Categorical and dimensional approaches to the developmental relationship between ADHD and irritability / Rania JOHNS-MEAD 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.1422-1431 Titre : Categorical and dimensional approaches to the developmental relationship between ADHD and irritability Type de document : Texte imprimé et/ou numérique Auteurs : Rania JOHNS-MEAD, Auteur ; Nandita VIJAYAKUMAR, Auteur ; Melissa MULRANEY, Auteur ; Glenn MELVIN, Auteur ; George YOUSSEF, Auteur ; Emma SCIBERRAS, Auteur ; Vicki A. ANDERSON, Auteur ; Jan M. NICHOLSON, Auteur ; Daryl EFRON, Auteur ; Philip HAZEL, Auteur ; Tim J. SILK, Auteur Article en page(s) : p.1422-1431 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Attention deficit hyperactivity disorder (ADHD) and irritability commonly co-occur, and follow similar developmental trajectories from childhood to adolescence. Understanding of the developmental relationship between these co-occurrences is limited. This study provides a longitudinal assessment of how ADHD diagnostic status and symptom patterns predict change in irritability. Methods A community sample of 337 participants (45.2% ADHD), recruited for the Childhood Attention Project, completed the Affective Reactivity Index (ARI) to measure irritability at baseline (mean age 10.5?years) and follow-up after 18-months. Latent change score models were used to assess how (a) baseline ADHD vs. control group status, (b) baseline symptom domain (inattention, hyperactivity-impulsivity) and (c) longitudinal change in ADHD symptom severity predicted change in irritability. Results Irritability was significantly higher among the ADHD group than controls; however, change in irritability over time did not differ between groups. When assessed across the entire cohort, change in irritability was predicted by higher symptom count in the hyperactive-impulsive domain, but not the inattentive domain. Greater declines in ADHD symptoms over time significantly predicted greater declines in irritability. Baseline ADHD symptom severity was found to significantly predict change in irritability; however, baseline irritability did not significantly predict change in ADHD symptoms. Conclusions ADHD symptoms-particularly hyperactive-impulsive symptoms-predict the degree and trajectory of irritability during childhood and adolescence, even when symptoms are below diagnostic thresholds. The use of longitudinal, dimensional and symptom domain-specific measures provides additional insight into this relationship. En ligne : https://doi.org/10.1111/jcpp.13818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 [article] Categorical and dimensional approaches to the developmental relationship between ADHD and irritability [Texte imprimé et/ou numérique] / Rania JOHNS-MEAD, Auteur ; Nandita VIJAYAKUMAR, Auteur ; Melissa MULRANEY, Auteur ; Glenn MELVIN, Auteur ; George YOUSSEF, Auteur ; Emma SCIBERRAS, Auteur ; Vicki A. ANDERSON, Auteur ; Jan M. NICHOLSON, Auteur ; Daryl EFRON, Auteur ; Philip HAZEL, Auteur ; Tim J. SILK, Auteur . - p.1422-1431. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-10 (October 2023) . - p.1422-1431 Index. décimale : PER Périodiques Résumé : Background Attention deficit hyperactivity disorder (ADHD) and irritability commonly co-occur, and follow similar developmental trajectories from childhood to adolescence. Understanding of the developmental relationship between these co-occurrences is limited. This study provides a longitudinal assessment of how ADHD diagnostic status and symptom patterns predict change in irritability. Methods A community sample of 337 participants (45.2% ADHD), recruited for the Childhood Attention Project, completed the Affective Reactivity Index (ARI) to measure irritability at baseline (mean age 10.5?years) and follow-up after 18-months. Latent change score models were used to assess how (a) baseline ADHD vs. control group status, (b) baseline symptom domain (inattention, hyperactivity-impulsivity) and (c) longitudinal change in ADHD symptom severity predicted change in irritability. Results Irritability was significantly higher among the ADHD group than controls; however, change in irritability over time did not differ between groups. When assessed across the entire cohort, change in irritability was predicted by higher symptom count in the hyperactive-impulsive domain, but not the inattentive domain. Greater declines in ADHD symptoms over time significantly predicted greater declines in irritability. Baseline ADHD symptom severity was found to significantly predict change in irritability; however, baseline irritability did not significantly predict change in ADHD symptoms. Conclusions ADHD symptoms-particularly hyperactive-impulsive symptoms-predict the degree and trajectory of irritability during childhood and adolescence, even when symptoms are below diagnostic thresholds. The use of longitudinal, dimensional and symptom domain-specific measures provides additional insight into this relationship. En ligne : https://doi.org/10.1111/jcpp.13818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512

