Autism and sexual and gender minority identity in college students: Examination of self-reported rates, functional outcomes, and treatment engagement / Elia F. SOTO in Autism, 28-6 (June 2024)  

Public ISBD [article]  inAutism > 28-6 (June 2024) . - p.1519-1539 Titre : Autism and sexual and gender minority identity in college students: Examination of self-reported rates, functional outcomes, and treatment engagement Type de document : Texte imprimé et/ou numérique Auteurs : Elia F. SOTO, Auteur ; Destiny ORANTES, Auteur ; Natalie RUSSO, Auteur ; Kevin M. ANTSHEL, Auteur Article en page(s) : p.1519-1539 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  college  LGBTQ+  sexual and gender minority  SGM Index. décimale : PER Périodiques Résumé : This study builds on existing literature on autism spectrum disorder (autism) and sexual and gender minority (SGM) identities and is the first to examine self-declared frequency rates, associated functional impairments, and treatment engagement levels for sexual minority (SM) and non-SM populations with and without autism cross-sectionally via a large nationwide college-student sample across 3?years. Using data from the American College Health Association-National College Health Assessment (ACHA-NCHA) III, we analyzed data from 81,286 college students (ages 18-25?years old) randomly selected from 75 U.S. colleges and universities. Included ACHA-NCHA-III measures consisted of self-reported demographics, SM and gender minority (GM) identities, autism diagnosis, stress, academic impairment, mental health symptoms, and treatment engagement. We found a 2.8% self-declared frequency of autism in the SM group, compared with 0.9% self-declared frequency among the non-SM sample. Autistic college students with both SM and GM identities had the greatest levels of reported adverse stress and the most negative academic and mental health outcomes (i.e., suicidality), followed by college students with two minority identities (i.e., Autism and SM, SM and GM), across all groups. These findings emphasize the need for mental healthcare providers to consider SM and GM identities in non-autistic and, especially, in autistic college students to assess suicide risk and inform treatment. Lay abstract Autistic individuals and those who identify with a sexual and/or gender minority are both at risk for various mental health concerns and related impairments. However, the connection between autism and sexual and/or gender minorities and mental health and functional outcomes is not clear. Here, we provide evidence of these connections by analyzing data from a large nationally representative dataset from the American College Health Association-National College Health Assessment III. We found that autistic college students who identify with both sexual and gender minorities reported the highest rates of stress, academic, and mental health concerns including suicidality when compared with autistic college students with or without a sexual and/or gender minority. In addition, college students with at least two identities, such as autism and a sexual minority identity or both a sexual and gender minority identity, reported the next highest rates of concern. These findings affirm the need for mental healthcare providers to consider the intersections of a sexual and gender minority identities in non-autistic and, especially, in autistic college students to develop and provide better support and resources. En ligne : https://dx.doi.org/10.1177/13623613241236228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Autism and sexual and gender minority identity in college students: Examination of self-reported rates, functional outcomes, and treatment engagement [Texte imprimé et/ou numérique] / Elia F. SOTO, Auteur ; Destiny ORANTES, Auteur ; Natalie RUSSO, Auteur ; Kevin M. ANTSHEL, Auteur . - p.1519-1539. Langues : Anglais (eng) in Autism > 28-6 (June 2024) . - p.1519-1539 Mots-clés : autism  autism spectrum disorder  college  LGBTQ+  sexual and gender minority  SGM Index. décimale : PER Périodiques Résumé : This study builds on existing literature on autism spectrum disorder (autism) and sexual and gender minority (SGM) identities and is the first to examine self-declared frequency rates, associated functional impairments, and treatment engagement levels for sexual minority (SM) and non-SM populations with and without autism cross-sectionally via a large nationwide college-student sample across 3?years. Using data from the American College Health Association-National College Health Assessment (ACHA-NCHA) III, we analyzed data from 81,286 college students (ages 18-25?years old) randomly selected from 75 U.S. colleges and universities. Included ACHA-NCHA-III measures consisted of self-reported demographics, SM and gender minority (GM) identities, autism diagnosis, stress, academic impairment, mental health symptoms, and treatment engagement. We found a 2.8% self-declared frequency of autism in the SM group, compared with 0.9% self-declared frequency among the non-SM sample. Autistic college students with both SM and GM identities had the greatest levels of reported adverse stress and the most negative academic and mental health outcomes (i.e., suicidality), followed by college students with two minority identities (i.e., Autism and SM, SM and GM), across all groups. These findings emphasize the need for mental healthcare providers to consider SM and GM identities in non-autistic and, especially, in autistic college students to assess suicide risk and inform treatment. Lay abstract