ADHD- and medication-related brain activation effects in concordantly affected parent–child dyads with ADHD / Jeffery N. EPSTEIN in Journal of Child Psychology and Psychiatry, 48-9 (September 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.899–913 Titre : ADHD- and medication-related brain activation effects in concordantly affected parent–child dyads with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Jeffery N. EPSTEIN, Auteur ; Lisa A. KOTLER, Auteur ; Alan VITOLO, Auteur ; Keith M. SHAFRITZ, Auteur ; Gary GLOVER, Auteur ; Amy GARRETT, Auteur ; Julie A. SPICER, Auteur ; Matthew C. DAVIDSON, Auteur ; B.J. CASEY, Auteur ; Allan L. REISS, Auteur ; Stephen P. HINSHAW, Auteur ; Laurence L. GREENHILL, Auteur ; Simon T. TONEV, Auteur ; Matthew A. JARRETT, Auteur Année de publication : 2007 Article en page(s) : p.899–913 Langues : Anglais (eng) Mots-clés : ADHD adolescence adulthood brain-imaging development fMRI methylphenidate neuropsychology children parents Index. décimale : PER Périodiques Résumé : Background: Several studies have documented fronto-striatal dysfunction in children and adolescents with attention deficit/hyperactivity disorder (ADHD) using response inhibition tasks. Our objective was to examine functional brain abnormalities among youths and adults with ADHD and to examine the relations between these neurobiological abnormalities and response to stimulant medication. Method: A group of concordantly diagnosed ADHD parent–child dyads was compared to a matched sample of normal parent–child dyads. In addition, ADHD dyads were administered double-blind methylphenidate and placebo in a counterbalanced fashion over two consecutive days of testing. Frontostriatal function was measured using functional magnetic resonance imaging (fMRI) during performance of a go/no-go task. Results: Youths and adults with ADHD showed attenuated activity in fronto-striatal regions. In addition, adults with ADHD appeared to activate non-fronto-striatal regions more than normals. A stimulant medication trial showed that among youths, stimulant medication increased activation in fronto-striatal and cerebellar regions. In adults with ADHD, increases in activation were observed in the striatum and cerebellum, but not in prefrontal regions. Conclusions: This study extends findings of fronto-striatal dysfunction to adults with ADHD and highlights the importance of frontostriatal and frontocerebellar circuitry in this disorder, providing evidence of an endophenotype for examining the genetics of ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01761.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163 [article] ADHD- and medication-related brain activation effects in concordantly affected parent–child dyads with ADHD [Texte imprimé et/ou numérique] / Jeffery N. EPSTEIN, Auteur ; Lisa A. KOTLER, Auteur ; Alan VITOLO, Auteur ; Keith M. SHAFRITZ, Auteur ; Gary GLOVER, Auteur ; Amy GARRETT, Auteur ; Julie A. SPICER, Auteur ; Matthew C. DAVIDSON, Auteur ; B.J. CASEY, Auteur ; Allan L. REISS, Auteur ; Stephen P. HINSHAW, Auteur ; Laurence L. GREENHILL, Auteur ; Simon T. TONEV, Auteur ; Matthew A. JARRETT, Auteur . - 2007 . - p.899–913. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.899–913 Mots-clés : ADHD adolescence adulthood brain-imaging development fMRI methylphenidate neuropsychology children parents Index. décimale : PER Périodiques Résumé : Background: Several studies have documented fronto-striatal dysfunction in children and adolescents with attention deficit/hyperactivity disorder (ADHD) using response inhibition tasks. Our objective was to examine functional brain abnormalities among youths and adults with ADHD and to examine the relations between these neurobiological abnormalities and response to stimulant medication. Method: A group of concordantly diagnosed ADHD parent–child dyads was compared to a matched sample of normal parent–child dyads. In addition, ADHD dyads were administered double-blind methylphenidate and placebo in a counterbalanced fashion over two consecutive days of testing. Frontostriatal function was measured using functional magnetic resonance imaging (fMRI) during performance of a go/no-go task. Results: Youths and adults with ADHD showed attenuated activity in fronto-striatal regions. In addition, adults with ADHD appeared to activate non-fronto-striatal regions more than normals. A stimulant medication trial showed that among youths, stimulant medication increased activation in fronto-striatal and cerebellar regions. In adults with ADHD, increases in activation were observed in the striatum and cerebellum, but not in prefrontal regions. Conclusions: This study extends findings of fronto-striatal dysfunction to adults with ADHD and highlights the importance of frontostriatal and frontocerebellar circuitry in this disorder, providing evidence of an endophenotype for examining the genetics of ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01761.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163

