with a history of preschool onset depression Type de document : texte imprimé Auteurs : Michael S. GAFFREY, Auteur ; Joan L. LUBY ; Kelly N. BOTTERON, Auteur ; Grega REPOVS, Auteur ; Deanna M. BARCH, Auteur Année de publication : 2012 Article en page(s) : p.964-72 Langues : Anglais (eng) Mots-clés : Depression  functional connectivity  preschool  default mode network Index. décimale : PER Périodiques Résumé : Background:  Atypical Default Mode Network (DMN) functional connectivity has been previously reported in depressed adults. However, there is relatively little data informing the developmental nature of this phenomenon. The current case-control study examined the DMN in a unique prospective sample of school-age children with a previous history of preschool depression. Methods:  DMN functional connectivity was assessed using resting state functional connectivity magnetic resonance imaging data and the posterior cingulate (PCC) as a seed region of interest. Thirty-nine medication naïve school age children (21 with a history of preschool depression and 18 healthy peers) and their families who were ascertained as preschoolers and prospectively assessed over at least 4 annual waves as part of a federally funded study of preschool depression were included. Results:  Decreased connectivity between the PCC and regions within the middle temporal gyrus (MTG), inferior parietal lobule, and cerebellum was found in children with known depression during the preschool period. Increased connectivity between the PCC and regions within the subgenual and anterior cingulate cortices and anterior MTG bilaterally was also found in these children. Additionally, a clinically relevant ‘brain-behavior’ relationship between atypical functional connectivity of the PCC and disruptions in emotion regulation was identified. Conclusions:  To our knowledge, this is the first study to examine the DMN in children known to have experienced the onset of a clinically significant depressive syndrome during preschool. Results suggest that a history of preschool depression is associated with atypical DMN connectivity. However, longitudinal studies are needed to clarify whether the current findings of atypical DMN connectivity are a precursor or a consequence of preschool depression. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02552.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Default mode network connectivity in children with a history of preschool onset depression [texte imprimé] / Michael S. GAFFREY, Auteur ; Joan L. LUBY ; Kelly N. BOTTERON, Auteur ; Grega REPOVS, Auteur ; Deanna M. BARCH, Auteur . - 2012 . - p.964-72. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-9 (September 2012) . - p.964-72 Mots-clés : Depression  functional connectivity  preschool  default mode network Index. décimale : PER Périodiques Résumé : Background:  Atypical Default Mode Network (DMN) functional connectivity has been previously reported in depressed adults. However, there is relatively little data informing the developmental nature of this phenomenon. The current case-control study examined the DMN in a unique prospective sample of school-age children with a previous history of preschool depression. Methods:  DMN functional connectivity was assessed using resting state functional connectivity magnetic resonance imaging data and the posterior cingulate (PCC) as a seed region of interest. Thirty-nine medication naïve school age children (21 with a history of preschool depression and 18 healthy peers) and their families who were ascertained as preschoolers and prospectively assessed over at least 4 annual waves as part of a federally funded study of preschool depression were included. Results:  Decreased connectivity between the PCC and regions within the middle temporal gyrus (MTG), inferior parietal lobule, and cerebellum was found in children with known depression during the preschool period. Increased connectivity between the PCC and regions within the subgenual and anterior cingulate cortices and anterior MTG bilaterally was also found in these children. Additionally, a clinically relevant ‘brain-behavior’ relationship between atypical functional connectivity of the PCC and disruptions in emotion regulation was identified. Conclusions:  To our knowledge, this is the first study to examine the DMN in children known to have experienced the onset of a clinically significant depressive syndrome during preschool. Results suggest that a history of preschool depression is associated with atypical DMN connectivity. However, longitudinal studies are needed to clarify whether the current findings of atypical DMN connectivity are a precursor or a consequence of preschool depression. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02552.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Developmental pathways from preschool temper tantrums to later psychopathology / Meghan Rose DONOHUE ; Laura E. QUIÑONES-CAMACHO ; Alecia C. VOGEL ; Michael T. PERINO ; Laura HENNEFIELD ; Rebecca TILLMAN ; Deanna M. BARCH ; Joan L. LUBY in Development and Psychopathology, 35-4 (October 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-4 (October 2023) . - p.1643-1655 Titre : Developmental pathways from preschool temper tantrums to later psychopathology Type de document : texte imprimé Auteurs : Meghan Rose DONOHUE, Auteur ; Laura E. QUIÑONES-CAMACHO, Auteur ; Alecia C. VOGEL, Auteur ; Michael T. PERINO, Auteur ; Laura HENNEFIELD, Auteur ; Rebecca TILLMAN, Auteur ; Deanna M. BARCH, Auteur ; Joan L. LUBY, Auteur Article en page(s) : p.1643-1655 Langues : Anglais (eng) Mots-clés : aggression  early childhood  longitudinal course  self-injurious behaviors  temper tantrums Index. décimale : PER Périodiques Résumé : Temper tantrums are sudden, overt negative emotional displays that are disproportionate to the eliciting event. Research supports that severe temper tantrums during the preschool period are associated with preschool psychopathology, but few studies have identified which characteristics of preschool tantrums are predictive of distal psychopathological outcomes in later childhood and adolescence. To examine this question, we used a prospective, longitudinal dataset enriched for early psychopathology. Participants (N = 299) included 3-to 6-year-old children (47.8% female) assessed for tantrums and early childhood psychopathology using diagnostic interviews and then continually assessed using diagnostic interviews over 10 subsequent time points throughout childhood and adolescence. We identified two unique groupings of tantrum behaviors: aggression towards others/objects (e.g., hitting others) and aggression towards self (e.g., hitting self). While both types of tantrum behaviors were associated with early childhood psychopathology severity, tantrum behaviors characterized by aggression towards self were more predictive of later psychopathology. Children displaying high levels of both types of tantrum behaviors had more severe externalizing problems during early childhood and more severe depression and oppositional defiant disorder across childhood and adolescence. Findings suggest that tantrum behaviors characterized by aggression towards self are particularly predictive of later psychopathology. En ligne : https://dx.doi.org/10.1017/S0954579422000359 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Developmental pathways from preschool temper tantrums to later psychopathology [texte imprimé] / Meghan Rose DONOHUE, Auteur ; Laura E. QUIÑONES-CAMACHO, Auteur ; Alecia C. VOGEL, Auteur ; Michael T. PERINO, Auteur ; Laura HENNEFIELD, Auteur ; Rebecca TILLMAN, Auteur ; Deanna M. BARCH, Auteur ; Joan L. LUBY, Auteur . - p.1643-1655. Langues : Anglais (eng) in Development and Psychopathology > 35-4 (October 2023) . - p.1643-1655 Mots-clés : aggression  early childhood  longitudinal course  self-injurious behaviors  temper tantrums Index. décimale : PER Périodiques Résumé : Temper tantrums are sudden, overt negative emotional displays that are disproportionate to the eliciting event. Research supports that severe temper tantrums during the preschool period are associated with preschool psychopathology, but few studies have identified which characteristics of preschool tantrums are predictive of distal psychopathological outcomes in later childhood and adolescence. To examine this question, we used a prospective, longitudinal dataset enriched for early psychopathology. Participants (N = 299) included 3-to 6-year-old children (47.8% female) assessed for tantrums and early childhood psychopathology using diagnostic interviews and then continually assessed using diagnostic interviews over 10 subsequent time points throughout childhood and adolescence. We identified two unique groupings of tantrum behaviors: aggression towards others/objects (e.g., hitting others) and aggression towards self (e.g., hitting self). While both types of tantrum behaviors were associated with early childhood psychopathology severity, tantrum behaviors characterized by aggression towards self were more predictive of later psychopathology. Children displaying high levels of both types of tantrum behaviors had more severe externalizing problems during early childhood and more severe depression and oppositional defiant disorder across childhood and adolescence. Findings suggest that tantrum behaviors characterized by aggression towards self are particularly predictive of later psychopathology. En ligne : https://dx.doi.org/10.1017/S0954579422000359 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Developmental trajectories of anger and sadness dysregulation in childhood differentially predict later borderline symptoms / Alecia C. VOGEL in Development and Psychopathology, 36-3 (August 2024)  

