Reciprocal relations between dimensions of attention-deficit/hyperactivity and anxiety disorders from preschool age to adolescence: sex differences in a birth cohort sample / Mojtaba HABIBI ASGARABAD ; Silje STEINSBEKK ; Cynthia M. HARTUNG ; Lars WICHSTRØM in Journal of Child Psychology and Psychiatry, 66-2 (February 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-2 (February 2025) . - p.154-166 Titre : Reciprocal relations between dimensions of attention-deficit/hyperactivity and anxiety disorders from preschool age to adolescence: sex differences in a birth cohort sample : Journal of Child Psychology and Psychiatry Type de document : Texte imprimé et/ou numérique Auteurs : Mojtaba HABIBI ASGARABAD, Auteur ; Silje STEINSBEKK, Auteur ; Cynthia M. HARTUNG, Auteur ; Lars WICHSTRØM, Auteur Article en page(s) : p.154-166 Langues : Anglais (eng) Mots-clés : Anxiety  attention deficit/hyperactivity disorder  inattention  hyperactivity-impulsivity  longitudinal  prospective  random intercept cross-lagged panel model  within-person Index. décimale : PER Périodiques Résumé : Background Symptoms of anxiety and attention-deficit/hyperactivity disorder (ADHD) are prospectively related from childhood to adolescence. However, whether the two dimensions of ADHD?inattention and hyperactivity-impulsivity?are differentially related to anxiety and whether there are developmental and sex/gender differences in these relations are unknown. Methods Two birth cohorts of Norwegian children were assessed biennially from ages 4 to 16 (N?=?1,077; 49% girls) with diagnostic parent interviews used to assess symptoms of anxiety and ADHD. Data were analyzed using a random intercept cross-lagged panel model, adjusting for all unobserved time-invariant confounding effects. Results In girls, increased inattention, but not hyperactivity-impulsivity, predicted increased anxiety 2?years later across all time-points and increased anxiety at ages 12 and 14 predicted increased inattention but not hyperactivity-impulsivity. In boys, increased hyperactivity-impulsivity at ages 6 and 8, but not increased inattention, predicted increased anxiety 2?years later, whereas increased anxiety did not predict increased inattention or hyperactivity-impulsivity. Conclusions The two ADHD dimensions were differentially related to anxiety, and the relations were sex-specific. In girls, inattention may be involved in the development of anxiety throughout childhood and adolescence and anxiety may contribute to girls developing more inattention beginning in early adolescence. In boys, hyperactivity-impulsivity may be involved in the development of anxiety during the early school years. Effective treatment of inattention symptoms in girls may reduce anxiety risk at all time-points, while addressing anxiety may decrease inattention during adolescence. Similarly, treating hyperactivity-impulsivity may reduce anxiety risk in boys during late childhood (at ages 8?10). En ligne : https://doi.org/10.1111/jcpp.14038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Reciprocal relations between dimensions of attention-deficit/hyperactivity and anxiety disorders from preschool age to adolescence: sex differences in a birth cohort sample : Journal of Child Psychology and Psychiatry [Texte imprimé et/ou numérique] / Mojtaba HABIBI ASGARABAD, Auteur ; Silje STEINSBEKK, Auteur ; Cynthia M. HARTUNG, Auteur ; Lars WICHSTRØM, Auteur . - p.154-166. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-2 (February 2025) . - p.154-166 Mots-clés : Anxiety  attention deficit/hyperactivity disorder  inattention  hyperactivity-impulsivity  longitudinal  prospective  random intercept cross-lagged panel model  within-person Index. décimale : PER Périodiques Résumé : Background Symptoms of anxiety and attention-deficit/hyperactivity disorder (ADHD) are prospectively related from childhood to adolescence. However, whether the two dimensions of ADHD?inattention and hyperactivity-impulsivity?are differentially related to anxiety and whether there are developmental and sex/gender differences in these relations are unknown. Methods Two birth cohorts of Norwegian children were assessed biennially from ages 4 to 16 (N?=?1,077; 49% girls) with diagnostic parent interviews used to assess symptoms of anxiety and ADHD. Data were analyzed using a random intercept cross-lagged panel model, adjusting for all unobserved time-invariant confounding effects. Results In girls, increased inattention, but not hyperactivity-impulsivity, predicted increased anxiety 2?years later across all time-points and increased anxiety at ages 12 and 14 predicted increased inattention but not hyperactivity-impulsivity. In boys, increased hyperactivity-impulsivity at ages 6 and 8, but not increased inattention, predicted increased anxiety 2?years later, whereas increased anxiety did not predict increased inattention or hyperactivity-impulsivity. Conclusions The two ADHD dimensions were differentially related to anxiety, and the relations were sex-specific. In girls, inattention may be involved in the development of anxiety throughout childhood and adolescence and anxiety may contribute to girls developing more inattention beginning in early adolescence. In boys, hyperactivity-impulsivity may be involved in the development of anxiety during the early school years. Effective treatment of inattention symptoms in girls may reduce anxiety risk at all time-points, while addressing anxiety may decrease inattention during adolescence. Similarly, treating hyperactivity-impulsivity may reduce anxiety risk in boys during late childhood (at ages 8?10). En ligne : https://doi.org/10.1111/jcpp.14038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

