Latent profile analysis of neuropsychological measures to determine preschoolers' risk for ADHD / Khushmand RAJENDRAN in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.958-965 Titre : Latent profile analysis of neuropsychological measures to determine preschoolers' risk for ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Khushmand RAJENDRAN, Auteur ; Sarah O'NEILL, Auteur ; David J. MARKS, Auteur ; Jeffrey M. HALPERIN, Auteur Article en page(s) : p.958-965 Langues : Anglais (eng) Mots-clés : Latent profile analysis  preschool  ADHD  neuropsychology Index. décimale : PER Périodiques Résumé : Background Hyperactive/Inattentive preschool children show clear evidence of neuropsychological dysfunction. We examined whether patterns and severity of test scores could reliably identify subgroups of preschoolers with differential risk for ADHD during school-age. Method Typically developing (TD: n = 76) and Hyperactive/Inattentive (HI: n = 138) 3–4 year olds were assessed annually for 6 years (T1–T6). Latent profile analysis (LPA) was used to form subgroups among the HI group based on objective/neuropsychological measures (NEPSY, Actigraph and Continuous Performance Test). Logistic regression assessed the predictive validity of empirically formed subgroups at risk for ADHD diagnosis relative to the TD group and to each other from T2 to T6. Results Latent profile analysis yielded two subgroups of HI preschoolers: (a) selectively weak Attention/Executive functions, and (b) pervasive neuropsychological dysfunction across all measures. Both subgroups were more likely to have ADHD at all follow-up time-points relative to the TD group (OR range: 11.29–86.32), but there were no significant differences between the LPA-formed subgroups of HI children at any time-point. Conclusions Objective/neuropsychological measures distinguish HI preschoolers from their TD peers, but patterns and severity of neuropsychological dysfunction do not predict risk for ADHD during school-age. We hypothesize that trajectories in at-risk children are influenced by subsequent environmental and neurodevelopmental factors, raising the possibility that they are amenable to early intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Latent profile analysis of neuropsychological measures to determine preschoolers' risk for ADHD [Texte imprimé et/ou numérique] / Khushmand RAJENDRAN, Auteur ; Sarah O'NEILL, Auteur ; David J. MARKS, Auteur ; Jeffrey M. HALPERIN, Auteur . - p.958-965. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.958-965 Mots-clés : Latent profile analysis  preschool  ADHD  neuropsychology Index. décimale : PER Périodiques Résumé : Background Hyperactive/Inattentive preschool children show clear evidence of neuropsychological dysfunction. We examined whether patterns and severity of test scores could reliably identify subgroups of preschoolers with differential risk for ADHD during school-age. Method Typically developing (TD: n = 76) and Hyperactive/Inattentive (HI: n = 138) 3–4 year olds were assessed annually for 6 years (T1–T6). Latent profile analysis (LPA) was used to form subgroups among the HI group based on objective/neuropsychological measures (NEPSY, Actigraph and Continuous Performance Test). Logistic regression assessed the predictive validity of empirically formed subgroups at risk for ADHD diagnosis relative to the TD group and to each other from T2 to T6. Results Latent profile analysis yielded two subgroups of HI preschoolers: (a) selectively weak Attention/Executive functions, and (b) pervasive neuropsychological dysfunction across all measures. Both subgroups were more likely to have ADHD at all follow-up time-points relative to the TD group (OR range: 11.29–86.32), but there were no significant differences between the LPA-formed subgroups of HI children at any time-point. Conclusions Objective/neuropsychological measures distinguish HI preschoolers from their TD peers, but patterns and severity of neuropsychological dysfunction do not predict risk for ADHD during school-age. We hypothesize that trajectories in at-risk children are influenced by subsequent environmental and neurodevelopmental factors, raising the possibility that they are amenable to early intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Parenting style influences bullying: a longitudinal study comparing children with and without behavioral problems / Khushmand RAJENDRAN in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.188-195 Titre : Parenting style influences bullying: a longitudinal study comparing children with and without behavioral problems Type de document : Texte imprimé