Autistic individuals and those who identify with a sexual and/or gender minority are both at risk for various mental health concerns and related impairments. However, the connection between autism and sexual and/or gender minorities and mental health and functional outcomes is not clear. Here, we provide evidence of these connections by analyzing data from a large nationally representative dataset from the American College Health Association-National College Health Assessment III. We found that autistic college students who identify with both sexual and gender minorities reported the highest rates of stress, academic, and mental health concerns including suicidality when compared with autistic college students with or without a sexual and/or gender minority. In addition, college students with at least two identities, such as autism and a sexual minority identity or both a sexual and gender minority identity, reported the next highest rates of concern. These findings affirm the need for mental healthcare providers to consider the intersections of a sexual and gender minority identities in non-autistic and, especially, in autistic college students to develop and provide better support and resources. En ligne : https://dx.doi.org/10.1177/13623613241236228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Triarchic traits as risk versus protective factors for ADHD symptomatology: A prospective longitudinal investigation / Elizabeth S. M. Chan ; Emily R. PERKINS ; Bridget M. BERTOLDI ; Kelsey L. Lowman ; Elia F. SOTO ; Catherine TUVBLAD ; Sofi OSKARSSON ; Laura A. BAKER ; Christopher J. PATRICK in Development and Psychopathology, 37-1 (February 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-1 (February 2025) . - p.303-314 Titre : Triarchic traits as risk versus protective factors for ADHD symptomatology: A prospective longitudinal investigation : Development and Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth S. M. Chan, Auteur ; Emily R. PERKINS, Auteur ; Bridget M. BERTOLDI, Auteur ; Kelsey L. Lowman, Auteur ; Elia F. SOTO, Auteur ; Catherine TUVBLAD, Auteur ; Sofi OSKARSSON, Auteur ; Laura A. BAKER, Auteur ; Christopher J. PATRICK, Auteur Article en page(s) : p.303-314 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  developmental psychopathology  positive youth development  protective factor  triarchic model Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) symptoms are associated with myriad adverse outcomes, including interpersonal difficulties, but factors that moderate the developmental course and functional impact of ADHD over time are not well understood. The present study evaluated developmental contributions of the triarchic neurobehavioral traits (boldness, meanness, and disinhibition) to ADHD symptomatology and its subdimensions from adolescence to young adulthood. Participants were twins and triplets assessed at ages 14, 17, and 19 (initial N = 1,185, 51.2% female). Path analyses using negative binomial regression revealed that boldness at age 14 was associated with more ADHD symptoms cross-sectionally (especially hyperactivity/impulsivity), but fewer symptoms (especially inattention) at age 19 in the prospective analysis. Notably, inclusion of interpersonal problems at ages 14 and 17 as covariates reduced the latter effect to nonsignificant. Disinhibition concurrently and prospectively predicted higher levels of ADHD symptoms, including both subdimensions, and the prospective effects were partially mediated by greater social impairment at age 17. Meanness prospectively (but not concurrently) predicted higher levels of hyperactivity/impulsivity symptoms. Sex moderated certain associations of meanness and disinhibition with ADHD symptoms. These findings highlight how fundamental neurobehavioral traits shape both psychopathology and adaptive outcomes in the developmental course of ADHD. En ligne : https://dx.doi.org/10.1017/S0954579423001608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Triarchic traits as risk versus protective factors for ADHD symptomatology: A prospective longitudinal investigation : Development and Psychopathology [Texte imprimé et/ou numérique] / Elizabeth S. M. Chan, Auteur ; Emily R. PERKINS, Auteur ; Bridget M. BERTOLDI, Auteur ; Kelsey L. Lowman, Auteur ; Elia F. SOTO, Auteur ; Catherine TUVBLAD, Auteur ; Sofi OSKARSSON, Auteur ; Laura A. BAKER, Auteur ; Christopher J. PATRICK, Auteur . - p.303-314. Langues : Anglais (eng) in Development and Psychopathology > 37-1 (February 2025) . - p.303-314 Mots-clés : Attention-deficit/hyperactivity disorder  developmental psychopathology  positive youth development  protective factor  triarchic model Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) symptoms are associated with myriad adverse outcomes, including interpersonal difficulties, but factors that moderate the developmental course and functional impact of ADHD over time are not well understood. The present study evaluated developmental contributions of the triarchic neurobehavioral traits (boldness, meanness, and disinhibition) to ADHD symptomatology and its subdimensions from adolescence to young adulthood. Participants were twins and triplets assessed at ages 14, 17, and 19 (initial N = 1,185, 51.2% female). Path analyses using negative binomial regression revealed that boldness at age 14 was associated with more ADHD symptoms cross-sectionally (especially hyperactivity/impulsivity), but fewer symptoms (especially inattention) at age 19 in the prospective analysis. Notably, inclusion of interpersonal problems at ages 14 and 17 