Aggression as an equifinal outcome of distinct neurocognitive and neuroaffective processes / Lisa GATZKE-KOPP in Development and Psychopathology, 24-3 (August 2012)  

Public ISBD [article]  inDevelopment and Psychopathology > 24-3 (August 2012) . - p.985-1002 Titre : Aggression as an equifinal outcome of distinct neurocognitive and neuroaffective processes Type de document : Texte imprimé et/ou numérique Auteurs : Lisa GATZKE-KOPP, Auteur ; Mark T. GREENBERG, Auteur ; Christine K. FORTUNATO, Auteur ; Michael A. COCCIA, Auteur Année de publication : 2012 Article en page(s) : p.985-1002 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Early onset aggression precipitates a cascade of risk factors, increasing the probability of a range of externalizing and internalizing psychopathological outcomes. Unfortunately, decades of research on the etiological contributions to the manifestation of aggression have failed to yield identification of any risk factors determined to be either necessary or sufficient, likely attributable to etiological heterogeneity within the construct of aggression. Differential pathways of etiological risk are not easily discerned at the behavioral or self-report level, particularly in young children, requiring multilevel analysis of risk pathways. This study focuses on three domains of risk to examine the heterogeneity in 207 urban kindergarten children with high levels of aggression: cognitive processing, socioemotional competence and emotion processing, and family context. The results indicate that 90% of children in the high aggression group could be characterized as either low in verbal ability or high in physiological arousal (resting skin conductance). Children characterized as low verbal, high arousal, or both differed in social and emotional competence, physiological reactivity to emotion, and aspects of family-based contextual risk. The implications of this etiologic heterogeneity of aggression are discussed in terms of assessment and treatment. En ligne : http://dx.doi.org/10.1017/S0954579412000491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 [article] Aggression as an equifinal outcome of distinct neurocognitive and neuroaffective processes [Texte imprimé et/ou numérique] / Lisa GATZKE-KOPP, Auteur ; Mark T. GREENBERG, Auteur ; Christine K. FORTUNATO, Auteur ; Michael A. COCCIA, Auteur . - 2012 . - p.985-1002. Langues : Anglais (eng) in Development and Psychopathology > 24-3 (August 2012) . - p.985-1002 Index. décimale : PER Périodiques Résumé : Early onset aggression precipitates a cascade of risk factors, increasing the probability of a range of externalizing and internalizing psychopathological outcomes. Unfortunately, decades of research on the etiological contributions to the manifestation of aggression have failed to yield identification of any risk factors determined to be either necessary or sufficient, likely attributable to etiological heterogeneity within the construct of aggression. Differential pathways of etiological risk are not easily discerned at the behavioral or self-report level, particularly in young children, requiring multilevel analysis of risk pathways. This study focuses on three domains of risk to examine the heterogeneity in 207 urban kindergarten children with high levels of aggression: cognitive processing, socioemotional competence and emotion processing, and family context. The results indicate that 90% of children in the high aggression group could be characterized as either low in verbal ability or high in physiological arousal (resting skin conductance). Children characterized as low verbal, high arousal, or both differed in social and emotional competence, physiological reactivity to emotion, and aspects of family-based contextual risk. The implications of this etiologic heterogeneity of aggression are discussed in terms of assessment and treatment. En ligne : http://dx.doi.org/10.1017/S0954579412000491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178

Associations between alcohol dehydrogenase genes and alcohol use across early and middle adolescence: Moderation × Preventive intervention / H. Harrington CLEVELAND in Development and Psychopathology, 30-1 (February 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-1 (February 2018) . - p.297-313 Titre : Associations between alcohol dehydrogenase genes and alcohol use across early and middle adolescence: Moderation × Preventive intervention Type de document : Texte imprimé et/ou numérique Auteurs : H. Harrington CLEVELAND, Auteur ; Gabriel L. SCHLOMER, Auteur ; David J. VANDENBERGH, Auteur ; Pedro S. A. WOLF, Auteur ; Mark E. FEINBERG, Auteur ; Mark T. GREENBERG, Auteur ; Richard L. SPOTH, Auteur ; Cleve REDMOND, Auteur Article en page(s) : p.297-313 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Data from the in-school sample of the PROSPER preventive intervention dissemination trial were used to investigate associations between alcohol dehydrogenase genes and alcohol use across adolescence, and whether substance misuse interventions in the 6th and 7th grades (targeting parenting, family functioning, social norms, youth decision making, and peer group affiliations) modified associations between these genes and adolescent use. Primary analyses were run on a sample of 1,885 individuals and included three steps. First, we estimated unconditional growth curve models with separate slopes for alcohol use