Later ("evening") circadian preference is associated with poorer executive, academic, and attentional functioning in adolescents with and without ADHD / Stephen P. BECKER in Journal of Child Psychology and Psychiatry, 66-1 (January 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-1 (January 2025) . - p.53-63 Titre : Later ("evening") circadian preference is associated with poorer executive, academic, and attentional functioning in adolescents with and without ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Stephen P. BECKER, Auteur ; Aleah BROWN, Auteur ; Joshua M. LANGBERG, Auteur ; Dean W. BEEBE, Auteur Article en page(s) : p.53-63 Langues : Anglais (eng) Mots-clés : ADHD  academic performance  adolescence  chronotype  circadian preference  executive function Index. décimale : PER Périodiques Résumé : Background Adolescents vary considerably in their circadian phase preference; those with greater ?eveningness? (also known as ?night owls?) have later bedtimes, wake times, and peak arousal compared to those with greater ?morningness.? Prior research suggests that (a) greater eveningness is associated with worse academic, executive, and attentional functioning; and (b) adolescents with attention-deficit/hyperactivity disorder (ADHD) tend to be high in eveningness and to have deficits in these school-related constructs. However, few studies have examined circadian preference alongside two potential confounds?sleep duration and sleep quality?as predictors of daytime functioning, or whether the strength of associations differs across adolescents with and without ADHD. Methods Participants were 302 adolescents (Mage?=?13.17?years; 44.7% female; 81.8% White); approximately half (52%) had ADHD. A multi-method, multi-informant design was used. Specifically, adolescents reported on their circadian preference, school night sleep duration, and sleep quality. Adolescents provided ratings of their academic motivation (intrinsic, extrinsic, and amotivation) and were administered standardized achievement tests in reading and math. Adolescents and parents completed ratings of daily life executive functioning (behavioral, emotion, and cognitive regulation), and they and teachers also provided ratings of ADHD inattentive symptoms. Results Above and beyond sleep duration, sleep quality, and covariates (sex, family income, pubertal development, medication use), greater eveningness was uniquely associated with poorer academic, executive, and attentional functioning across most measures. Sleep quality was uniquely associated with a handful of outcomes, and sleep duration was not significantly uniquely associated with any outcome in the regression analyses. ADHD status did not moderate effects. Conclusions This study provides compelling evidence that poorer academic, executive, and attentional functioning are more closely associated with greater eveningness than with sleep duration or quality in adolescents. Findings suggest that targeting circadian preference may be important to reduce these problems in adolescents, especially in clinical samples such as ADHD for whom academic, executive, and attentional difficulties are exceptionally common. En ligne : https://dx.doi.org/10.1111/jcpp.14030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Later ("evening") circadian preference is associated with poorer executive, academic, and attentional functioning in adolescents with and without ADHD [Texte imprimé et/ou numérique] / Stephen P. BECKER, Auteur ; Aleah BROWN, Auteur ; Joshua M. LANGBERG, Auteur ; Dean W. BEEBE, Auteur . - p.53-63. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-1 (January 2025) . - p.53-63 Mots-clés : ADHD  academic performance  adolescence  chronotype  circadian preference  executive function Index. décimale : PER Périodiques Résumé : Background Adolescents vary considerably in their circadian phase preference; those with greater ?eveningness? (also known as ?night owls?) have later bedtimes, wake times, and peak arousal compared to those with greater ?morningness.? Prior research suggests that (a) greater eveningness is associated with worse academic, executive, and attentional functioning; and (b) adolescents with attention-deficit/hyperactivity disorder (ADHD) tend to be high in eveningness and to have deficits in these school-related constructs. However, few studies have examined circadian preference alongside two potential confounds?sleep duration and sleep quality?as predictors of daytime functioning, or whether the strength of associations differs across adolescents with and without ADHD. Methods Participants were 302 adolescents (Mage?