Annotation: MRI Neuroimaging of Childhood Psychiatric Disorders: A Selective Review / Stephan ELIEZ in Journal of Child Psychology and Psychiatry, 41-6 (September 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-6 (September 2000) . - p.679-694 Titre : Annotation: MRI Neuroimaging of Childhood Psychiatric Disorders: A Selective Review Type de document : Texte imprimé et/ou numérique Auteurs : Stephan ELIEZ, Auteur ; Allan L. REISS, Auteur Année de publication : 2000 Article en page(s) : p.679-694 Langues : Anglais (eng) Mots-clés : ADD/ADHD  autistic disorder  brain imaging  depression  schizophrenia  Tourette syndrome Index. décimale : PER Périodiques Résumé : Over the past 10 years, innovations in physics and computer science have promoted magnetic resonance imaging (MRI) as an essential tool for investigating the biological substrates of psychiatric disorders. Requiring no radiation exposure, MRI is now the preferred imaging technique for pediatric populations. However, the rapid technical advances in MRI pulse sequences, data processing, and analysis have made it increasingly complex for clinicians to compare and critically evaluate MRI research studies. This paper selectively reviews MRI research on five psychiatric conditions occurring in childhood or adolescence: ADHD, autism, childhood-onset schizophrenia, Tourette syndrome, and early-onset depression. The selection of papers reviewed was based on four criteria: the originality of the idea underlying the paper, the quality of the sample and methodologies used, the presence of controversial findings in the paper, and whether the paper was a clear illustration of specific methodological strengths or weaknesses. The tlwo goals of this review paper are to update clinicians on morphometric brain imaging in child psychiatry and the methodological issues pertaining to image acquisition and analysis, and to promote critical reading of future MRI studies. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Annotation: MRI Neuroimaging of Childhood Psychiatric Disorders: A Selective Review [Texte imprimé et/ou numérique] / Stephan ELIEZ, Auteur ; Allan L. REISS, Auteur . - 2000 . - p.679-694. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-6 (September 2000) . - p.679-694 Mots-clés : ADD/ADHD  autistic disorder  brain imaging  depression  schizophrenia  Tourette syndrome Index. décimale : PER Périodiques Résumé : Over the past 10 years, innovations in physics and computer science have promoted magnetic resonance imaging (MRI) as an essential tool for investigating the biological substrates of psychiatric disorders. Requiring no radiation exposure, MRI is now the preferred imaging technique for pediatric populations. However, the rapid technical advances in MRI pulse sequences, data processing, and analysis have made it increasingly complex for clinicians to compare and critically evaluate MRI research studies. This paper selectively reviews MRI research on five psychiatric conditions occurring in childhood or adolescence: ADHD, autism, childhood-onset schizophrenia, Tourette syndrome, and early-onset depression. The selection of papers reviewed was based on four criteria: the originality of the idea underlying the paper, the quality of the sample and methodologies used, the presence of controversial findings in the paper, and whether the paper was a clear illustration of specific methodological strengths or weaknesses. The tlwo goals of this review paper are to update clinicians on morphometric brain imaging in child psychiatry and the methodological issues pertaining to image acquisition and analysis, and to promote critical reading of future MRI studies. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Childhood developmental disorders: an academic and clinical convergence point for psychiatry, neurology, psychology and pediatrics / Allan L. REISS in Journal of Child Psychology and Psychiatry, 50-1-2 (January/February 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-1-2 (January/February 2009) . - p.87-98 Titre : Childhood developmental disorders: an academic and clinical convergence point for psychiatry, neurology, psychology and pediatrics Type de document : Texte imprimé et/ou numérique Auteurs : Allan L. REISS, Auteur Année de publication : 2009 Article en page(s) : p.87-98 Langues : Anglais (eng) Mots-clés : Autism fragile-X-syndrome Rett-syndrome interdisciplinary-training developmental-disorder brain-development genetic-risk-factor neurogenetic-disorder academic-medicine clinical-neuroscience disciplinary-boundaries Index. décimale : PER Périodiques Résumé : Background: Significant advances in understanding brain development and behavior have not been accompanied by revisions of traditional academic structure. Disciplinary isolation and a lack of meaningful interdisciplinary opportunities are persistent barriers in academic medicine. To enhance clinical practice, research, and training for the next generation, academic centers will need to take bold steps that challenge traditional departmental