from 6th to 9th grade and from 9th to 12th grade, as well as the intercept at Grade 9. Second, we used intervention condition and three alcohol dehydrogenase genes, 1B (ADH1B), 1C (ADH1C), and 4 (ADH4) to predict variance in slopes and intercept. Third, we examined whether genetic influences on model slopes and intercepts were moderated by intervention condition. The results indicated that the increase in alcohol use was greater in early adolescence than in middle adolescence; two of the genes, ADH1B and ADH1C, significantly predicted early adolescent slope and Grade 9 intercept, and associations between ADH1C and both early adolescent slope and intercept were significantly different across control and intervention conditions. En ligne : https://doi.org/10.1017/S0954579417000633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Associations between alcohol dehydrogenase genes and alcohol use across early and middle adolescence: Moderation × Preventive intervention [Texte imprimé et/ou numérique] / H. Harrington CLEVELAND, Auteur ; Gabriel L. SCHLOMER, Auteur ; David J. VANDENBERGH, Auteur ; Pedro S. A. WOLF, Auteur ; Mark E. FEINBERG, Auteur ; Mark T. GREENBERG, Auteur ; Richard L. SPOTH, Auteur ; Cleve REDMOND, Auteur . - p.297-313. Langues : Anglais (eng) in Development and Psychopathology > 30-1 (February 2018) . - p.297-313 Index. décimale : PER Périodiques Résumé : Data from the in-school sample of the PROSPER preventive intervention dissemination trial were used to investigate associations between alcohol dehydrogenase genes and alcohol use across adolescence, and whether substance misuse interventions in the 6th and 7th grades (targeting parenting, family functioning, social norms, youth decision making, and peer group affiliations) modified associations between these genes and adolescent use. Primary analyses were run on a sample of 1,885 individuals and included three steps. First, we estimated unconditional growth curve models with separate slopes for alcohol use from 6th to 9th grade and from 9th to 12th grade, as well as the intercept at Grade 9. Second, we used intervention condition and three alcohol dehydrogenase genes, 1B (ADH1B), 1C (ADH1C), and 4 (ADH4) to predict variance in slopes and intercept. Third, we examined whether genetic influences on model slopes and intercepts were moderated by intervention condition. The results indicated that the increase in alcohol use was greater in early adolescence than in middle adolescence; two of the genes, ADH1B and ADH1C, significantly predicted early adolescent slope and Grade 9 intercept, and associations between ADH1C and both early adolescent slope and intercept were significantly different across control and intervention conditions. En ligne : https://doi.org/10.1017/S0954579417000633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children / Paul L. MORGAN ; Mark T. GREENBERG ; Tricia A. ZUCKER ; Susan H. LANDRY in Journal of Child Psychology and Psychiatry, 65-8 (August 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-8 (August 2024) . - p.1010-1021 Titre : Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children Type de document : Texte imprimé et/ou numérique Auteurs : Paul L. MORGAN, Auteur ; Mark T. GREENBERG, Auteur ; Tricia A. ZUCKER, Auteur ; Susan H. LANDRY, Auteur Article en page(s) : p.1010-1021 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within-child level while also identifying antecedents commonly associated with between-child differences in underlying stability of both EBP and IBP across elementary school. Methods We analyzed a nationally representative and longitudinal sample of US schoolchildren (N = 7,326; 51% male) using random-intercept cross-lagged panel modeling (RI-CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten (Mage = 6.12?years) through the spring of 5th grade (Mage = 11.09?years). Early childhood antecedents included child internal (i.e. inhibitory control, cognitive flexibility, working memory, and language/literacy) and external factors (i.e. parental warmth, harsh parenting, parenting stress, and maternal depressive symptoms). Results We found little evidence for within-child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between-child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP. Conclusions Common etiological factors rather than transactional relations better explain the co-occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP. En ligne : https://doi.org/10.1111/jcpp.13950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children [Texte imprimé et/ou numérique] / Paul L. MORGAN, Auteur ; Mark T. GREENBERG, Auteur ; Tricia A. ZUCKER, Auteur ; Susan H. LANDRY, Auteur . - p.1010-1021. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-8 (August 2024) . - p.1010-1021 Index. décimale : PER Périodiques Résumé : Background Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within-child level while also identifying antecedents commonly associated with between-child differences in underlying stability of both EBP and IBP across elementary school. Methods We analyzed a nationally representative and longitudinal sample of US schoolchildren (N = 7,326; 51% male) using random-intercept cross-lagged panel modeling (RI-CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten (Mage = 6.12?years) through the spring of 5th grade (Mage = 11.09?years). Early childhood antecedents included child internal (i.e. inhibitory control, cognitive flexibility, working memory, and language/literacy) and external factors (i.e. parental warmth, harsh parenting, parenting stress, and maternal depressive symptoms). Results We found little evidence for within-child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between-child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP. Conclusions Common etiological factors rather than transactional relations better explain the co-occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP. En ligne : https://doi.org/10.1111/jcpp.13950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program / Karen L. BIERMAN in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.821-843 Titre : Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program Type de document : Texte imprimé et/ou numérique Auteurs : Karen L. BIERMAN, Auteur ; Clancy BLAIR, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Celene E. DOMITROVICH, Auteur Année de publication : 2008 Article en page(s) : p.821-843 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. En ligne : http://dx.doi.org/10.1017/s0954579408000394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program [Texte imprimé et/ou numérique] / Karen L. BIERMAN, Auteur ; Clancy BLAIR, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Celene E. DOMITROVICH, Auteur . - 2008 . - p.821-843. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.821-843 Index. décimale : PER Périodiques Résumé : Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. En ligne : http://dx.doi.org/10.1017/s0954579408000394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach / Stephanie T. LANZA in Development and Psychopathology, 22-2 (May 2010)  

Public ISBD [article]  inDevelopment and Psychopathology > 22-2 (May 2010) . - p.313-335 Titre : Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie T. LANZA, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Brittany L. RHOADES, Auteur ; THE CONDUCT PROBLEMS PREVENTION RESEARCH GROUP, Auteur Année de publication : 2010 Article en page(s) : p.313-335 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study identified profiles of 13 risk factors across child, family, school, and neighborhood domains in a diverse sample of children in kindergarten from four US locations (n = 750; 45% minority). It then examined the relation of those early risk profiles to externalizing problems, school failure, and low academic achievement in Grade 5. A person-centered approach, latent class analysis, revealed four unique risk profiles, which varied considerably across urban African American, urban White, and rural White children. Profiles characterized by several risks that cut across multiple domains conferred the highest risk for negative outcomes. Compared to a variable-centered approach, such as a cumulative risk index, these findings provide a more nuanced understanding of the early precursors to negative outcomes. For example, results suggested that urban children in single-parent homes that have few other risk factors (i.e., show at least average parenting warmth and consistency and report relatively low stress and high social support) are at quite low risk for externalizing problems, but at relatively high risk for poor grades and low academic achievement. These findings provide important information for refining and targeting preventive interventions to groups of children who share particular constellations of risk factors. En ligne : http://dx.doi.org/10.1017/s0954579410000088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach [Texte imprimé et/ou numérique] / Stephanie T. LANZA, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Brittany L. RHOADES, Auteur ; THE CONDUCT PROBLEMS PREVENTION RESEARCH GROUP, Auteur . - 2010 . - p.313-335. Langues : Anglais (eng) in Development and Psychopathology > 22-2 (May 2010) . - p.313-335 Index. décimale : PER Périodiques Résumé : This study identified profiles of 13 risk factors across child, family, school, and neighborhood domains in a diverse sample of children in kindergarten from four US locations (n = 750; 45% minority). It then examined the relation of those early risk profiles to externalizing problems, school failure, and low academic achievement in Grade 5. A person-centered approach, latent class analysis, revealed four unique risk profiles, which varied considerably across urban African American, urban White, and rural White children. Profiles characterized by several risks that cut across multiple domains conferred the highest risk for negative outcomes. Compared to a variable-centered approach, such as a cumulative risk index, these findings provide a more nuanced understanding of the early precursors to negative outcomes. For example, results suggested that urban children in single-parent homes that have few other risk factors (i.e., show at least average parenting warmth and consistency and report relatively low stress and high social support) are at quite low risk for externalizing problems, but at relatively high risk for poor grades and low academic achievement. These findings provide important information for refining and targeting preventive interventions to groups of children who share particular constellations of risk factors. En ligne : http://dx.doi.org/10.1017/s0954579410000088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

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