Children's cognitive performance and suicide risk through middle adulthood / Pablo VIDAL-RIBAS in Journal of Child Psychology and Psychiatry, 64-10 (October 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-10 (October 2023) . - p.1480-1491 Titre : Children's cognitive performance and suicide risk through middle adulthood Type de document : texte imprimé Auteurs : Pablo VIDAL-RIBAS, Auteur ; Theemeshni GOVENDER, Auteur ; Jing YU, Auteur ; Rajeshwari SUNDARAM, Auteur ; Roy H. PERLIS, Auteur ; Stephen E. GILMAN, Auteur Article en page(s) : p.1480-1491 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Longitudinal studies show that lower cognitive performance in adolescence and early adulthood is associated with higher risk of suicide death throughout adulthood. However, it is unclear whether this cognitive vulnerability originates earlier in childhood since studies conducted in children are scarce and have inconsistent results. Methods Vital status of 49,853 individuals born between 1959 and 1966 to participants in the Collaborative Perinatal Project cohort was determined by a probabilistic linkage to the National Death Index, covering all US deaths occurring from 1979 through 2016. Cox proportional hazard models were used to examine associations of general, verbal, and non-verbal intelligence at ages 4 and 7, and academic skills at age 7 with suicide death coded according to ICD-9/10 criteria, while accounting for sociodemographic and pregnancy factors previously associated with suicide in this sample. Results By the end of 2016, 288 cohort members had died by suicide. Cognitive performance at 7 years on tests with verbal components was associated with suicide risk (average vs. high verbal intelligence, HR=1.97, 95% CI 1.05-3.71; low vs. high spelling skills, HR=2.02, 95% CI 1.16-3.51; low vs. high reading skills, HR=2.01, 95% CI 1.27-3.17). Associations were still evident, especially for verbal intelligence and reading skills, but hazard ratios were attenuated after adjusting for prenatal and sociodemographic factors at birth (verbal intelligence, HR=1.97, 95% CI 1.03-3.78; spelling, HR=1.61, 95% CI 0.90-2.88; reading, HR=1.67, 95% CI 1.02-2.72). Conclusions Childhood neurocognitive performance is associated with vulnerability to suicide mortality through middle-adulthood, suggesting that there might be a cognitive diathesis for suicide originating in early childhood. Future studies should examine how multiple domains of childhood cognitive performance contribute to vulnerability to suicide risk, including by increasing risk for social and environmental factors that are associated not only with suicide but also with many types of psychiatric disorders. En ligne : https://doi.org/10.1111/jcpp.13841 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 [article] Children's cognitive performance and suicide risk through middle adulthood [texte imprimé] / Pablo VIDAL-RIBAS, Auteur ; Theemeshni GOVENDER, Auteur ; Jing YU, Auteur ; Rajeshwari SUNDARAM, Auteur ; Roy H. PERLIS, Auteur ; Stephen E. GILMAN, Auteur . - p.1480-1491. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-10 (October 2023) . - p.1480-1491 Index. décimale : PER Périodiques Résumé : Background Longitudinal studies show that lower cognitive performance in adolescence and early adulthood is associated with higher risk of suicide death throughout adulthood. However, it is unclear whether this cognitive vulnerability originates earlier in childhood since studies conducted in children are scarce and have inconsistent results. Methods Vital status of 49,853 individuals born between 1959 and 1966 to participants in the Collaborative Perinatal Project cohort was determined by a probabilistic linkage to the National Death Index, covering all US deaths occurring from 1979 through 2016. Cox proportional hazard models were used to examine associations of general, verbal, and non-verbal intelligence at ages 4 and 7, and academic skills at age 7 with suicide death coded according to ICD-9/10 criteria, while accounting for sociodemographic and pregnancy factors previously associated with suicide in this sample. Results By the end of 2016, 288 cohort members had died by suicide. Cognitive performance at 7 years on tests with verbal components was associated with suicide risk (average vs. high verbal intelligence, HR=1.97, 95% CI 1.05-3.71; low vs. high spelling skills, HR=2.02, 95% CI 1.16-3.51; low vs. high reading skills, HR=2.01, 95% CI 1.27-3.17). Associations were still evident, especially for verbal intelligence and reading skills, but hazard ratios were attenuated after adjusting for prenatal and sociodemographic factors at birth (verbal intelligence, HR=1.97, 95% CI 1.03-3.78; spelling, HR=1.61, 95% CI 0.90-2.88; reading, HR=1.67, 95% CI 1.02-2.72). Conclusions Childhood neurocognitive performance is associated with vulnerability to suicide mortality through middle-adulthood, suggesting that there might be a cognitive diathesis for suicide originating in early childhood. Future studies should examine how multiple domains of childhood cognitive performance contribute to vulnerability to suicide risk, including by increasing risk for social and environmental factors that are associated not only with suicide but also with many types of psychiatric disorders. En ligne : https://doi.org/10.1111/jcpp.13841 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512

