Dépouillements

Editorial: Isolating the essential difference – The importance of choosing the right type and sufficient numbers of controls in research on neurodevelopmental disorders and mental health conditions / Eric FOMBONNE in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1203-1204 Titre : Editorial: Isolating the essential difference – The importance of choosing the right type and sufficient numbers of controls in research on neurodevelopmental disorders and mental health conditions Type de document : Texte imprimé et/ou numérique Auteurs : Eric FOMBONNE, Auteur Article en page(s) : p.1203-1204 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The question of what constitutes the most appropriate control group in child psychopathology research remains a vexed question as well as one of the most common issues raised in the referees’ reports I read as an editor of JCPP. Yet its importance is often overlooked by authors as they reflect on potential sources of bias in their studies. There is an abundant literature on this question (Rothman, Greenland, & Lash, 2008) that highlights the key issues and pitfalls for research in our field. En ligne : http://dx.doi.org/10.1111/jcpp.12660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Editorial: Isolating the essential difference – The importance of choosing the right type and sufficient numbers of controls in research on neurodevelopmental disorders and mental health conditions [Texte imprimé et/ou numérique] / Eric FOMBONNE, Auteur . - p.1203-1204. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1203-1204 Index. décimale : PER Périodiques Résumé : The question of what constitutes the most appropriate control group in child psychopathology research remains a vexed question as well as one of the most common issues raised in the referees’ reports I read as an editor of JCPP. Yet its importance is often overlooked by authors as they reflect on potential sources of bias in their studies. There is an abundant literature on this question (Rothman, Greenland, & Lash, 2008) that highlights the key issues and pitfalls for research in our field. En ligne : http://dx.doi.org/10.1111/jcpp.12660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications / Mirko ULJAREVIC in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1205-1217 Titre : Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications Type de document : Texte imprimé et/ou numérique Auteurs : Mirko ULJAREVIC, Auteur ; Napoleon KATSOS, Auteur ; Kristelle HUDRY, Auteur ; Jenny L. GIBSON, Auteur Article en page(s) : p.1205-1217 Langues : Anglais (eng) Mots-clés : Multilingualism  neurodevelopmental disorders  practitioner  outcomes Index. décimale : PER Périodiques Résumé : Background Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications. Methods We conducted systematic searches for studies on multilingualism in neurodevelopmental disorders. Keywords for neurodevelopmental disorders were based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition categories as follows; Intellectual Disabilities, Communication Disorders, Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, Motor Disorders, Other Neurodevelopmental Disorders. We included only studies based on empirical research and published in peer-reviewed journals. Results Fifty studies met inclusion criteria. Thirty-eight studies explored multilingualism in Communication Disorders, 10 in ASD and two in Intellectual Disability. No studies on multilingualism in Specific Learning Disorder or Motor Disorders were identified. Studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare, and there appears little reason to assume that multilingualism has negative effects on various aspects of functioning across a range of conditions. In fact, when considering only those studies which have compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse effects on language development or other aspects of functioning. In the case of ASD, a positive effect on communication and social functioning has been observed. Conclusions There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications [Texte imprimé et/ou numérique] / Mirko ULJAREVIC, Auteur ; Napoleon KATSOS, Auteur ; Kristelle HUDRY, Auteur ; Jenny L. GIBSON, Auteur . - p.1205-1217. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1205-1217 Mots-clés : Multilingualism  neurodevelopmental disorders  practitioner  outcomes Index. décimale : PER Périodiques Résumé : Background Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications. Methods We conducted systematic searches for studies on multilingualism in neurodevelopmental disorders. Keywords for neurodevelopmental disorders were based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition categories as follows; Intellectual Disabilities, Communication Disorders, Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, Motor Disorders, Other Neurodevelopmental Disorders. We included only studies based on empirical research and published in peer-reviewed journals. Results Fifty studies met inclusion criteria. Thirty-eight studies explored multilingualism in Communication Disorders, 10 in ASD and two in Intellectual Disability. No studies on multilingualism in Specific Learning Disorder or Motor Disorders were identified. Studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare, and there appears little reason to assume that multilingualism has negative effects on various aspects of functioning across a range of conditions. In fact, when considering only those studies which have compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse effects on language development or other aspects of functioning. In the case of ASD, a positive effect on communication and social functioning has been observed. Conclusions There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

A randomized controlled trial of cognitive behavioral therapy for ADHD in medication-treated adolescents / Susan E. SPRICH in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1218-1226 Titre : A randomized controlled trial of cognitive behavioral therapy for ADHD in medication-treated adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Susan E. SPRICH, Auteur ; Steven A. SAFREN, Auteur ; Daniel FINKELSTEIN, Auteur ; Jocelyn E. REMMERT, Auteur ; Paul HAMMERNESS, Auteur Article en page(s) : p.1218-1226 Langues : Anglais (eng) Mots-clés : ADHD  adolescence  behavior therapy  cognitive therapy Index. décimale : PER Périodiques Résumé : Objective To test cognitive behavioral therapy (CBT) for persistent attention-deficit hyperactivity disorder (ADHD) symptoms in a sample of medication-treated adolescents. Methods Forty-six adolescents (ages 14–18), with clinically significant ADHD symptoms despite stable medication treatment were randomly assigned to receive CBT for ADHD or wait list control in a cross-over design. Twenty-four were randomized to CBT, 22 to wait list, and 15 crossed-over from wait list to CBT. A blind independent evaluator (IE) rated symptom severity on the ADHD Current Symptom Scale, by adolescent and parent report, and rated each subject using the Clinical Global Impression Severity Scale (CGI), a global measure of distress and impairment. These assessments were performed at baseline, 4-months (post-CBT or post wait list), and 8-months (post-treatment for those originally assigned to the wait list condition and 4-month follow-up for those originally assigned to CBT). Trial Registration: http://clinicaltrials.gov/show/NCT01019252. Results Using all available data, mixed effects modeling, and pooling for the wait list cross-over, participants who received CBT received a mean score 10.93 lower on the IE-rated parent assessment of symptom severity (95% CI: ?12.93, ?8.93; p < .0001), 5.24 lower on the IE-rated adolescent assessment of symptom severity (95% CI: ?7.21, ?3.28; p < .0001), and 1.17 lower IE-rated CGI (95% CI: ?1.39, ?.94; p < .0001). Results were consistent across 100 multiple imputations (all p < .0001). There was a greater proportion of responders after CBT by parent (50% vs. 18%, p = .00) and adolescent (58% vs. 18% p = .02) report. Conclusions This study demonstrates initial efficacy of CBT for adolescents with ADHD who continued to exhibit persistent symptoms despite medications. En ligne : http://dx.doi.org/10.1111/jcpp.12549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] A randomized controlled trial of cognitive behavioral therapy for ADHD in medication-treated adolescents [Texte imprimé et/ou numérique] / Susan E. SPRICH, Auteur ; Steven A. SAFREN, Auteur ; Daniel FINKELSTEIN, Auteur ; Jocelyn E. REMMERT, Auteur ; Paul HAMMERNESS, Auteur . - p.1218-1226. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1218-1226 Mots-clés : ADHD  adolescence  behavior therapy  cognitive therapy Index. décimale : PER Périodiques Résumé : Objective To test cognitive behavioral therapy (CBT) for persistent attention-deficit hyperactivity disorder (ADHD) symptoms in a sample of medication-treated adolescents. Methods Forty-six adolescents (ages 14–18), with clinically significant ADHD symptoms despite stable medication treatment were randomly assigned to receive CBT for ADHD or wait list control in a cross-over design. Twenty-four were randomized to CBT, 22 to wait list, and 15 crossed-over from wait list to CBT. A blind independent evaluator (IE) rated symptom severity on the ADHD Current Symptom Scale, by adolescent and parent report, and rated each subject using the Clinical Global Impression Severity Scale (CGI), a global measure of distress and impairment. These assessments were performed at baseline, 4-months (post-CBT or post wait list), and 8-months (post-treatment for those originally assigned to the wait list condition and 4-month follow-up for those originally assigned to CBT). Trial Registration: http://clinicaltrials.gov/show/NCT01019252. Results Using all available data, mixed effects modeling, and pooling for the wait list cross-over, participants who received CBT received a mean score 10.93 lower on the IE-rated parent assessment of symptom severity (95% CI: ?12.93, ?8.93; p < .0001), 5.24 lower on the IE-rated adolescent assessment of symptom severity (95% CI: ?7.21, ?3.28; p < .0001), and 1.17 lower IE-rated CGI (95% CI: ?1.39, ?.94; p < .0001). Results were consistent across 100 multiple imputations (all p < .0001). There was a greater proportion of responders after CBT by parent (50% vs. 18%, p = .00) and adolescent (58% vs. 18% p = .02) report. Conclusions This study demonstrates initial efficacy of CBT for adolescents with ADHD who continued to exhibit persistent symptoms despite medications. En ligne : http://dx.doi.org/10.1111/jcpp.12549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Commentary: Development of a new, much-needed, cognitive-behavioral intervention for adolescents with ADHD – a reflection on Sprich et al. (2016) / Mary V. SOLANTO in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1227-1228 Titre : Commentary: Development of a new, much-needed, cognitive-behavioral intervention for adolescents with ADHD – a reflection on Sprich et al. (2016) Type de document : Texte imprimé et/ou numérique Auteurs : Mary V. SOLANTO, Auteur Article en page(s) : p.1227-1228 Langues : Anglais (eng) Mots-clés : ADHD  adolescents  cognitive-behavioral treatment Index. décimale : PER Périodiques Résumé : Adolescents with attention deficit hyperactivity disorder (ADHD) can be challenging to treat. often, they are resistant to taking medication. Furthermore, the behavioral and cognitive-behavioral interventions developed for children and adults with ADHD, are not appropriate or are not effective for adolescents. Thus, this study, showing the effectiveness of a cognitive-behavioral treatment (CBT) program specifically designed for adolescents, represents an important step forward. Methodological strengths include a wait-list control group and outcome ratings by a blind evaluator. We look forward to further development of this treatment, particularly a trial in adolescents not concomitantly medicated for ADHD and comparison to an active control group. En ligne : http://dx.doi.org/10.1111/jcpp.12629 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Commentary: Development of a new, much-needed, cognitive-behavioral intervention for adolescents with ADHD – a reflection on Sprich et al. (2016) [Texte imprimé et/ou numérique] / Mary V. SOLANTO, Auteur . - p.1227-1228. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1227-1228 Mots-clés : ADHD  adolescents  cognitive-behavioral treatment Index. décimale : PER Périodiques Résumé : Adolescents with attention deficit hyperactivity disorder (ADHD) can be challenging to treat. often, they are resistant to taking medication. Furthermore, the behavioral and cognitive-behavioral interventions developed for children and adults with ADHD, are not appropriate or are not effective for adolescents. Thus, this study, showing the effectiveness of a cognitive-behavioral treatment (CBT) program specifically designed for adolescents, represents an important step forward. Methodological strengths include a wait-list control group and outcome ratings by a blind evaluator. We look forward to further development of this treatment, particularly a trial in adolescents not concomitantly medicated for ADHD and comparison to an active control group. En ligne : http://dx.doi.org/10.1111/jcpp.12629 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Can school counselors deliver cognitive-behavioral treatment for social anxiety effectively? A randomized controlled trial / Carrie MASIA WARNER in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1229-1238 Titre : Can school counselors deliver cognitive-behavioral treatment for social anxiety effectively? A randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Carrie MASIA WARNER, Auteur ; Daniela COLOGNORI, Auteur ; Chad BRICE, Auteur ; Kathleen HERZIG, Auteur ; Laura MUFSON, Auteur ; Chelsea LYNCH, Auteur ; Philip T. REISS, Auteur ; Eva PETKOVA, Auteur ; Jeremy FOX, Auteur ; Dominic C. MOCERI, Auteur ; Julie RYAN, Auteur ; Rachel G. KLEIN, Auteur Article en page(s) : p.1229-1238 Langues : Anglais (eng) Mots-clés : Social anxiety  school counselors  adolescents  SASS Index. décimale : PER Périodiques Résumé : Background Social anxiety disorder (SAD) typically onsets in adolescence and is associated with multiple impairments. Despite promising clinical interventions, most socially anxious adolescents remain untreated. To address this clinical neglect, we developed a school-based, 12-week group intervention for youth with SAD, Skills for Academic and Social Success (SASS). When implemented by psychologists, SASS has been found effective. To promote dissemination and optimize treatment access, we tested whether school counselors could be effective treatment providers. Method We randomized 138, ninth through 11th graders with SAD to one of three conditions: (a) SASS delivered by school counselors (C-SASS), (b) SASS delivered by psychologists (P-SASS), or (c) a control condition, Skills for Life (SFL), a nonspecific counseling program. Blind, independent, evaluations were conducted with parents and adolescents at baseline, post-intervention, and 5 months beyond treatment completion. We hypothesized that C-SASS and P-SASS would be superior to the control, immediately after treatment and at follow-up. No prediction was made about the relative efficacy of C-SASS and P-SASS. Results Compared to controls, adolescents treated with C-SASS or P-SASS experienced significantly greater improvement and reductions of anxiety at the end of treatment and follow-up. There were no significant differences between SASS delivered by school counselors and psychologists. Conclusion With training, school counselors are effective treatment providers to adolescents with social anxiety, yielding benefits comparable to those obtained by specialized psychologists. Questions remain regarding means to maintain counselors’ practice standards without external support. En ligne : http://dx.doi.org/10.1111/jcpp.12550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Can school counselors deliver cognitive-behavioral treatment for social anxiety effectively? A randomized controlled trial [Texte imprimé et/ou numérique] / Carrie MASIA WARNER, Auteur ; Daniela COLOGNORI, Auteur ; Chad BRICE, Auteur ; Kathleen HERZIG, Auteur ; Laura MUFSON, Auteur ; Chelsea LYNCH, Auteur ; Philip T. REISS, Auteur ; Eva PETKOVA, Auteur ; Jeremy FOX, Auteur ; Dominic C. MOCERI, Auteur ; Julie RYAN, Auteur ; Rachel G. KLEIN, Auteur . - p.1229-1238. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1229-1238 Mots-clés : Social anxiety  school counselors  adolescents  SASS Index. décimale : PER Périodiques Résumé : Background Social anxiety disorder (SAD) typically onsets in adolescence and is associated with multiple impairments. Despite promising clinical interventions, most socially anxious adolescents remain untreated. To address this clinical neglect, we developed a school-based, 12-week group intervention for youth with SAD, Skills for Academic and Social Success (SASS). When implemented by psychologists, SASS has been found effective. To promote dissemination and optimize treatment access, we tested whether school counselors could be effective treatment providers. Method We randomized 138, ninth through 11th graders with SAD to one of three conditions: (a) SASS delivered by school counselors (C-SASS), (b) SASS delivered by psychologists (P-SASS), or (c) a control condition, Skills for Life (SFL), a nonspecific counseling program. Blind, independent, evaluations were conducted with parents and adolescents at baseline, post-intervention, and 5 months beyond treatment completion. We hypothesized that C-SASS and P-SASS would be superior to the control, immediately after treatment and at follow-up. No prediction was made about the relative efficacy of C-SASS and P-SASS. Results Compared to controls, adolescents treated with C-SASS or P-SASS experienced significantly greater improvement and reductions of anxiety at the end of treatment and follow-up. There were no significant differences between SASS delivered by school counselors and psychologists. Conclusion With training, school counselors are effective treatment providers to adolescents with social anxiety, yielding benefits comparable to those obtained by specialized psychologists. Questions remain regarding means to maintain counselors’ practice standards without external support. En ligne : http://dx.doi.org/10.1111/jcpp.12550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Behavioral outcomes of picky eating in childhood: a prospective study in the general population / Sebastian CARDONA CANO in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1239-1246 Titre : Behavioral outcomes of picky eating in childhood: a prospective study in the general population Type de document : Texte imprimé et/ou numérique Auteurs : Sebastian CARDONA CANO, Auteur ; Hans W. HOEK, Auteur ; Daphne VAN HOEKEN, Auteur ; Lisanne M. DE BARSE, Auteur ; Vincent W.V. JADDOE, Auteur ; Frank C. VERHULST, Auteur ; Henning TIEMEIER, Auteur Article en page(s) : p.1239-1246 Langues : Anglais (eng) Mots-clés : Picky eating  emotional problems  behavioral problems  pervasive developmental problems Index. décimale : PER Périodiques Résumé : Background Picky eaters in the general population form a heterogeneous group. It is important to differentiate between children with transient picky eating (PE) and persistent PE behavior when adverse outcomes are studied. We analyzed four PE trajectories to determine the associations with child mental health prospectively. Methods From a population-based cohort, 3,748 participants were assessed for PE at 1.5, 3, and 6 years of age using maternal reports. Four trajectories were defined: persistent (PE at all ages); remitting (PE before 6 years only); late-onset (PE at 6 years only); and never (no PE at any assessment). Child's problem behaviors were assessed with the Teacher's Report Form at 7 years of age. We examined associations between picky eating trajectories and emotional problems, behavioral problems and pervasive developmental problems using logistic regressions. Analyses were adjusted for child, parental, and socioeconomic confounders. We also adjusted for maternal-reported baseline problem behavior at age 1.5 years; the never picky eating group was used as reference. Results Persisting PE predicted pervasive developmental problems at age 7 years (OR = 2.00, 95% CI: 1.10–3.63). The association remained when adjusted for baseline pervasive developmental problems at 1.5 years (OR = 1.96, 95% CI: 1.10–3.51). Persistent PE was not associated with behavioral (OR = 0.92, 95% CI: 0.53–1.60) or emotional problems (OR = 1.24, 95% CI: 0.74–2.07). Other PE trajectories were not related to child behavioral or emotional problems. Conclusions Persistent PE may be a symptom or sign of pervasive developmental problems, but is not predictive of other behavioral problems. Remitting PE was not associated with adverse mental health outcomes, which further indicates that it may be part of normal development. En ligne : http://dx.doi.org/10.1111/jcpp.12530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Behavioral outcomes of picky eating in childhood: a prospective study in the general population [Texte imprimé et/ou numérique] / Sebastian CARDONA CANO, Auteur ; Hans W. HOEK, Auteur ; Daphne VAN HOEKEN, Auteur ; Lisanne M. DE BARSE, Auteur ; Vincent W.V. JADDOE, Auteur ; Frank C. VERHULST, Auteur ; Henning TIEMEIER, Auteur . - p.1239-1246. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1239-1246 Mots-clés : Picky eating  emotional problems  behavioral problems  pervasive developmental problems Index. décimale : PER Périodiques Résumé : Background Picky eaters in the general population form a heterogeneous group. It is important to differentiate between children with transient picky eating (PE) and persistent PE behavior when adverse outcomes are studied. We analyzed four PE trajectories to determine the associations with child mental health prospectively. Methods From a population-based cohort, 3,748 participants were assessed for PE at 1.5, 3, and 6 years of age using maternal reports. Four trajectories were defined: persistent (PE at all ages); remitting (PE before 6 years only); late-onset (PE at 6 years only); and never (no PE at any assessment). Child's problem behaviors were assessed with the Teacher's Report Form at 7 years of age. We examined associations between picky eating trajectories and emotional problems, behavioral problems and pervasive developmental problems using logistic regressions. Analyses were adjusted for child, parental, and socioeconomic confounders. We also adjusted for maternal-reported baseline problem behavior at age 1.5 years; the never picky eating group was used as reference. Results Persisting PE predicted pervasive developmental problems at age 7 years (OR = 2.00, 95% CI: 1.10–3.63). The association remained when adjusted for baseline pervasive developmental problems at 1.5 years (OR = 1.96, 95% CI: 1.10–3.51). Persistent PE was not associated with behavioral (OR = 0.92, 95% CI: 0.53–1.60) or emotional problems (OR = 1.24, 95% CI: 0.74–2.07). Other PE trajectories were not related to child behavioral or emotional problems. Conclusions Persistent PE may be a symptom or sign of pervasive developmental problems, but is not predictive of other behavioral problems. Remitting PE was not associated with adverse mental health outcomes, which further indicates that it may be part of normal development. En ligne : http://dx.doi.org/10.1111/jcpp.12530 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1247-1257 Titre : The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur ; Debbie GOOCH, Auteur ; Charlotte WRAY, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; George VAMVAKAS, Auteur ; Andrew PICKLES, Auteur Article en page(s) : p.1247-1257 Langues : Anglais (eng) Mots-clés : Developmental language disorder  NVIQ discrepancy  prevalence  functional impairment Index. décimale : PER Périodiques Résumé : Background Diagnosis of ‘specific’ language impairment traditionally required nonverbal IQ to be within normal limits, often resulting in restricted access to clinical services for children with lower NVIQ. Changes to DSM-5 criteria for language disorder removed this NVIQ requirement. This study sought to delineate the impact of varying NVIQ criteria on prevalence, clinical presentation and functional impact of language disorder in the first UK population study of language impairment at school entry. Methods A population-based survey design with sample weighting procedures was used to estimate population prevalence. We surveyed state-maintained reception classrooms (n = 161 or 61% of eligible schools) in Surrey, England. From a total population of 12,398 children (ages 4–5 years), 7,267 (59%) were screened. A stratified subsample (n = 529) received comprehensive assessment of language, NVIQ, social, emotional and behavioural problems, and academic attainment. Results The total population prevalence estimate of language disorder was 9.92% (95% CI 7.38, 13.20). The prevalence of language disorder of unknown origin was estimated to be 7.58% (95% CI 5.33, 10.66), while the prevalence of language impairment associated with intellectual disability and/or existing medical diagnosis was 2.34% (95% CI 1.40, 3.91). Children with language disorder displayed elevated symptoms of social, emotional and behavioural problems relative to peers, F(1, 466) = 7.88, p = .05, and 88% did not make expected academic progress. There were no differences between those with average and low-average NVIQ scores in severity of language deficit, social, emotional and behavioural problems, or educational attainment. In contrast, children with language impairments associated with known medical diagnosis and/or intellectual disability displayed more severe deficits on multiple measures. Conclusions At school entry, approximately two children in every class of 30 pupils will experience language disorder severe enough to hinder academic progress. Access to specialist clinical services should not depend on NVIQ. En ligne : http://dx.doi.org/10.1111/jcpp.12573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur ; Debbie GOOCH, Auteur ; Charlotte WRAY, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; George VAMVAKAS, Auteur ; Andrew PICKLES, Auteur . - p.1247-1257. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1247-1257 Mots-clés : Developmental language disorder  NVIQ discrepancy  prevalence  functional impairment Index. décimale : PER Périodiques Résumé : Background Diagnosis of ‘specific’ language impairment traditionally required nonverbal IQ to be within normal limits, often resulting in restricted access to clinical services for children with lower NVIQ. Changes to DSM-5 criteria for language disorder removed this NVIQ requirement. This study sought to delineate the impact of varying NVIQ criteria on prevalence, clinical presentation and functional impact of language disorder in the first UK population study of language impairment at school entry. Methods A population-based survey design with sample weighting procedures was used to estimate population prevalence. We surveyed state-maintained reception classrooms (n = 161 or 61% of eligible schools) in Surrey, England. From a total population of 12,398 children (ages 4–5 years), 7,267 (59%) were screened. A stratified subsample (n = 529) received comprehensive assessment of language, NVIQ, social, emotional and behavioural problems, and academic attainment. Results The total population prevalence estimate of language disorder was 9.92% (95% CI 7.38, 13.20). The prevalence of language disorder of unknown origin was estimated to be 7.58% (95% CI 5.33, 10.66), while the prevalence of language impairment associated with intellectual disability and/or existing medical diagnosis was 2.34% (95% CI 1.40, 3.91). Children with language disorder displayed elevated symptoms of social, emotional and behavioural problems relative to peers, F(1, 466) = 7.88, p = .05, and 88% did not make expected academic progress. There were no differences between those with average and low-average NVIQ scores in severity of language deficit, social, emotional and behavioural problems, or educational attainment. In contrast, children with language impairments associated with known medical diagnosis and/or intellectual disability displayed more severe deficits on multiple measures. Conclusions At school entry, approximately two children in every class of 30 pupils will experience language disorder severe enough to hinder academic progress. Access to specialist clinical services should not depend on NVIQ. En ligne : http://dx.doi.org/10.1111/jcpp.12573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

What is the biological reality of gene–environment interaction estimates? An assessment of bias in developmental models / Sarah R. MOORE in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1258-1267 Titre : What is the biological reality of gene–environment interaction estimates? An assessment of bias in developmental models Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. MOORE, Auteur ; Felix THOEMMES, Auteur Article en page(s) : p.1258-1267 Langues : Anglais (eng) Mots-clés : Gene–environment interaction  methodology  child development  neural development  molecular genetics Index. décimale : PER Périodiques Résumé : Background Standard models used to test gene–environment interaction (G × E) hypotheses make the causal assumption that there are no unobserved variables that could be biasing the interaction estimate. Whether this assumption can be met in nonexperimental studies is unclear because the interactive biological pathways from genetic polymorphisms and environments to behavior, and the confounders that can be introduced along these pathways, are often not delineated. This is problematic in the context of studies focused on caregiver–child dyads, in which common genes and environments induce gene–environment correlation. To address the impact of sources of bias in G × E models specifically assessing the interaction between child genotype and caregiver behavior, we provide a causal framework that integrates biological and statistical concepts of G × E, and assess the magnitude of bias introduced by various confounding pathways in different causal circumstances. Methods A simulation assessed the magnitude of bias introduced by four types of confounding pathways in different causal models. Unadjusted and adjusted statistical models were then applied to the simulated data to assess the efficacy of these procedures to capture unbiased G × E estimates. Finally, the simulation was run under null effects of the genotype to assess the impact of biasing sources on the false-positive rate. Results Common environmental pathways between caregiver and child inflated G × E estimates and raised the false-positive rate. Evocative effects of the child also inflated G × E estimates. Conclusions Gene–environment interaction studies should be approached with consideration to the causal pathways at play and the confounding opportunities along these pathways to facilitate the inclusion of adequate statistical controls and correct inferences from study findings. Bridging biological and statistical concepts of G × E can significantly improve research design and the communication of how a G × E process fits into a broader developmental framework. En ligne : http://dx.doi.org/10.1111/jcpp.12579 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] What is the biological reality of gene–environment interaction estimates? An assessment of bias in developmental models [Texte imprimé et/ou numérique] / Sarah R. MOORE, Auteur ; Felix THOEMMES, Auteur . - p.1258-1267. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1258-1267 Mots-clés : Gene–environment interaction  methodology  child development  neural development  molecular genetics Index. décimale : PER Périodiques Résumé : Background Standard models used to test gene–environment interaction (G × E) hypotheses make the causal assumption that there are no unobserved variables that could be biasing the interaction estimate. Whether this assumption can be met in nonexperimental studies is unclear because the interactive biological pathways from genetic polymorphisms and environments to behavior, and the confounders that can be introduced along these pathways, are often not delineated. This is problematic in the context of studies focused on caregiver–child dyads, in which common genes and environments induce gene–environment correlation. To address the impact of sources of bias in G × E models specifically assessing the interaction between child genotype and caregiver behavior, we provide a causal framework that integrates biological and statistical concepts of G × E, and assess the magnitude of bias introduced by various confounding pathways in different causal circumstances. Methods A simulation assessed the magnitude of bias introduced by four types of confounding pathways in different causal models. Unadjusted and adjusted statistical models were then applied to the simulated data to assess the efficacy of these procedures to capture unbiased G × E estimates. Finally, the simulation was run under null effects of the genotype to assess the impact of biasing sources on the false-positive rate. Results Common environmental pathways between caregiver and child inflated G × E estimates and raised the false-positive rate. Evocative effects of the child also inflated G × E estimates. Conclusions Gene–environment interaction studies should be approached with consideration to the causal pathways at play and the confounding opportunities