=?13.17?years; 44.7% female; 81.8% White); approximately half (52%) had ADHD. A multi-method, multi-informant design was used. Specifically, adolescents reported on their circadian preference, school night sleep duration, and sleep quality. Adolescents provided ratings of their academic motivation (intrinsic, extrinsic, and amotivation) and were administered standardized achievement tests in reading and math. Adolescents and parents completed ratings of daily life executive functioning (behavioral, emotion, and cognitive regulation), and they and teachers also provided ratings of ADHD inattentive symptoms. Results Above and beyond sleep duration, sleep quality, and covariates (sex, family income, pubertal development, medication use), greater eveningness was uniquely associated with poorer academic, executive, and attentional functioning across most measures. Sleep quality was uniquely associated with a handful of outcomes, and sleep duration was not significantly uniquely associated with any outcome in the regression analyses. ADHD status did not moderate effects. Conclusions This study provides compelling evidence that poorer academic, executive, and attentional functioning are more closely associated with greater eveningness than with sleep duration or quality in adolescents. Findings suggest that targeting circadian preference may be important to reduce these problems in adolescents, especially in clinical samples such as ADHD for whom academic, executive, and attentional difficulties are exceptionally common. En ligne : https://dx.doi.org/10.1111/jcpp.14030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

A multi-method examination of sluggish cognitive tempo in relation to adolescent sleep, daytime sleepiness, and circadian preference / Joseph W. FREDRICK in Journal of Child Psychology and Psychiatry, 63-12 (December 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1658-1667 Titre : A multi-method examination of sluggish cognitive tempo in relation to adolescent sleep, daytime sleepiness, and circadian preference Type de document : Texte imprimé et/ou numérique Auteurs : Joseph W. FREDRICK, Auteur ; Kiley M. YEAMAN, Auteur ; Xiaoqian YU, Auteur ; Joshua M. LANGBERG, Auteur ; Stephen P. BECKER, Auteur Article en page(s) : p.1658-1667 Langues : Anglais (eng) Mots-clés : Adolescent  Female  Humans  Male  Attention Deficit Disorder with Hyperactivity  Research Design  Sluggish Cognitive Tempo  Sleep  Disorders of Excessive Somnolence  Adhd  adolescence  circadian function  circadian preference  daytime sleepiness Index. décimale : PER Périodiques Résumé : BACKGROUND: The field's understanding of the association between sluggish cognitive tempo (SCT) and sleep is severely limited by the lack of multi-method and multi-informant research designs that move beyond global ratings, often focused on a limited number of sleep-related domains, such as daytime sleepiness. The current study begins to address these limitations by using actigraphy, daily sleep diary, and self- and parent-report global ratings of sleep in adolescents, a developmental period marked by changes in SCT, sleep, and circadian function. As SCT and sleep are also associated with ADHD symptoms, we tested these associations in a sample of adolescents with and without ADHD. METHODS: Adolescents (N=302; M age=13.17 years, 44.7% female) with (n=162) and without ADHD (n=140) and parents completed global ratings of sleep and daytime sleepiness, and adolescents completed a measure of circadian preference. Adolescents also wore actigraphs for approximately two weeks, during which daily diaries were completed. RESULTS: Above and beyond demographic characteristics (i.e., sex, race, and family income), pubertal development, medication use, and ADHD group status, adolescents' self-reported SCT symptoms were uniquely associated with shorter sleep duration and later sleep onset per both actigraphy and daily diary. SCT symptoms were also uniquely associated with longer sleep onset latency and poorer overall sleep (per daily diary), more sleep/wake problems and daytime sleepiness (per adolescent rating), more difficulties initiating and maintaining sleep (per parent rating), and later eveningness preference (per adolescent rating). Nearly all significant effects remained in sensitivity analyses controlling for adolescent- or parent-reported ADHD symptom dimensions. CONCLUSIONS: Findings provide the strongest evidence to date for SCT being uniquely linked to poorer sleep, greater daytime sleepiness, and a later evening circadian preference across subjective and objective measures. Longitudinal studies are needed to evaluate predictive and bidirectional associations. En ligne : http://dx.doi.org/10.1111/jcpp.13568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] A multi-method examination of sluggish cognitive tempo in relation to adolescent sleep, daytime sleepiness, and circadian preference [Texte imprimé et/ou numérique] / Joseph W. FREDRICK, Auteur ; Kiley M. YEAMAN, Auteur ; Xiaoqian YU, Auteur ; Joshua M. LANGBERG, Auteur ; Stephen P. BECKER, Auteur . - p.1658-1667. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1658-1667 Mots-clés : Adolescent  Female  Humans  Male  Attention Deficit Disorder with Hyperactivity  Research Design  Sluggish Cognitive Tempo  Sleep  Disorders of Excessive Somnolence  Adhd  adolescence  circadian function  circadian preference  daytime sleepiness Index. décimale : PER Périodiques Résumé : BACKGROUND: The field's understanding of the association between sluggish cognitive tempo (SCT) and sleep is severely limited by the lack of multi-method and multi-informant research designs that move beyond global ratings, often focused on a limited number of sleep-related domains, such as daytime sleepiness. The current study begins to address these limitations by using actigraphy, daily sleep diary, and self- and parent-report global ratings of sleep in adolescents, a developmental period marked by changes in SCT, sleep, and circadian function. As SCT and sleep are also associated with ADHD symptoms, we tested these associations in a sample of adolescents with and without ADHD. METHODS: Adolescents (N=302; M age=13.17 years, 44.7% female) with (n=162) and without ADHD (n=140) and parents completed global ratings of sleep and daytime sleepiness, and adolescents completed a measure of circadian preference. Adolescents also wore actigraphs for approximately two weeks, during which daily diaries were completed. RESULTS: Above and beyond demographic characteristics (i.e., sex, race, and family income), pubertal development, medication use, and ADHD group status, adolescents' self-reported SCT symptoms were uniquely associated with shorter sleep duration and later sleep onset per both actigraphy and daily diary. SCT symptoms were also uniquely associated with longer sleep onset latency and poorer overall sleep (per daily diary), more sleep/wake problems and daytime sleepiness (per adolescent rating), more difficulties initiating and maintaining sleep (per parent rating), and later eveningness preference (per adolescent rating). Nearly all significant effects remained in sensitivity analyses controlling for adolescent- or parent-reported ADHD symptom dimensions. CONCLUSIONS: Findings provide the strongest evidence to date for SCT being uniquely linked to poorer sleep, greater daytime sleepiness, and a later evening circadian preference across subjective and objective measures. Longitudinal studies are needed to evaluate predictive and bidirectional associations. En ligne : http://dx.doi.org/10.1111/jcpp.13568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment / Joshua M. LANGBERG in Journal of Clinical Child & Adolescent Psychology, 39-2 (March-April 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-2 (March-April 2010) . - p.220-233 Titre : Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Joshua M. LANGBERG, Auteur ; Jeffery N. EPSTEIN, Auteur ; Ronald KOTKIN, Auteur ; Amanda M. FLOWERS, Auteur ; Brooke S. G. MOLINA, Auteur ; Mekibib ALTAYE, Auteur ; Benedetto VITIELLO, Auteur ; Karen WELLS, Auteur ; James M. SWANSON, Auteur ; William E. PELHAM, Auteur ; Peter S. JENSEN, Auteur ; Stephen P. HINSHAW, Auteur ; Lily HECHTMAN, Auteur ; Howard B. ABIKOFF, Auteur ; L. Eugene ARNOLD, Auteur ; Stephen SIMPSON, Auteur Année de publication : 2010 Article en page(s) : p.220-233 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent-report of child homework problems was examined as a treatment outcome variable in the MTA-Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (ADHD). Five hundred seventy-nine children ages 7.0 to 9.9 were randomly assigned to either medication management, behavioral treatment, combination treatment, or routine community care. Results showed that only participants who received behavioral treatment (behavioral and combined treatment) demonstrated sustained improvements in homework problems in comparison to routine community care. The magnitude of the sustained effect at the 10-month follow-up assessment was small to moderate for combined and behavioral treatment over routine community care (d = .37, .40, respectively). Parent ratings of initial ADHD symptom severity was