Genetic and environmental contributions to anxiety among Chinese children and adolescents – a multi-informant twin study / Jie CHEN in Journal of Child Psychology and Psychiatry, 56-5 (May 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.586-594 Titre : Genetic and environmental contributions to anxiety among Chinese children and adolescents – a multi-informant twin study Type de document : texte imprimé Auteurs : Jie CHEN, Auteur ; Jing YU, Auteur ; Xinying LI, Auteur ; Jianxin ZHANG, Auteur Article en page(s) : p.586-594 Langues : Anglais (eng) Mots-clés : Anxiety  Chinese children and adolescents  genetic and environmental influence  heritability  twin study Index. décimale : PER Périodiques Résumé : Background Child and adolescent anxiety has become a major public health concern in China, but little was known about the etiology of anxiety in Chinese children and adolescents. The present study aimed to investigate genetic and environmental influences on trait anxiety among Chinese children and adolescents. Rater, sex, and age differences on these estimates were also examined. Methods Self-reported and parent-reported child's trait anxiety was collected from 1,104 pairs of same-sex twins aged 9–18 years. Genetic models were fitted to data from each informant to determine the genetic (A), shared (C), and non-shared environmental (E) influences on trait anxiety. Results The parameter estimates and 95% confidence intervals (CI) of A, C, E on self-reported trait anxiety were 50% [30%, 60%], 5% [0%, 24%], 45% [40%, 49%]. For parent-reported data, the corresponding parameter estimates were 63% [47%, 78%], 13% [1%, 28%], and 24% [22%, 27%], respectively. The heritability of anxiety was higher in girls for self-reported data, but higher in boys for parent-reported data. There was no significant age difference in genetic and environmental contributions for self-reported data, but a significant increase of heritability with age for parent-reported data. Conclusions The trait anxiety in Chinese children and adolescents was highly heritable. Non-shared environmental factors also played an important role. The estimates of genetic and environmental effects differed by rater, sex and age. Our findings largely suggest the cross-cultural generalizability of the etiological model of child and adolescent anxiety. En ligne : http://dx.doi.org/10.1111/jcpp.12310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Genetic and environmental contributions to anxiety among Chinese children and adolescents – a multi-informant twin study [texte imprimé] / Jie CHEN, Auteur ; Jing YU, Auteur ; Xinying LI, Auteur ; Jianxin ZHANG, Auteur . - p.586-594. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.586-594 Mots-clés : Anxiety  Chinese children and adolescents  genetic and environmental influence  heritability  twin study Index. décimale : PER Périodiques Résumé : Background Child and adolescent anxiety has become a major public health concern in China, but little was known about the etiology of anxiety in Chinese children and adolescents. The present study aimed to investigate genetic and environmental influences on trait anxiety among Chinese children and adolescents. Rater, sex, and age differences on these estimates were also examined. Methods Self-reported and parent-reported child's trait anxiety was collected from 1,104 pairs of same-sex twins aged 9–18 years. Genetic models were fitted to data from each informant to determine the genetic (A), shared (C), and non-shared environmental (E) influences on trait anxiety. Results The parameter estimates and 95% confidence intervals (CI) of A, C, E on self-reported trait anxiety were 50% [30%, 60%], 5% [0%, 24%], 45% [40%, 49%]. For parent-reported data, the corresponding parameter estimates were 63% [47%, 78%], 13% [1%, 28%], and 24% [22%, 27%], respectively. The heritability of anxiety was higher in girls for self-reported data, but higher in boys for parent-reported data. There was no significant age difference in genetic and environmental contributions for self-reported data, but a significant increase of heritability with age for parent-reported data. Conclusions The trait anxiety in Chinese children and adolescents was highly heritable. Non-shared environmental factors also played an important role. The estimates of genetic and environmental effects differed by rater, sex and age. Our findings largely suggest the cross-cultural generalizability of the etiological model of child and adolescent anxiety. En ligne : http://dx.doi.org/10.1111/jcpp.12310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers' bullying aggressive behavior / Jing YU in Development and Psychopathology, 31-4 (October 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-4 (October 2019) . - p.1467-1475 Titre : Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers' bullying aggressive behavior Type de document : texte imprimé Auteurs : Jing YU, Auteur ; C.S.L. CHEAH, Auteur ; Craig H. HART, Auteur ; Changjiang YANG, Auteur ; Joseph A. OLSEN, Auteur Article en page(s) : p.1467-1475 Langues : Anglais (eng) Mots-clés : aggression  bullying  guilt induction  love withdrawal  psychological control Index. décimale : PER Périodiques Résumé : Bullying has been understudied among preschool children, especially those from Chinese American families. Previous research has also neglected the dimensional effects of psychological control on child bullying development. This study examined two psychological control dimensions, love withdrawal and guilt induction, and their effects on children's bullying aggressive behavior using a longitudinal design. Participants were first-generation Chinese American mothers (N = 133; mean age [Mage] = 37.82) and their preschool children (Mage = 4.48). Chinese immigrant mothers reported their psychologically controlling parenting and teachers rated children's bullying aggressive behaviors in the school setting. Confirmatory factor analyses were conducted to establish the psychometric properties and cross-wave measurement equivalence of the study constructs. Cross-lagged structural equation modeling analysis indicated that maternal love withdrawal prospectively predicted more bullying aggressive behavior, whereas guilt induction predicted less bullying aggressive behavior in children 6 months later. These results held after controlling for the initial level of children's problem behaviors and demographic variables (child age, gender, and maternal education). For child effects, child bullying aggressive behavior predicted more maternal guilt induction over time but not love withdrawal. Our findings highlight the importance of construct specificity and cultural context in understanding associations between parenting and child development. En ligne : http://dx.doi.org/10.1017/s0954579418001049 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers' bullying aggressive behavior [texte imprimé] / Jing YU, Auteur ; C.S.L. CHEAH, Auteur ; Craig H. HART, Auteur ; Changjiang YANG, Auteur ; Joseph A. OLSEN, Auteur . - p.1467-1475. Langues : Anglais (eng) in Development and Psychopathology > 31-4 (October 2019) . - p.1467-1475 Mots-clés : aggression  bullying  guilt induction  love withdrawal  psychological control Index. décimale : PER Périodiques Résumé : Bullying has been understudied among preschool children, especially those from Chinese American families. Previous research has also neglected the dimensional effects of psychological control on child bullying development. This study examined two psychological control dimensions, love withdrawal and guilt induction, and their effects on children's bullying aggressive behavior using a longitudinal design. Participants were first-generation Chinese American mothers (N = 133; mean age [Mage] = 37.82) and their preschool children (Mage = 4.48). Chinese immigrant mothers reported their psychologically controlling parenting and teachers rated children's bullying aggressive behaviors in the school setting. Confirmatory factor analyses were conducted to establish the psychometric properties and cross-wave measurement equivalence of the study constructs. Cross-lagged structural equation modeling analysis indicated that maternal love withdrawal prospectively predicted more bullying aggressive behavior, whereas guilt induction predicted less bullying aggressive behavior in children 6 months later. These results held after controlling for the initial level of children's problem behaviors and demographic variables (child age, gender, and maternal education). For child effects, child bullying aggressive behavior predicted more maternal guilt induction over time but not love withdrawal. Our findings highlight the importance of construct specificity and cultural context in understanding associations between parenting and child development. En ligne : http://dx.doi.org/10.1017/s0954579418001049 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

Oral probiotic administration during pregnancy prevents autism-related behaviors in offspring induced by maternal immune activation via anti-inflammation in mice / Xiaoming WANG in Autism Research, 12-4 (April 2019)  

Public ISBD [article]  inAutism Research > 12-4 (April 2019) . - p.576-588 Titre : Oral probiotic administration during pregnancy prevents autism-related behaviors in offspring induced by maternal immune activation via anti-inflammation in mice Type de document : texte imprimé Auteurs : Xiaoming WANG, Auteur ; Junhua YANG, Auteur ; Hongyang ZHANG, Auteur ; Jing YU, Auteur ; Zhibin YAO, Auteur Article en page(s) : p.576-588 Langues : Anglais (eng) Mots-clés : anti-inflammation  autism spectrum disorders  interleukin 17a  interleukin 6  maternal immune activation  probiotics Index. décimale : PER Périodiques Résumé : Maternal immune activation (MIA) is associated with an increased risk for autism spectrum disorders (ASD) in offspring. Animal experiments have found that interleukin 6 (IL-6) and IL-17a are key cytokines in the induction of ASD by MIA. Moreover, probiotics were verified to inhibit the production of proinflammatory cytokines. Therefore, we