et/ou numérique Auteurs : Khushmand RAJENDRAN, Auteur ; Edyta KRUSZEWSKI, Auteur ; Jeffrey M. HALPERIN, Auteur Article en page(s) : p.188-195 Langues : Anglais (eng) Mots-clés : Bullying  attention-deficit/hyperactivity disorder  oppositional defiant disorder  parent support for child autonomy Index. décimale : PER Périodiques Résumé : Background More optimal parenting has been linked with lower rates of bullying. However, it is not clear whether parenting can alter the trajectories of bullying among children diagnosed with ADHD or ODD as well as those who are not so diagnosed. This study examined whether parenting at age 4–5 years was associated with changes in bullying over the next 4 years among children with Attention-deficit/Hyperactivity Disorder (ADHD) with and without comorbid Oppositional Defiant Disorder (ODD) relative to children without these disorders. Method Children from the New York metropolitan area (n = 162) were prospectively studied over six annual assessment points between preschool and 9 years of age. Parenting was assessed by laboratory observations of the parent and child; teachers rated child bullying, and parents reported on children's diagnostic status (Neither ADHD nor ODD, ADHD but not ODD, both ADHD and ODD). Results Children with comorbid ADHD and ODD were more likely to bully than the other two groups. Hierarchical linear modeling revealed a fall in bullying over five years. Diagnostic status was significantly associated with initial levels of bullying. Irrespective of diagnostic group, children receiving more parent support for child autonomy at age 4 to 5 years showed a significantly greater decline in bullying than those provided with little support for autonomy. There was no longitudinal link between parent negative affect, emotionally supportive parenting and quality of parent–child interactions with bullying. Conclusions Greater parent support for child autonomy at age 4–5 years is related to reduced bullying. Interventions that encourage parent support for child autonomy at the time of entry into school may reduce bullying during early school years. En ligne : http://dx.doi.org/10.1111/jcpp.12433 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Parenting style influences bullying: a longitudinal study comparing children with and without behavioral problems [Texte imprimé et/ou numérique] / Khushmand RAJENDRAN, Auteur ; Edyta KRUSZEWSKI, Auteur ; Jeffrey M. HALPERIN, Auteur . - p.188-195. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.188-195 Mots-clés : Bullying  attention-deficit/hyperactivity disorder  oppositional defiant disorder  parent support for child autonomy Index. décimale : PER Périodiques Résumé : Background More optimal parenting has been linked with lower rates of bullying. However, it is not clear whether parenting can alter the trajectories of bullying among children diagnosed with ADHD or ODD as well as those who are not so diagnosed. This study examined whether parenting at age 4–5 years was associated with changes in bullying over the next 4 years among children with Attention-deficit/Hyperactivity Disorder (ADHD) with and without comorbid Oppositional Defiant Disorder (ODD) relative to children without these disorders. Method Children from the New York metropolitan area (n = 162) were prospectively studied over six annual assessment points between preschool and 9 years of age. Parenting was assessed by laboratory observations of the parent and child; teachers rated child bullying, and parents reported on children's diagnostic status (Neither ADHD nor ODD, ADHD but not ODD, both ADHD and ODD). Results Children with comorbid ADHD and ODD were more likely to bully than the other two groups. Hierarchical linear modeling revealed a fall in bullying over five years. Diagnostic status was significantly associated with initial levels of bullying. Irrespective of diagnostic group, children receiving more parent support for child autonomy at age 4 to 5 years showed a significantly greater decline in bullying than those provided with little support for autonomy. There was no longitudinal link between parent negative affect, emotionally supportive parenting and quality of parent–child interactions with bullying. Conclusions Greater parent support for child autonomy at age 4–5 years is related to reduced bullying. Interventions that encourage parent support for child autonomy at the time of entry into school may reduce bullying during early school years. En ligne : http://dx.doi.org/10.1111/jcpp.12433 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

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