the only variable found to moderate these effects. En ligne : http://dx.doi.org/10.1080/15374410903532700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=990 [article] Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment [Texte imprimé et/ou numérique] / Joshua M. LANGBERG, Auteur ; Jeffery N. EPSTEIN, Auteur ; Ronald KOTKIN, Auteur ; Amanda M. FLOWERS, Auteur ; Brooke S. G. MOLINA, Auteur ; Mekibib ALTAYE, Auteur ; Benedetto VITIELLO, Auteur ; Karen WELLS, Auteur ; James M. SWANSON, Auteur ; William E. PELHAM, Auteur ; Peter S. JENSEN, Auteur ; Stephen P. HINSHAW, Auteur ; Lily HECHTMAN, Auteur ; Howard B. ABIKOFF, Auteur ; L. Eugene ARNOLD, Auteur ; Stephen SIMPSON, Auteur . - 2010 . - p.220-233. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-2 (March-April 2010) . - p.220-233 Index. décimale : PER Périodiques Résumé : Parent-report of child homework problems was examined as a treatment outcome variable in the MTA-Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (ADHD). Five hundred seventy-nine children ages 7.0 to 9.9 were randomly assigned to either medication management, behavioral treatment, combination treatment, or routine community care. Results showed that only participants who received behavioral treatment (behavioral and combined treatment) demonstrated sustained improvements in homework problems in comparison to routine community care. The magnitude of the sustained effect at the 10-month follow-up assessment was small to moderate for combined and behavioral treatment over routine community care (d = .37, .40, respectively). Parent ratings of initial ADHD symptom severity was the only variable found to moderate these effects. En ligne : http://dx.doi.org/10.1080/15374410903532700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=990

Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder / Joshua M. LANGBERG in Journal of Clinical Child & Adolescent Psychology, 40-4 (July-August 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-4 (July-August 2011) . - p.519-531 Titre : Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joshua M. LANGBERG, Auteur ; Brooke S. G. MOLINA, Auteur ; L. Eugene ARNOLD, Auteur ; Jeffery N. EPSTEIN, Auteur ; Mekibib ALTAYE, Auteur ; Stephen P. HINSHAW, Auteur ; James M. SWANSON, Auteur ; Timothy WIGAL, Auteur ; Lily HECHTMAN, Auteur Année de publication : 2011 Article en page(s) : p.519-531 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn age = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)–Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education services, classroom performance, homework completion, or homework management mediated the relationship between symptoms of ADHD and academic outcomes. Childhood predictors of adolescent achievement differed from those for performance. Classroom performance and homework management mediated the relationship between symptoms of inattention and academic outcomes. En ligne : http://dx.doi.org/10.1080/15374416.2011.581620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 [article] Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder [Texte imprimé et/ou numérique] / Joshua M. LANGBERG, Auteur ; Brooke S. G. MOLINA, Auteur ; L. Eugene ARNOLD, Auteur ; Jeffery N. EPSTEIN, Auteur ; Mekibib ALTAYE, Auteur ; Stephen P. HINSHAW, Auteur ; James M. SWANSON, Auteur ; Timothy WIGAL, Auteur ; Lily HECHTMAN, Auteur . - 2011 . - p.519-531. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-4 (July-August 2011) . - p.519-531 Index. décimale : PER Périodiques Résumé : The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn age = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)–Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education services, classroom performance, homework completion, or homework management mediated the relationship between symptoms of ADHD and academic outcomes. Childhood predictors of adolescent achievement differed from those for performance. Classroom performance and homework management mediated the relationship between symptoms of inattention and academic outcomes. En ligne : http://dx.doi.org/10.1080/15374416.2011.581620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132