investigated whether the administration of oral probiotics during pregnancy might protect the offspring that have suffered MIA from developing ASD. Probiotics were orally administered to pregnant mice with/without the simultaneous administration of Poly(I:C). We found that oral probiotics prevented the ASD-like behaviors induced by MIA in offspring. Furthermore, oral probiotics prevented the MIA-induced increases in the IL-6 and IL-17a levels in both maternal serum and fetal brains, parvalbumin positive (PV(+) ) neuron loss, and the decrease in the gamma-aminobutyric acid levels in the prefrontal cortex of adult offspring. This work suggests that administering oral probiotics during pregnancy may help decrease the risk of ASD following MIA during pregnancy. Autism Res 2019, 12: 576-588. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Interleukin 6 (IL-6) and IL-17a are key cytokines in the maternal immune activation (MIA)-induced autism spectrum disorders (ASD). Based on emerging evidence that probiotics can inhibit the production of proinflammatory cytokines, we found that oral probiotics prevented MIA-induced ASD-like behaviors in offspring. This work suggested that oral probiotics during pregnancy may be an effective means for decreasing the incidence of ASD in offspring. En ligne : https://dx.doi.org/10.1002/aur.2079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Oral probiotic administration during pregnancy prevents autism-related behaviors in offspring induced by maternal immune activation via anti-inflammation in mice [texte imprimé] / Xiaoming WANG, Auteur ; Junhua YANG, Auteur ; Hongyang ZHANG, Auteur ; Jing YU, Auteur ; Zhibin YAO, Auteur . - p.576-588. Langues : Anglais (eng) in Autism Research > 12-4 (April 2019) . - p.576-588 Mots-clés : anti-inflammation  autism spectrum disorders  interleukin 17a  interleukin 6  maternal immune activation  probiotics Index. décimale : PER Périodiques Résumé : Maternal immune activation (MIA) is associated with an increased risk for autism spectrum disorders (ASD) in offspring. Animal experiments have found that interleukin 6 (IL-6) and IL-17a are key cytokines in the induction of ASD by MIA. Moreover, probiotics were verified to inhibit the production of proinflammatory cytokines. Therefore, we investigated whether the administration of oral probiotics during pregnancy might protect the offspring that have suffered MIA from developing ASD. Probiotics were orally administered to pregnant mice with/without the simultaneous administration of Poly(I:C). We found that oral probiotics prevented the ASD-like behaviors induced by MIA in offspring. Furthermore, oral probiotics prevented the MIA-induced increases in the IL-6 and IL-17a levels in both maternal serum and fetal brains, parvalbumin positive (PV(+) ) neuron loss, and the decrease in the gamma-aminobutyric acid levels in the prefrontal cortex of adult offspring. This work suggests that administering oral probiotics during pregnancy may help decrease the risk of ASD following MIA during pregnancy. Autism Res 2019, 12: 576-588. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Interleukin 6 (IL-6) and IL-17a are key cytokines in the maternal immune activation (MIA)-induced autism spectrum disorders (ASD). Based on emerging evidence that probiotics can inhibit the production of proinflammatory cytokines, we found that oral probiotics prevented MIA-induced ASD-like behaviors in offspring. This work suggested that oral probiotics during pregnancy may be an effective means for decreasing the incidence of ASD in offspring. En ligne : https://dx.doi.org/10.1002/aur.2079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China / Huan LI in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.249-259 Titre : The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China Type de document : texte imprimé Auteurs : Huan LI, Auteur ; Ning AN, Auteur ; Li DENG, Auteur ; Jing YU, Auteur ; Shuo ZENG, Auteur Article en page(s) : p.249-259 Langues : Anglais (eng) Mots-clés : family member  online learning  intellectual disability  early reading skills  Chinese Index. décimale : PER Périodiques Résumé : Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member-assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. En ligne : https://dx.doi.org/10.1177/10883576241232902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China [texte imprimé] / Huan LI, Auteur ; Ning AN, Auteur ; Li DENG, Auteur ; Jing YU, Auteur ; Shuo ZENG, Auteur . - p.249-259. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.249-259 Mots-clés : family member  online learning  intellectual disability  early reading skills  Chinese Index. décimale : PER Périodiques Résumé : Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member-assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. En ligne : https://dx.doi.org/10.1177/10883576241232902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Uncertainty in Developmental Origins of Health and Disease research: commentary on Nomura et al. (2023) / Stephen E. GILMAN in Journal of Child Psychology and Psychiatry, 64-9 (September 2023)  

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