boundaries. Such change is not only desirable but, in fact, necessary to bring about a truly innovative and more effective approach to treating disorders of the developing brain. Methods: I focus on developmental disorders as a convergence point for transcending traditional academic boundaries. First, the current taxonomy of developmental disorders is described with emphasis on how current diagnostic systems inadvertently hinder research progress. Second, I describe the clinical features of autism, a phenomenologically defined condition, and Rett and fragile X syndromes, neurogenetic diseases that are risk factors for autism. Finally, I describe how the fields of psychiatry, psychology, neurology, and pediatrics now have an unprecedented opportunity to promote an interdisciplinary approach to training, research, and clinical practice and, thus, advance a deeper understanding of developmental disorders. Results: Research focused on autism is increasingly demonstrating the heterogeneity of individuals diagnosed by DSM criteria. This heterogeneity hinders the ability of investigators to replicate research results as well as progress towards more effective, etiology-specific interventions. In contrast, fragile X and Rett syndromes are 'real' diseases for which advances in research are rapidly accelerating towards more disease-specific human treatment trials. Conclusions: A major paradigm shift is required to improve our ability to diagnose and treat individuals with developmental disorders. This paradigm shift must take place at all levels – training, research and clinical activity. As clinicians and scientists who are currently constrained by disciplinary-specific history and training, we must move towards redefining ourselves as clinical neuroscientists with shared interests and expertise that permit a more cohesive and effective approach to improving the lives of patients. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02046.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=694 [article] Childhood developmental disorders: an academic and clinical convergence point for psychiatry, neurology, psychology and pediatrics [Texte imprimé et/ou numérique] / Allan L. REISS, Auteur . - 2009 . - p.87-98. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-1-2 (January/February 2009) . - p.87-98 Mots-clés : Autism fragile-X-syndrome Rett-syndrome interdisciplinary-training developmental-disorder brain-development genetic-risk-factor neurogenetic-disorder academic-medicine clinical-neuroscience disciplinary-boundaries Index. décimale : PER Périodiques Résumé : Background: Significant advances in understanding brain development and behavior have not been accompanied by revisions of traditional academic structure. Disciplinary isolation and a lack of meaningful interdisciplinary opportunities are persistent barriers in academic medicine. To enhance clinical practice, research, and training for the next generation, academic centers will need to take bold steps that challenge traditional departmental boundaries. Such change is not only desirable but, in fact, necessary to bring about a truly innovative and more effective approach to treating disorders of the developing brain. Methods: I focus on developmental disorders as a convergence point for transcending traditional academic boundaries. First, the current taxonomy of developmental disorders is described with emphasis on how current diagnostic systems inadvertently hinder research progress. Second, I describe the clinical features of autism, a phenomenologically defined condition, and Rett and fragile X syndromes, neurogenetic diseases that are risk factors for autism. Finally, I describe how the fields of psychiatry, psychology, neurology, and pediatrics now have an unprecedented opportunity to promote an interdisciplinary approach to training, research, and clinical practice and, thus, advance a deeper understanding of developmental disorders. Results: Research focused on autism is increasingly demonstrating the heterogeneity of individuals diagnosed by DSM criteria. This heterogeneity hinders the ability of investigators to replicate research results as well as progress towards more effective, etiology-specific interventions. In contrast, fragile X and Rett syndromes are 'real' diseases for which advances in research are rapidly accelerating towards more disease-specific human treatment trials. Conclusions: A major paradigm shift is required to improve our ability to diagnose and treat individuals with developmental disorders. This paradigm shift must take place at all levels – training, research and clinical activity. As clinicians and scientists who are currently constrained by disciplinary-specific history and training, we must move towards redefining ourselves as clinical neuroscientists with shared interests and expertise that permit a more cohesive and effective approach to improving the lives of patients. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02046.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=694