Predictors of executive function trajectories in adolescents with and without ADHD: Links with academic outcomes / Delshad M. SHROFF in Development and Psychopathology, 36-3 (August 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-3 (August 2024) . - p.1489-1502 Titre : Predictors of executive function trajectories in adolescents with and without ADHD: Links with academic outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Delshad M. SHROFF, Auteur ; Nicholas C. DUNN, Auteur ; Cathrin D. GREEN, Auteur ; Rosanna BREAUX, Auteur ; Stephen P. BECKER, Auteur ; Joshua M. LANGBERG, Auteur Article en page(s) : p.1489-1502 Langues : Anglais (eng) Mots-clés : academic performance  adolescence  attention-deficit/hyperactivity disorder  executive functioning Index. décimale : PER Périodiques Résumé : Changes in executive function (EF) occur during adolescence with several factors (e.g., parenting styles, socioeconomic status) influencing the development of EF abilities. These changes are important as EF has been strongly linked with a range of outcomes including academic achievement, job performance, and social-emotional well-being. However, few studies have examined variability in EF trajectories during this critical developmental period, or trajectories in samples known to have specific impairments with EF, such as adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD). The present study examined differential trajectories of three domains of parent-rated EF in 302 adolescents (167 males; Mage = 13.17 years) with and without ADHD (53.6% with ADHD) from grade 8 to 10. The study also explored whether adolescent ADHD, parent ADHD, and parents' own EF predicted EF trajectories in addition to the longitudinal relation between trajectories and academic outcomes. Findings suggest that adolescence is marked by significant variability in EF development due to factors such as ADHD status, parent ADHD, and parent EF ability. Additionally, adolescents who displayed poor EF abilities throughout middle and high school had significantly lower grade point averages and poorer parent-, teacher-, and self-reported academic outcomes. Implications for interventions targeting EF deficits among adolescents with and without ADHD are discussed. En ligne : https://dx.doi.org/10.1017/S0954579423000743 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Predictors of executive function trajectories in adolescents with and without ADHD: Links with academic outcomes [Texte imprimé et/ou numérique] / Delshad M. SHROFF, Auteur ; Nicholas C. DUNN, Auteur ; Cathrin D. GREEN, Auteur ; Rosanna BREAUX, Auteur ; Stephen P. BECKER, Auteur ; Joshua M. LANGBERG, Auteur . - p.1489-1502. Langues : Anglais (eng) in Development and Psychopathology > 36-3 (August 2024) . - p.1489-1502 Mots-clés : academic performance  adolescence  attention-deficit/hyperactivity disorder  executive functioning Index. décimale : PER Périodiques Résumé : Changes in executive function (EF) occur during adolescence with several factors (e.g., parenting styles, socioeconomic status) influencing the development of EF abilities. These changes are important as EF has been strongly linked with a range of outcomes including academic achievement, job performance, and social-emotional well-being. However, few studies have examined variability in EF trajectories during this critical developmental period, or trajectories in samples known to have specific impairments with EF, such as adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD). The present study examined differential trajectories of three domains of parent-rated EF in 302 adolescents (167 males; Mage = 13.17 years) with and without ADHD (53.6% with ADHD) from grade 8 to 10. The study also explored whether adolescent ADHD, parent ADHD, and parents' own EF predicted EF trajectories in addition to the longitudinal relation between trajectories and academic outcomes. Findings suggest that adolescence is marked by significant variability in EF development due to factors such as ADHD status, parent ADHD, and parent EF ability. Additionally, adolescents who displayed poor EF abilities throughout middle and high school had significantly lower grade point averages and poorer parent-, teacher-, and self-reported academic outcomes. Implications for interventions targeting EF deficits among adolescents with and without ADHD are discussed. En ligne : https://dx.doi.org/10.1017/S0954579423000743 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Prospective association between evening circadian preference and academic functioning in adolescents: the role of daytime sleepiness / Joseph W. FREDRICK in Journal of Child Psychology and Psychiatry, 64-1 (January 2023)  

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The Transition to Middle School is Associated with Changes in the Developmental Trajectory of ADHD Symptomatology in Young Adolescents with ADHD / Joshua M. LANGBERG in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)  

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