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Early socioemotional competence, psychopathology, and latent class profiles of reparative prosocial behaviors from preschool through early adolescence / Meghan Rose DONOHUE in Development and Psychopathology, 32-2 (May 2020)  

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Editorial: Environmental conditions for growing healthy children / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 63-9 (September 2022)  

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Editorial: Innovation in child and adolescent mental health interventions / Tim DALGLEISH ; Joan L. LUBY ; Bradley S. PETERSON ; Edmund J.S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 64-12 (December 2023)  

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Editorial: Reciprocity between sleep and mood in early childhood - an under-explored neural marker of depression risk / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 65-9 (September 2024)  

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Editorial: Standardizing methods and measures in randomized controlled trials: a necessary catalyst for clinical translation / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)  

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Editorial: The pressing need to investigate the effects of media immersion in early childhood on brain and behavioral development / Meghan Rose DONOHUE in Journal of Child Psychology and Psychiatry, 66-9 (September 2025)  

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Editorial: The primacy of parenting / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 61-4 (April 2020)  

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Excitability and irritability in preschoolers predicts later psychopathology: The importance of positive and negative emotion dysregulation / Alecia C. VOGEL in Development and Psychopathology, 31-3 (August 2019)  

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Gender Differences in Emotional Reactivity of Depressed and At-Risk Preschoolers: Implications for Gender Specific Manifestations of Preschool Depression / Joan L. LUBY in Journal of Clinical Child & Adolescent Psychology, 38-4 (July 2009)  

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