Defining the social phenotype in Williams syndrome: A model for linking gene, the brain, and behavior / Anna JARVINEN-PASLEY in Development and Psychopathology, 20-1 (Winter 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-1 (Winter 2008) . - p.1-35 Titre : Defining the social phenotype in Williams syndrome: A model for linking gene, the brain, and behavior Type de document : Texte imprimé et/ou numérique Auteurs : Anna JARVINEN-PASLEY, Auteur ; Ursula BELLUGI, Auteur ; Allan L. REISS, Auteur ; Judy REILLY, Auteur ; Debra L. MILLS, Auteur ; Albert GALABURDA, Auteur ; Julie R. KORENBERG, Auteur Année de publication : 2008 Article en page(s) : p.1-35 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research into phenotype–genotype correlations in neurodevelopmental disorders has greatly elucidated the contribution of genetic and neurobiological factors to variations in typical and atypical development. Etiologically relatively homogeneous disorders, such as Williams syndrome (WS), provide unique opportunities for elucidating gene–brain–behavior relationships. WS is a neurogenetic disorder caused by a hemizygous deletion of approximately 25 genes on chromosome 7q11.23. This results in a cascade of physical, cognitive–behavioral, affective, and neurobiological aberrations. WS is associated with a markedly uneven neurocognitive profile, and the mature state cognitive profile of WS is relatively well developed. Although anecdotally, individuals with WS have been frequently described as unusually friendly and sociable, personality remains a considerably less well studied area. This paper investigates genetic influences, cognitive–behavioral characteristics, aberrations in brain structure and function, and environmental and biological variables that influence the social outcomes of individuals with WS. We bring together a series of findings across multiple levels of scientific enquiry to examine the social phenotype in WS, reflecting the journey from gene to the brain to behavior. Understanding the complex multilevel scientific perspective in WS has implications for understanding typical social development by identifying important developmental events and markers, as well as helping to define the boundaries of psychopathology. En ligne : http://dx.doi.org/10.1017/s0954579408000011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Defining the social phenotype in Williams syndrome: A model for linking gene, the brain, and behavior [Texte imprimé et/ou numérique] / Anna JARVINEN-PASLEY, Auteur ; Ursula BELLUGI, Auteur ; Allan L. REISS, Auteur ; Judy REILLY, Auteur ; Debra L. MILLS, Auteur ; Albert GALABURDA, Auteur ; Julie R. KORENBERG, Auteur . - 2008 . - p.1-35. Langues : Anglais (eng) in Development and Psychopathology > 20-1 (Winter 2008) . - p.1-35 Index. décimale : PER Périodiques Résumé : Research into phenotype–genotype correlations in neurodevelopmental disorders has greatly elucidated the contribution of genetic and neurobiological factors to variations in typical and atypical development. Etiologically relatively homogeneous disorders, such as Williams syndrome (WS), provide unique opportunities for elucidating gene–brain–behavior relationships. WS is a neurogenetic disorder caused by a hemizygous deletion of approximately 25 genes on chromosome 7q11.23. This results in a cascade of physical, cognitive–behavioral, affective, and neurobiological aberrations. WS is associated with a markedly uneven neurocognitive profile, and the mature state cognitive profile of WS is relatively well developed. Although anecdotally, individuals with WS have been frequently described as unusually friendly and sociable, personality remains a considerably less well studied area. This paper investigates genetic influences, cognitive–behavioral characteristics, aberrations in brain structure and function, and environmental and biological variables that influence the social outcomes of individuals with WS. We bring together a series of findings across multiple levels of scientific enquiry to examine the social phenotype in WS, reflecting the journey from gene to the brain to behavior. Understanding the complex multilevel scientific perspective in WS has implications for understanding typical social development by identifying important developmental events and markers, as well as helping to define the boundaries of psychopathology. En ligne : http://dx.doi.org/10.1017/s0954579408000011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Empathy and Anxiety in Young Girls with Fragile X Syndrome / Jonas G. MILLER in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2213-2223 Titre : Empathy and Anxiety in Young Girls