Types and correlates of school non-attendance in students with autism spectrum disorders / Vasiliki TOTSIKA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1639-1649 Titre : Types and correlates of school non-attendance in students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Vasiliki TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur ; Yoko DUTTON, Auteur ; Alison WORSLEY, Auteur ; Glenn MELVIN, Auteur ; Kylie GRAY, Auteur ; Bruce TONGE, Auteur ; David HEYNE, Auteur Article en page(s) : p.1639-1649 Langues : Anglais (eng) Mots-clés : *autism  *intellectual disability  *school exclusion  *school non-attendance  *school refusal  *school withdrawal  *truancy Index. décimale : PER Périodiques Résumé : Our study aimed to describe school non-attendance in students with autism. We conducted an online survey. Parents of 486 students (mean age: 11?years) indicated which days their child had missed school (over a period of 1?month). If the child had missed a day, the parent was asked to select a reason from a list of 15 possible reasons (this is a measure of types of school non-attendance called SNACK (School Non-Attendance ChecKlist; Heyne et al., 2019)). On average, students missed 5?days of school of a possible 23?days. Missing over 10% of school is known as persistent absence, and in our study, 43% of students experienced persistent absence. Older students, who attended mainstream schools, who did not live in a two-parent household and whose caregiver was unemployed were more likely to miss school. Looking at the reasons for absence, school refusal was the most frequent reason, accounting for 43% of absences. Nine percent of absence was due to school exclusion. Nine percent of absence was due to school withdrawal. Truancy was almost non-existent. A final reason describes non-problematic absence that is mostly due to medical appointments and illness. This type of absence accounted for 32% of absences in our study, and it was more likely in student with intellectual disability. School refusal was more likely among older students. School exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings from this study help us to understand better the difficulties students with autism experience attending school. En ligne : http://dx.doi.org/10.1177/1362361320916967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Types and correlates of school non-attendance in students with autism spectrum disorders [Texte imprimé et/ou numérique] / Vasiliki TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur ; Yoko DUTTON, Auteur ; Alison WORSLEY, Auteur ; Glenn MELVIN, Auteur ; Kylie GRAY, Auteur ; Bruce TONGE, Auteur ; David HEYNE, Auteur . - p.1639-1649. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1639-1649 Mots-clés : *autism  *intellectual disability  *school exclusion  *school non-attendance  *school refusal  *school withdrawal  *truancy Index. décimale : PER Périodiques Résumé : Our study aimed to describe school non-attendance in students with autism. We conducted an online survey. Parents of 486 students (mean age: 11?years) indicated which days their child had missed school (over a period of 1?month). If the child had missed a day, the parent was asked to select a reason from a list of 15 possible reasons (this is a measure of types of school non-attendance called SNACK (School Non-Attendance ChecKlist; Heyne et al., 2019)). On average, students missed 5?days of school of a possible 23?days. Missing over 10% of school is known as persistent absence, and in our study, 43% of students experienced persistent absence. Older students, who attended mainstream schools, who did not live in a two-parent household and whose caregiver was unemployed were more likely to miss school. Looking at the reasons for absence, school refusal was the most frequent reason, accounting for 43% of absences. Nine percent of absence was due to school exclusion. Nine percent of absence was due to school withdrawal. Truancy was almost non-existent. A final reason describes non-problematic absence that is mostly due to medical appointments and illness. This type of absence accounted for 32% of absences in our study, and it was more likely in student with intellectual disability. School refusal was more likely among older students. School exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings from this study help us to understand better the difficulties students with autism experience attending school. En ligne : http://dx.doi.org/10.1177/1362361320916967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

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