as covariates reduced the latter effect to nonsignificant. Disinhibition concurrently and prospectively predicted higher levels of ADHD symptoms, including both subdimensions, and the prospective effects were partially mediated by greater social impairment at age 17. Meanness prospectively (but not concurrently) predicted higher levels of hyperactivity/impulsivity symptoms. Sex moderated certain associations of meanness and disinhibition with ADHD symptoms. These findings highlight how fundamental neurobehavioral traits shape both psychopathology and adaptive outcomes in the developmental course of ADHD. En ligne : https://dx.doi.org/10.1017/S0954579423001608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Working memory and organizational skills problems in ADHD / Michael J. KOFLER in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.57-67 Titre : Working memory and organizational skills problems in ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Michael J. KOFLER, Auteur ; Dustin E. SARVER, Auteur ; Sherelle L. HARMON, Auteur ; Allison MOLTISANTI, Auteur ; Paula A. ADUEN, Auteur ; Elia F. SOTO, Auteur ; Nicole FERRETTI, Auteur Article en page(s) : p.57-67 Langues : Anglais (eng) Mots-clés : ADHD  working memory  organization  executive functions  functional impairments Index. décimale : PER Périodiques Résumé : Background This study tested model-driven predictions regarding working memory's role in the organizational problems associated with ADHD. Method Children aged 8–13 (M = 10.33, SD = 1.42) with and without ADHD (N = 103; 39 girls; 73% Caucasian/Non-Hispanic) were assessed on multiple, counterbalanced working memory tasks. Parents and teachers completed norm-referenced measures of organizational problems (Children's Organizational Skills Scale; COSS). Results Results confirmed large magnitude working memory deficits (d = 1.24) and organizational problems in ADHD (d = 0.85). Bias-corrected, bootstrapped conditional effects models linked impaired working memory with greater parent- and teacher-reported inattention, hyperactivity/impulsivity, and organizational problems. Working memory predicted organization problems across all parent and teacher COSS subscales (R2 = .19–.23). Approximately 38%–57% of working memory's effect on organization problems was conveyed by working memory's association with inattentive behavior. Unique effects of working memory remained significant for both parent- and teacher-reported task planning, as well as for teacher-reported memory/materials management and overall organization problems. Attention problems uniquely predicted worse organizational skills. Hyperactivity was unrelated to parent-reported organizational skills, but predicted better teacher-reported task planning. Conclusions Children with ADHD exhibit multisetting, broad-based organizational impairment. These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention. Impaired working memory in ADHD renders it extraordinarily difficult for these children to consistently anticipate, plan, enact, and maintain goal-directed actions. En ligne : http://dx.doi.org/10.1111/jcpp.12773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327 [article] Working memory and organizational skills problems in ADHD [Texte imprimé et/ou numérique] / Michael J. KOFLER, Auteur ; Dustin E. SARVER, Auteur ; Sherelle L. HARMON, Auteur ; Allison MOLTISANTI, Auteur ; Paula A. ADUEN, Auteur ; Elia F. SOTO, Auteur ; Nicole FERRETTI, Auteur . - p.57-67. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.57-67 Mots-clés : ADHD  working memory  organization  executive functions  functional impairments Index. décimale : PER Périodiques Résumé : Background This study tested model-driven predictions regarding working memory's role in the organizational problems associated with ADHD. Method Children aged 8–13 (M = 10.33, SD = 1.42) with and without ADHD (N = 103; 39 girls; 73% Caucasian/Non-Hispanic) were assessed on multiple, counterbalanced working memory tasks. Parents and teachers completed norm-referenced measures of organizational problems (Children's Organizational Skills Scale; COSS). Results Results confirmed large magnitude working memory deficits (d = 1.24) and organizational problems in ADHD (d = 0.85). Bias-corrected, bootstrapped conditional effects models linked impaired working memory with greater parent- and teacher-reported inattention, hyperactivity/impulsivity, and organizational problems. Working memory predicted organization problems across all parent and teacher COSS subscales (R2 = .19–.23). Approximately 38%–57% of working memory's effect on organization problems was conveyed by working memory's association with inattentive behavior. Unique effects of working memory remained significant for both parent- and teacher-reported task planning, as well as for teacher-reported memory/materials management and overall organization problems. Attention problems uniquely predicted worse organizational skills. Hyperactivity was unrelated to parent-reported organizational skills, but predicted better teacher-reported task planning. Conclusions Children with ADHD exhibit multisetting, broad-based organizational impairment. These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention. Impaired working memory in ADHD renders it extraordinarily difficult for these children to consistently anticipate, plan, enact, and maintain goal-directed actions. En ligne : http://dx.doi.org/10.1111/jcpp.12773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327

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