Social skills and symptoms of anxiety disorders from preschool to adolescence: a prospective cohort study / Mojtaba HABIBI ASGARABAD in Journal of Child Psychology and Psychiatry, 64-7 (July 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-7 (July 2023) . - p.1045-1055 Titre : Social skills and symptoms of anxiety disorders from preschool to adolescence: a prospective cohort study Type de document : Texte imprimé et/ou numérique Auteurs : Mojtaba HABIBI ASGARABAD, Auteur ; Silje STEINSBEKK, Auteur ; Lars WICHSTRØM, Auteur Article en page(s) : p.1045-1055 Langues : Anglais (eng) Mots-clés : Adolescence  anxiety disorders  random intercept cross-lagged panel model  longitudinal  social skills Index. décimale : PER Périodiques Résumé : Background Prior research, mostly cross-sectional or prospective studies with short follow-up periods, has indicated that childhood anxiety is associated with difficulties with social interaction. However, the etiological role of social skills in the development of anxiety in childhood remains unknown. Moreover, it is not known whether childhood anxiety impedes the development of age-appropriate social skills. Methods The relation between anxiety and social skills was, therefore, examined in two birth cohorts of children who were assessed biennially from the ages of 4 to 14years (n =1,043). Semistructured psychiatric diagnostic interviews of children (from age 8) and parents were used to measure symptoms of separation, generalized, and social anxiety disorders as well as specific phobias. Social skills were measured through the parent-reported Social Skills Rating System. A random intercept cross-lagged panel model was used to analyze the data, adjusting for observed time-variant covariates (emotion regulation, secure attachment, bullying victimization, and global self-esteem) and all unobserved time-invariant confounding effects. Results Reduced social skills predicted increased symptoms of anxiety at ages 8, 10, and 12 ( =.26,  =.17, and  =.15, respectively), whereas an increased number of anxiety symptoms did not forecast changes in social skills. Conclusions The findings suggest that reduced social skills may be involved in the development of anxiety symptoms in middle childhood and should, therefore, be considered in efforts to prevent and treat childhood anxiety. En ligne : https://doi.org/10.1111/jcpp.13787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Social skills and symptoms of anxiety disorders from preschool to adolescence: a prospective cohort study [Texte imprimé et/ou numérique] / Mojtaba HABIBI ASGARABAD, Auteur ; Silje STEINSBEKK, Auteur ; Lars WICHSTRØM, Auteur . - p.1045-1055. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-7 (July 2023) . - p.1045-1055 Mots-clés : Adolescence  anxiety disorders  random intercept cross-lagged panel model  longitudinal  social skills Index. décimale : PER Périodiques Résumé : Background Prior research, mostly cross-sectional or prospective studies with short follow-up periods, has indicated that childhood anxiety is associated with difficulties with social interaction. However, the etiological role of social skills in the development of anxiety in childhood remains unknown. Moreover, it is not known whether childhood anxiety impedes the development of age-appropriate social skills. Methods The relation between anxiety and social skills was, therefore, examined in two birth cohorts of children who were assessed biennially from the ages of 4 to 14years (n =1,043). Semistructured psychiatric diagnostic interviews of children (from age 8) and parents were used to measure symptoms of separation, generalized, and social anxiety disorders as well as specific phobias. Social skills were measured through the parent-reported Social Skills Rating System. A random intercept cross-lagged panel model was used to analyze the data, adjusting for observed time-variant covariates (emotion regulation, secure attachment, bullying victimization, and global self-esteem) and all unobserved time-invariant confounding effects. Results Reduced social skills predicted increased symptoms of anxiety at ages 8, 10, and 12 ( =.26,  =.17, and  =.15, respectively), whereas an increased number of anxiety symptoms did not forecast changes in social skills. Conclusions The findings suggest that reduced social skills may be involved in the development of anxiety symptoms in middle childhood and should, therefore, be considered in efforts to prevent and treat childhood anxiety. En ligne : https://doi.org/10.1111/jcpp.13787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

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