along these pathways to facilitate the inclusion of adequate statistical controls and correct inferences from study findings. Bridging biological and statistical concepts of G × E can significantly improve research design and the communication of how a G × E process fits into a broader developmental framework. En ligne : http://dx.doi.org/10.1111/jcpp.12579 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Common infections with polyomaviruses and herpesviruses and neuropsychological development at 4 years of age, the Rhea birth cohort in Crete, Greece / Marianna KARACHALIOU in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1268-1276 Titre : Common infections with polyomaviruses and herpesviruses and neuropsychological development at 4 years of age, the Rhea birth cohort in Crete, Greece Type de document : Texte imprimé et/ou numérique Auteurs : Marianna KARACHALIOU, Auteur ; Leda CHATZI, Auteur ; Theano ROUMELIOTAKI, Auteur ; Mariza KAMPOURI, Auteur ; Andriani KYRIKLAKI, Auteur ; Katerina KOUTRA, Auteur ; Georgia CHALKIADAKI, Auteur ; Angelika MICHEL, Auteur ; Eftichia STIAKAKI, Auteur ; Manolis KOGEVINAS, Auteur ; Michael PAWLITA, Auteur ; Tim WATERBOER, Auteur ; Silvia DE SANJOSE, Auteur Article en page(s) : p.1268-1276 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  preschool children  neural development  epidemiologic studies Index. décimale : PER Périodiques Résumé : Background Viral infections of the central nervous system may have detrimental effects for the developing brain, but the effects of less virulent common infections are unclear. We aim to investigate the impact of common viral infections of early childhood on neuropsychological performance of children at age four. Methods We used cross-sectional data on 674 children participating at the 4 years of age follow-up of the Rhea birth cohort in Crete, Greece. Blood levels of IgG antibodies to 10 polyomaviruses (BKPyV, JCPyV, KIPyV, WUPyV, HPyV6, HPyV7, TSPyV, MCPyV, HPyV9, and HPyV10) and four herpesviruses [Epstein–Barr virus (EBV), cytomegalovirus (CMV), herpes simplex virus-1 (HSV-1), and herpes simplex virus-2 (HSV-2)] were measured using multiplex serology. Child's neuropsychological development at age four was assessed using the McCarthy Scales of Children's Abilities, the Attention-Deficit Hyperactivity Disorder Test (ADHDT), and the Strengths and Difficulties Questionnaire (SDQ). Multiple linear regression models were used to explore the associations. Results Seroprevalence to polyomaviruses ranged from 21% for HPyV9 to 82% for HPyV10. Seroprevalence for EBV was 53%, for CMV 26%, for HSV-1 3.6%, and for HSV-2 1.5%. Children seropositive to ?8 polyomaviruses had lower score in ADHDT inattention subscale [? = ?1.28 (95% CI: ?2.56, ?0.001)] and lower score in SDQ hyperactivity–inattention subscale [? = ?.99 (95% CI: ?1.60, ?0.37)] versus children seropositive to ?3 polyomaviruses. Seropositivity to BKPyV, a potential neurotropic virus, was associated with higher score in ADHDT inattention subscale [? = .87 (95% CI: 0.03, 1.71)]. Conclusions These findings suggest that acquisition of polyomaviruses during development may influence behavioral outcomes in early childhood. En ligne : http://dx.doi.org/10.1111/jcpp.12582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Common infections with polyomaviruses and herpesviruses and neuropsychological development at 4 years of age, the Rhea birth cohort in Crete, Greece [Texte imprimé et/ou numérique] / Marianna KARACHALIOU, Auteur ; Leda CHATZI, Auteur ; Theano ROUMELIOTAKI, Auteur ; Mariza KAMPOURI, Auteur ; Andriani KYRIKLAKI, Auteur ; Katerina KOUTRA, Auteur ; Georgia CHALKIADAKI, Auteur ; Angelika MICHEL, Auteur ; Eftichia STIAKAKI, Auteur ; Manolis KOGEVINAS, Auteur ; Michael PAWLITA, Auteur ; Tim WATERBOER, Auteur ; Silvia DE SANJOSE, Auteur . - p.1268-1276. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1268-1276 Mots-clés : Attention-deficit/hyperactivity disorder  preschool children  neural development  epidemiologic studies Index. décimale : PER Périodiques Résumé : Background Viral infections of the central nervous system may have detrimental effects for the developing brain, but the effects of less virulent common infections are unclear. We aim to investigate the impact of common viral infections of early childhood on neuropsychological performance of children at age four. Methods We used cross-sectional data on 674 children participating at the 4 years of age follow-up of the Rhea birth cohort in Crete, Greece. Blood levels of IgG antibodies to 10 polyomaviruses (BKPyV, JCPyV, KIPyV, WUPyV, HPyV6, HPyV7, TSPyV, MCPyV, HPyV9, and HPyV10) and four herpesviruses [Epstein–Barr virus (EBV), cytomegalovirus (CMV), herpes simplex virus-1 (HSV-1), and herpes simplex virus-2 (HSV-2)] were measured using multiplex serology. Child's neuropsychological development at age four was assessed using the McCarthy Scales of Children's Abilities, the Attention-Deficit Hyperactivity Disorder Test (ADHDT), and the Strengths and Difficulties Questionnaire (SDQ). Multiple linear regression models were used to explore the associations. Results Seroprevalence to polyomaviruses ranged from 21% for HPyV9 to 82% for HPyV10. Seroprevalence for EBV was 53%, for CMV 26%, for HSV-1 3.6%, and for HSV-2 1.5%. Children seropositive to ?8 polyomaviruses had lower score in ADHDT inattention subscale [? = ?1.28 (95% CI: ?2.56, ?0.001)] and lower score in SDQ hyperactivity–inattention subscale [? = ?.99 (95% CI: ?1.60, ?0.37)] versus children seropositive to ?3 polyomaviruses. Seropositivity to BKPyV, a potential neurotropic virus, was associated with higher score in ADHDT inattention subscale [? = .87 (95% CI: 0.03, 1.71)]. Conclusions These findings suggest that acquisition of polyomaviruses during development may influence behavioral outcomes in early childhood. En ligne : http://dx.doi.org/10.1111/jcpp.12582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Deactivation in anterior cingulate cortex during facial processing in young individuals with high familial risk and early development of depression: fMRI findings from the Scottish Bipolar Family Study / Stella W. Y. CHAN in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1277-1286 Titre : Deactivation in anterior cingulate cortex during facial processing in young individuals with high familial risk and early development of depression: fMRI findings from the Scottish Bipolar Family Study Type de document : Texte imprimé et/ou numérique Auteurs : Stella W. Y. CHAN, Auteur ; Jessika E. SUSSMANN, Auteur ; Liana ROMANIUK, Auteur ; Tiffany STEWART, Auteur ; Stephen M. LAWRIE, Auteur ; Jeremy HALL, Auteur ; Andrew M. MCINTOSH, Auteur ; Heather C. WHALLEY, Auteur Article en page(s) : p.1277-1286 Langues : Anglais (eng) Mots-clés : Mood disorder  major depressive disorder  fMRI  anterior cingulate  facial recognition  familial risk Index. décimale : PER Périodiques Résumé : Background Studies have identified perturbations in facial processing in bipolar disorder and major depressive disorder (MDD), but their relationship to genetic risk and early development of illness is unclear. Methods The Scottish Bipolar Family Study is a prospective longitudinal investigation examining young individuals (age 16–25) at familial risk of mood disorder. Participants underwent functional MRI using an implicit facial processing task employing angry and neutral faces. An explicit facial expression recognition task was completed outside the scanner. Clinical outcomes obtained 2 years after the scan were used to categorise participants into controls (n = 54), high-risk individuals who had developed MDD (HR MDD; n = 30) and high-risk individuals who remained well (HR Well, n = 43). Results All groups demonstrated activation patterns typically observed during facial processing, including activation of the amygdala, hippocampus, fusiform gyrus and middle frontal regions. Notably, the HR MDD group showed reduced activation of the anterior cingulate gyrus versus both the control and HR Well group for angry faces, and versus the HR Well group for neutral faces. Outside the scanner, the HR MDD group was less accurate in recognising fearful expressions than the HR Well group. Conclusions Here, we demonstrate functional abnormalities of the anterior cingulate cortex alongside facial emotional recognition deficits in high-risk individuals in the early stages of depression compared with both controls and at-risk individuals who remained well. These neural changes were associated with a current or future diagnosis of MDD and were not simply associated with increased familial risk. En ligne : http://dx.doi.org/10.1111/jcpp.12591 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Deactivation in anterior cingulate cortex during facial processing in young individuals with high familial risk and early development of depression: fMRI findings from the Scottish Bipolar Family Study [Texte imprimé et/ou numérique] / Stella W. Y. CHAN, Auteur ; Jessika E. SUSSMANN, Auteur ; Liana ROMANIUK, Auteur ; Tiffany STEWART, Auteur ; Stephen M. LAWRIE, Auteur ; Jeremy HALL, Auteur ; Andrew M. MCINTOSH, Auteur ; Heather C. WHALLEY, Auteur . - p.1277-1286. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1277-1286 Mots-clés : Mood disorder  major depressive disorder  fMRI  anterior cingulate  facial recognition  familial risk Index. décimale : PER Périodiques Résumé : Background Studies have identified perturbations in facial processing in bipolar disorder and major depressive disorder (MDD), but their relationship to genetic risk and early development of illness is unclear. Methods The Scottish Bipolar Family Study is a prospective longitudinal investigation examining young individuals (age 16–25) at familial risk of mood disorder. Participants underwent functional MRI using an implicit facial processing task employing angry and neutral faces. An explicit facial expression recognition task was completed outside the scanner. Clinical outcomes obtained 2 years after the scan were used to categorise participants into controls (n = 54), high-risk individuals who had developed MDD (HR MDD; n = 30) and high-risk individuals who remained well (HR Well, n = 43). Results All groups demonstrated activation patterns typically observed during facial processing, including activation of the amygdala, hippocampus, fusiform gyrus and middle frontal regions. Notably, the HR MDD group showed reduced activation of the anterior cingulate gyrus versus both the control and HR Well group for angry faces, and versus the HR Well group for neutral faces. Outside the scanner, the HR MDD group was less accurate in recognising fearful expressions than the HR Well group. Conclusions Here, we demonstrate functional abnormalities of the anterior cingulate cortex alongside facial emotional recognition deficits in high-risk individuals in the early stages of depression compared with both controls and at-risk individuals who remained well. These neural changes were associated with a current or future diagnosis of MDD and were not simply associated with increased familial risk. En ligne : http://dx.doi.org/10.1111/jcpp.12591 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Structural brain correlates of adolescent resilience / Keith B. BURT in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1287-1296 Titre : Structural brain correlates of adolescent resilience Type de document : Texte imprimé et/ou numérique Auteurs : Keith B. BURT, Auteur ; Robert WHELAN, Auteur ; Patricia J. CONROD, Auteur ; Tobias BANASCHEWSKI, Auteur ; Gareth J. BARKER, Auteur ; Arun L. W. BOKDE, Auteur ; Uli BROMBERG, Auteur ; Christian BÜCHEL, Auteur ; Mira FAUTH-BÜHLER, Auteur ; Herta FLOR, Auteur ; André GALINOWSKI, Auteur ; Juergen GALLINAT, Auteur ; Penny GOWLAND, Auteur ; Andreas HEINZ, Auteur ; Bernd ITTERMANN, Auteur ; Karl MANN, Auteur ; Frauke NEES, Auteur ; Dimitrios PAPADOPOULOS, Auteur ; Tomas PAUS, Auteur ; Zdenka PAUSOVA, Auteur ; Luise POUSTKA, Auteur ; Marcella RIETSCHEL, Auteur ; Trevor W. ROBBINS, Auteur ; Michael N. SMOLKA, Auteur ; Andreas STRÖHLE, Auteur ; Gunter SCHUMANN, Auteur ; Hugh GARAVAN, Auteur ; Imagen Consortium THE, Auteur Article en page(s) : p.1287-1296 Langues : Anglais (eng) Mots-clés : Imaging  resilience  adolescence  competence  adversity  IMAGEN study Index. décimale : PER Périodiques Résumé : Background Despite calls for integration of neurobiological methods into research on youth resilience (high competence despite high adversity), we know little about structural brain correlates of resilient functioning. The aim of the current study was to test for brain regions uniquely associated with positive functioning in the context of adversity, using detailed phenotypic classification. Methods 1,870 European adolescents (Mage = 14.56 years, SDage = 0.44 years, 51.5% female) underwent MRI scanning and completed behavioral and psychological measures of stressful life events, academic competence, social competence, rule-abiding conduct, personality, and alcohol use. Results The interaction of competence and adversity identified two regions centered on the right middle and superior frontal gyri; grey matter volumes in these regions were larger in adolescents experiencing adversity who showed positive adaptation. Differences in these regions among competence/adversity subgroups were maintained after controlling for several covariates and were robust to alternative operationalization decisions for key constructs. Conclusions We demonstrate structural brain correlates of adolescent resilience, and suggest that right prefrontal structures are implicated in adaptive functioning for youth who have experienced adversity. En ligne : http://dx.doi.org/10.1111/jcpp.12552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Structural brain correlates of adolescent resilience [Texte imprimé et/ou numérique] / Keith B. BURT, Auteur ; Robert WHELAN, Auteur ; Patricia J. CONROD, Auteur ; Tobias BANASCHEWSKI, Auteur ; Gareth J. BARKER, Auteur ; Arun L. W. BOKDE, Auteur ; Uli BROMBERG, Auteur ; Christian BÜCHEL, Auteur ; Mira FAUTH-BÜHLER, Auteur ; Herta FLOR, Auteur ; André GALINOWSKI, Auteur ; Juergen GALLINAT, Auteur ; Penny GOWLAND, Auteur ; Andreas HEINZ, Auteur ; Bernd ITTERMANN, Auteur ; Karl MANN, Auteur ; Frauke NEES, Auteur ; Dimitrios PAPADOPOULOS, Auteur ; Tomas PAUS, Auteur ; Zdenka PAUSOVA, Auteur ; Luise POUSTKA, Auteur ; Marcella RIETSCHEL, Auteur ; Trevor W. ROBBINS, Auteur ; Michael N. SMOLKA, Auteur ; Andreas STRÖHLE, Auteur ; Gunter SCHUMANN, Auteur ; Hugh GARAVAN, Auteur ; Imagen Consortium THE, Auteur . - p.1287-1296. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1287-1296 Mots-clés : Imaging  resilience  adolescence  competence  adversity  IMAGEN study Index. décimale : PER Périodiques Résumé : Background Despite calls for integration of neurobiological methods into research on youth resilience (high competence despite high adversity), we know little about structural brain correlates of resilient functioning. The aim of the current study was to test for brain regions uniquely associated with positive functioning in the context of adversity, using detailed phenotypic classification. Methods 1,870 European adolescents (Mage = 14.56 years, SDage = 0.44 years, 51.5% female) underwent MRI scanning and completed behavioral and psychological measures of stressful life events, academic competence, social competence, rule-abiding conduct, personality, and alcohol use. Results The interaction of competence and adversity identified two regions centered on the right middle and superior frontal gyri; grey matter volumes in these regions were larger in adolescents experiencing adversity who showed positive adaptation. Differences in these regions among competence/adversity subgroups were maintained after controlling for several covariates and were robust to alternative operationalization decisions for key constructs. Conclusions We demonstrate structural brain correlates of adolescent resilience, and suggest that right prefrontal structures are implicated in adaptive functioning for youth who have experienced adversity. En ligne : http://dx.doi.org/10.1111/jcpp.12552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial / Elena SKRYABINA in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1297-1307 Titre : Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Elena SKRYABINA, Auteur ; Gordon TAYLOR, Auteur ; Paul STALLARD, Auteur Article en page(s) : p.1297-1307 Langues : Anglais (eng) Mots-clés : Anxiety  prevention  school  child  academic  performance Index. décimale : PER Périodiques Résumé : Background Evaluations of school-based anxiety prevention programmes have reported improvements in psychological functioning although little is known about their effect upon educational outcomes. Methods One thousand three hundred and sixty-two children from 40 primary schools in England took part in the