with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jonas G. MILLER, Auteur ; Kristi L. BARTHOLOMAY, Auteur ; Cindy H. LEE, Auteur ; Jennifer L. BRUNO, Auteur ; Amy A. LIGHTBODY, Auteur ; Allan L. REISS, Auteur Article en page(s) : p.2213-2223 Langues : Anglais (eng) Mots-clés : Anxiety  Anxiety Disorders/psychology  Autism Spectrum Disorder/complications  Empathy  Female  Fragile X Syndrome/psychology  Humans  Adolescence  Childhood  Females  Fragile X syndrome Index. décimale : PER Périodiques Résumé : We tested whether empathy is impaired and associated with anxiety in girls with fragile X syndrome (FXS). We measured parent-reported empathy and self-reported anxiety in young girls with FXS and in a developmentally-matched comparison group. Girls with FXS received higher parent-reported scores on cognitive and affective empathy but also self-reported more severe anxiety symptoms, particularly separation anxiety and phobia symptoms, than girls in the comparison group. Girls with FXS who received higher cognitive empathy scores, however, appeared buffered against risk for separation anxiety and phobia symptoms. Girls with FXS experience elevated empathy and anxiety relative to their developmentally-matched peers. Higher cognitive empathy in girls with FXS may indicate resilience against specific forms of anxiety that are commonly observed in FXS. En ligne : http://dx.doi.org/10.1007/s10803-021-05105-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Empathy and Anxiety in Young Girls with Fragile X Syndrome [Texte imprimé et/ou numérique] / Jonas G. MILLER, Auteur ; Kristi L. BARTHOLOMAY, Auteur ; Cindy H. LEE, Auteur ; Jennifer L. BRUNO, Auteur ; Amy A. LIGHTBODY, Auteur ; Allan L. REISS, Auteur . - p.2213-2223. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2213-2223 Mots-clés : Anxiety  Anxiety Disorders/psychology  Autism Spectrum Disorder/complications  Empathy  Female  Fragile X Syndrome/psychology  Humans  Adolescence  Childhood  Females  Fragile X syndrome Index. décimale : PER Périodiques Résumé : We tested whether empathy is impaired and associated with anxiety in girls with fragile X syndrome (FXS). We measured parent-reported empathy and self-reported anxiety in young girls with FXS and in a developmentally-matched comparison group. Girls with FXS received higher parent-reported scores on cognitive and affective empathy but also self-reported more severe anxiety symptoms, particularly separation anxiety and phobia symptoms, than girls in the comparison group. Girls with FXS who received higher cognitive empathy scores, however, appeared buffered against risk for separation anxiety and phobia symptoms. Girls with FXS experience elevated empathy and anxiety relative to their developmentally-matched peers. Higher cognitive empathy in girls with FXS may indicate resilience against specific forms of anxiety that are commonly observed in FXS. En ligne : http://dx.doi.org/10.1007/s10803-021-05105-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Offering to Share: How to Put Heads Together in Autism Neuroimaging / Matthew K. BELMONTE in Journal of Autism and Developmental Disorders, 38-1 (January 2008)  

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Psychometric Study of the Aberrant Behavior Checklist in Fragile X Syndrome and Implications for Targeted Treatment / Stephanie M. SANSONE in Journal of Autism and Developmental Disorders, 42-7 (July 2012)  

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Social behavior and cortisol reactivity in children with fragile X syndrome / David HESSL in Journal of Child Psychology and Psychiatry, 47-6 (June 2006)  

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The cognitive developmental profile associated with fragile X syndrome: A longitudinal investigation of cognitive strengths and weaknesses through childhood and adolescence / Eve-Marie QUINTIN in Development and Psychopathology, 28-4 pt2 (November 2016)  

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The Mesial-temporal Lobe and Autism: Case Report and Review / Alexander H. Jr HOON in Developmental Medicine & Child Neurology, 34-3 (March 1992)

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The Relationship Between Autistic Symptomatology and Independent Living Skills in Adolescents and Young Adults with Fragile X Syndrome / Kristin M. HUSTYI in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

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Using Discrete Trial Training to Identify Specific Learning Impairments in Boys with Fragile X Syndrome / Scott S. HALL in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

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