randomised controlled trial, Preventing Anxiety in Children through Education in Schools. The trial investigated the effectiveness of a universal school-based cognitive behaviour therapy prevention programme, FRIENDS, delivered by health care staff or school staff compared with usual personal, social, health and education (PSHE) lessons. Self-report psychological outcomes and educational attainment on national standardised attainment tests in reading, writing and maths were collected 12 months postintervention. Analysis was performed at individual level using multivariable mixed effect models controlling for gender, type of intervention and school effect. Registered trial: ISRCTN: 23563048. Results At 12 months, anxiety reduced in the health-led FRIENDS group compared to school-led FRIENDS and PSHE. There were no between-group differences in academic performance regardless of gender, deprivation, ethnicity and additional educational needs. Conclusions School-based mental health interventions should assess psychological and educational outcomes. Further research should directly compare the effects of interventions led by health and school staff. En ligne : http://dx.doi.org/10.1111/jcpp.12593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial [Texte imprimé et/ou numérique] / Elena SKRYABINA, Auteur ; Gordon TAYLOR, Auteur ; Paul STALLARD, Auteur . - p.1297-1307. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1297-1307 Mots-clés : Anxiety  prevention  school  child  academic  performance Index. décimale : PER Périodiques Résumé : Background Evaluations of school-based anxiety prevention programmes have reported improvements in psychological functioning although little is known about their effect upon educational outcomes. Methods One thousand three hundred and sixty-two children from 40 primary schools in England took part in the randomised controlled trial, Preventing Anxiety in Children through Education in Schools. The trial investigated the effectiveness of a universal school-based cognitive behaviour therapy prevention programme, FRIENDS, delivered by health care staff or school staff compared with usual personal, social, health and education (PSHE) lessons. Self-report psychological outcomes and educational attainment on national standardised attainment tests in reading, writing and maths were collected 12 months postintervention. Analysis was performed at individual level using multivariable mixed effect models controlling for gender, type of intervention and school effect. Registered trial: ISRCTN: 23563048. Results At 12 months, anxiety reduced in the health-led FRIENDS group compared to school-led FRIENDS and PSHE. There were no between-group differences in academic performance regardless of gender, deprivation, ethnicity and additional educational needs. Conclusions School-based mental health interventions should assess psychological and educational outcomes. Further research should directly compare the effects of interventions led by health and school staff. En ligne : http://dx.doi.org/10.1111/jcpp.12593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

The latent structure of Acute Stress Disorder symptoms in trauma-exposed children and adolescents / Anna MCKINNON in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1308-1316 Titre : The latent structure of Acute Stress Disorder symptoms in trauma-exposed children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Anna MCKINNON, Auteur ; Richard MEISER-STEDMAN, Auteur ; Peter WATSON, Auteur ; Clare DIXON, Auteur ; Nancy KASSAM-ADAMS, Auteur ; Anke EHLERS, Auteur ; Flaura WINSTON, Auteur ; Patrick SMITH, Auteur ; William YULE, Auteur ; Tim DALGLEISH, Auteur Article en page(s) : p.1308-1316 Langues : Anglais (eng) Mots-clés : Acute Stress Disorder  DSM-5  factor analysis  children  post-traumatic stress disorder Index. décimale : PER Périodiques Résumé : Background The revision of Acute Stress Disorder (ASD) in the DSM-5 (DSM-5, 2013) proposes a cluster-free model of ASD symptoms in both adults and youth. Published evaluations of competing models of ASD clustering in youth have rarely been examined. Methods We used Confirmatory Factor Analysis (combined with multigroup invariance tests) to explore the latent structure of ASD symptoms in a trauma-exposed sample of children and young people (N = 594). The DSM-5 structure was compared with the previous DSM-IV conceptualization (4-factor), and two alternative models proposed in the literature (3-factor; 5-factor). Model fit was examined using goodness-of-fit indices. We also established DSM-5 ASD prevalence rates relative to DSM-IV ASD, and the ability of these models to classify children impaired by their symptoms. Results Based on both the Bayesian Information Criterion, the interfactor correlations and invariance testing, the 3-factor model best accounted for the profile of ASD symptoms. DSM-5 ASD led to slightly higher prevalence rates than DSM-IV ASD and performed similarly to DSM-IV with respect to categorising children impaired by their symptoms. Modifying the DSM-5 ASD algorithm to a 3+ or 4+ symptom requirement was the strongest predictor of impairment. Conclusions These findings suggest that a uni-factorial general-distress model is not the optimal model of capturing the latent structure of ASD symptom profiles in youth and that modifying the current DSM-5 9+ symptom algorithm could potentially lead to a more developmentally sensitive conceptualization. En ligne : http://dx.doi.org/10.1111/jcpp.12597 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] The latent structure of Acute Stress Disorder symptoms in trauma-exposed children and adolescents [Texte imprimé et/ou numérique] / Anna MCKINNON, Auteur ; Richard MEISER-STEDMAN, Auteur ; Peter WATSON, Auteur ; Clare DIXON, Auteur ; Nancy KASSAM-ADAMS, Auteur ; Anke EHLERS, Auteur ; Flaura WINSTON, Auteur ; Patrick SMITH, Auteur ; William YULE, Auteur ; Tim DALGLEISH, Auteur . - p.1308-1316. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1308-1316 Mots-clés : Acute Stress Disorder  DSM-5  factor analysis  children  post-traumatic stress disorder Index. décimale : PER Périodiques Résumé : Background The revision of Acute Stress Disorder (ASD) in the DSM-5 (DSM-5, 2013) proposes a cluster-free model of ASD symptoms in both adults and youth. Published evaluations of competing models of ASD clustering in youth have rarely been examined. Methods We used Confirmatory Factor Analysis (combined with multigroup invariance tests) to explore the latent structure of ASD symptoms in a trauma-exposed sample of children and young people (N = 594). The DSM-5 structure was compared with the previous DSM-IV conceptualization (4-factor), and two alternative models proposed in the literature (3-factor; 5-factor). Model fit was examined using goodness-of-fit indices. We also established DSM-5 ASD prevalence rates relative to DSM-IV ASD, and the ability of these models to classify children impaired by their symptoms. Results Based on both the Bayesian Information Criterion, the interfactor correlations and invariance testing, the 3-factor model best accounted for the profile of ASD symptoms. DSM-5 ASD led to slightly higher prevalence rates than DSM-IV ASD and performed similarly to DSM-IV with respect to categorising children impaired by their symptoms. Modifying the DSM-5 ASD algorithm to a 3+ or 4+ symptom requirement was the strongest predictor of impairment. Conclusions These findings suggest that a uni-factorial general-distress model is not the optimal model of capturing the latent structure of ASD symptom profiles in youth and that modifying the current DSM-5 9+ symptom algorithm could potentially lead to a more developmentally sensitive conceptualization. En ligne : http://dx.doi.org/10.1111/jcpp.12597 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Attention bias modification for youth with social anxiety disorder / Lee PERGAMIN-HIGHT in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1317-1325 Titre : Attention bias modification for youth with social anxiety disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lee PERGAMIN-HIGHT, Auteur ; Daniel S. PINE, Auteur ; Nathan A. FOX, Auteur ; Yair BAR-HAIM, Auteur Article en page(s) : p.1317-1325 Langues : Anglais (eng) Mots-clés : Adolescence  anxiety  attention  treatment trials Index. décimale : PER Périodiques Résumé : Background Attention bias modification treatment (ABMT) targets threat-related attention biases in anxiety disorders. Most clinical trials of ABMT have focused on adults or small samples of youth. The current randomized controlled trial (RCT) examines ABMT efficacy in youth with social anxiety disorder (SAD) and tests possible moderators of treatment outcomes. Method Sixty-seven youth with SAD were randomly assigned to ABMT or attention control training (ACT) conditions. Anxiety severity was measured at baseline, posttreatment, and 3-month follow-up. ClinicalTrials.gov name and identifier: Attention bias modification treatment for children with social anxiety, NCT01397032; http://www.clinicaltrials.gov. Results Both ABMT and ACT induced significant reductions in clinician and self-rated social anxiety (ps < .001). An additional reduction was observed at the 3-month follow-up in clinician-rated anxiety symptoms (p = .03). Moderation effects were nonsignificant for the clinician-rated anxiety outcome, but age moderated self-reported anxiety. Older but not younger children, showed significant reduction in anxiety following ABMT relative to ACT (p < .001). Individual differences in attention control also moderated ABMT's effect on self-reported anxiety (p = .05). Children rated by their parents as lower on attention control benefited more from ABMT than those rated higher on attention control. Baseline attention bias did not moderate anxiety (p = .17). Conclusions Despite significant reductions in social anxiety, no specific evidence for ABMT was found relative to a control condition. Age and attention control moderated ABMT effects on self-reported SAD symptoms, with clinical effects for older relative to younger children and for those with lower attention control. These results highlight the need to consider developmental influences in the implementation of ABMT protocols. En ligne : http://dx.doi.org/10.1111/jcpp.12599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Attention bias modification for youth with social anxiety disorder [Texte imprimé et/ou numérique] / Lee PERGAMIN-HIGHT, Auteur ; Daniel S. PINE, Auteur ; Nathan A. FOX, Auteur ; Yair BAR-HAIM, Auteur . - p.1317-1325. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1317-1325 Mots-clés : Adolescence  anxiety  attention  treatment trials Index. décimale : PER Périodiques Résumé : Background Attention bias modification treatment (ABMT) targets threat-related attention biases in anxiety disorders. Most clinical trials of ABMT have focused on adults or small samples of youth. The current randomized controlled trial (RCT) examines ABMT efficacy in youth with social anxiety disorder (SAD) and tests possible moderators of treatment outcomes. Method Sixty-seven youth with SAD were randomly assigned to ABMT or attention control training (ACT) conditions. Anxiety severity was measured at baseline, posttreatment, and 3-month follow-up. ClinicalTrials.gov name and identifier: Attention bias modification treatment for children with social anxiety, NCT01397032; http://www.clinicaltrials.gov. Results Both ABMT and ACT induced significant reductions in clinician and self-rated social anxiety (ps < .001). An additional reduction was observed at the 3-month follow-up in clinician-rated anxiety symptoms (p = .03). Moderation effects were nonsignificant for the clinician-rated anxiety outcome, but age moderated self-reported anxiety. Older but not younger children, showed significant reduction in anxiety following ABMT relative to ACT (p < .001). Individual differences in attention control also moderated ABMT's effect on self-reported anxiety (p = .05). Children rated by their parents as lower on attention control benefited more from ABMT than those rated higher on attention control. Baseline attention bias did not moderate anxiety (p = .17). Conclusions Despite significant reductions in social anxiety, no specific evidence for ABMT was found relative to a control condition. Age and attention control moderated ABMT effects on self-reported SAD symptoms, with clinical effects for older relative to younger children and for those with lower attention control. These results highlight the need to consider developmental influences in the implementation of ABMT protocols. En ligne : http://dx.doi.org/10.1111/jcpp.12599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Attentional bias training in girls at risk for depression / Joelle LEMOULT in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1326-1333 Titre : Attentional bias training in girls at risk for depression Type de document : Texte imprimé et/ou numérique Auteurs : Joelle LEMOULT, Auteur ; Jutta JOORMANN, Auteur ; Katharina KIRCANSKI, Auteur ; Ian H. GOTLIB, Auteur Article en page(s) : p.1326-1333 Langues : Anglais (eng) Mots-clés : Attention bias modification  depression  adolescents Index. décimale : PER Périodiques Résumé : Background This study examined, for the first time, whether attentional biases can be modified in adolescents at risk for depression. Methods The final sample consisted of 41 girls at familial risk for depression, who were randomly assigned to receive six sessions (864 trials) of real or sham attention bias training [Real attentional bias training (ABT) vs. Sham ABT]. Participants who received Real ABT completed a modified dot-probe task designed to train attention toward positive and away from negative facial expressions; in contrast, girls who received Sham ABT completed the standard dot-probe task. Attentional biases, self-reported mood, and psychophysiological responses to stress were measured at pre- and post-training assessments. Results As expected, girls who received Real ABT, but not those who received Sham ABT, exhibited significant increases from pre- to post-training in their attention toward happy faces and away from sad faces. Moreover, adolescents who received Real ABT were buffered against the negative outcomes experienced by adolescents who received Sham ABT. Specifically, only adolescents who received Sham ABT experienced an increase in negative mood and a pre- to post-training increase in heart rate in anticipation of the stressor. Conclusions The current findings provide the first experimental evidence that attentional biases can be modified in youth at risk for depression and further suggest that ABT modulates the heightened response to stress that is otherwise experienced by high-risk adolescents. En ligne : http://dx.doi.org/10.1111/jcpp.12587 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Attentional bias training in girls at risk for depression [Texte imprimé et/ou numérique] / Joelle LEMOULT, Auteur ; Jutta JOORMANN, Auteur ; Katharina KIRCANSKI, Auteur ; Ian H. GOTLIB, Auteur . - p.1326-1333. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1326-1333 Mots-clés : Attention bias modification  depression  adolescents Index. décimale : PER Périodiques Résumé : Background This study examined, for the first time, whether attentional biases can be modified in adolescents at risk for depression. Methods The final sample consisted of 41 girls at familial risk for depression, who were randomly assigned to receive six sessions (864 trials) of real or sham attention bias training [Real attentional bias training (ABT) vs. Sham ABT]. Participants who received Real ABT completed a modified dot-probe task designed to train attention toward positive and away from negative facial expressions; in contrast, girls who received Sham ABT completed the standard dot-probe task. Attentional biases, self-reported mood, and psychophysiological responses to stress were measured at pre- and post-training assessments. Results As expected, girls who received Real ABT, but not those who received Sham ABT, exhibited significant increases from pre- to post-training in their attention toward happy faces and away from sad faces. Moreover, adolescents who received Real ABT were buffered against the negative outcomes experienced by adolescents who received Sham ABT. Specifically, only adolescents who received Sham ABT experienced an increase in negative mood and a pre- to post-training increase in heart rate in anticipation of the stressor. Conclusions The current findings provide the first experimental evidence that attentional biases can be modified in youth at risk for depression and further suggest that ABT modulates the heightened response to stress that is otherwise experienced by high-risk adolescents. En ligne : http://dx.doi.org/10.1111/jcpp.12587 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295