Dépouillements

Editorial: Getting the basics right in mental health assessments of children and young people / David R. COGHILL in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.815-817 Titre : Editorial: Getting the basics right in mental health assessments of children and young people Type de document : Texte imprimé et/ou numérique Auteurs : David R. COGHILL, Auteur Année de publication : 2012 Article en page(s) : p.815-817 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02591.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Editorial: Getting the basics right in mental health assessments of children and young people [Texte imprimé et/ou numérique] / David R. COGHILL, Auteur . - 2012 . - p.815-817. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.815-817 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02591.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins / Diane J. LAMB in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.818-825 Titre : Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins Type de document : Texte imprimé et/ou numérique Auteurs : Diane J. LAMB, Auteur ; Christel M. MIDDELDORP, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur Année de publication : 2012 Article en page(s) : p.818-825 Langues : Anglais (eng) Mots-clés : Internalizing problem behavior  externalizing problem behavior  teacher ratings  gene–environment interaction Index. décimale : PER Périodiques Résumé : Background:  Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the reported heritability estimates differ widely. A unique feature of teacher ratings of twins is that some pairs are rated by different and others are rated by the same teacher. This offers the opportunity to assess gene–environment interaction. Methods:  Teacher ratings of 3,502 7-year-old, 3,134 10-year-old and 2,193 12-year-old twin pairs were analyzed with structural equation modeling. About 60% of the twin pairs were rated by the same teacher. Twin correlations and the heritability of internalizing and externalizing behavior were estimated, separately for pairs rated by the same and different teachers. Socioeconomic status and externalizing behavior at age 3 were included as covariates. Results:  Twin correlations and heritability estimates were higher when twin pairs were in the same class and rated by the same teacher than when pairs were rated by different teachers. These differences could not be explained by twin confusion or rater bias. When twins were rated by the same teacher, heritability estimates were about 70% for internalizing problems and around 80% in boys and 70% in girls for externalizing problems. When twins were rated by different teachers, heritability estimates for internalizing problems were around 30% and for externalizing problems around 50%. Conclusions:  Exposure to different teachers during childhood may affect the heritability of internalizing and externalizing behavior at school. This finding points to gene–environment interaction and is important for the understanding of childhood problem behavior. In addition, it could imply an opportunity for interventions at school. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02497.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins [Texte imprimé et/ou numérique] / Diane J. LAMB, Auteur ; Christel M. MIDDELDORP, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur . - 2012 . - p.818-825. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.818-825 Mots-clés : Internalizing problem behavior  externalizing problem behavior  teacher ratings  gene–environment interaction Index. décimale : PER Périodiques Résumé : Background:  Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the reported heritability estimates differ widely. A unique feature of teacher ratings of twins is that some pairs are rated by different and others are rated by the same teacher. This offers the opportunity to assess gene–environment interaction. Methods:  Teacher ratings of 3,502 7-year-old, 3,134 10-year-old and 2,193 12-year-old twin pairs were analyzed with structural equation modeling. About 60% of the twin pairs were rated by the same teacher. Twin correlations and the heritability of internalizing and externalizing behavior were estimated, separately for pairs rated by the same and different teachers. Socioeconomic status and externalizing behavior at age 3 were included as covariates. Results:  Twin correlations and heritability estimates were higher when twin pairs were in the same class and rated by the same teacher than when pairs were rated by different teachers. These differences could not be explained by twin confusion or rater bias. When twins were rated by the same teacher, heritability estimates were about 70% for internalizing problems and around 80% in boys and 70% in girls for externalizing problems. When twins were rated by different teachers, heritability estimates for internalizing problems were around 30% and for externalizing problems around 50%. Conclusions:  Exposure to different teachers during childhood may affect the heritability of internalizing and externalizing behavior at school. This finding points to gene–environment interaction and is important for the understanding of childhood problem behavior. In addition, it could imply an opportunity for interventions at school. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02497.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Psychopathic traits moderate peer influence on adolescent delinquency / Margaret KERR in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.826-835 Titre : Psychopathic traits moderate peer influence on adolescent delinquency Type de document : Texte imprimé et/ou numérique Auteurs : Margaret KERR, Auteur ; Maarten Herman Walter VAN ZALK, Auteur ; Hakan STATTIN, Auteur Année de publication : 2012 Article en page(s) : p.826-835 Langues : Anglais (eng) Mots-clés : Psychopathic traits  callous-unemotional traits  delinquency  peer influence  peer network Index. décimale : PER Périodiques Résumé : Background:  Peer influence on adolescent delinquency is well established, but little is known about moderators of peer influence. In this study, we examined adolescents’ (targets) and their peers’ psychopathic personality traits as moderators of peer influence on delinquency in peer networks. We used three separate dimensions of the psychopathic personality: grandiose-manipulative traits, callous-unemotional traits, and impulsive-irresponsible traits. Methods:  We used a peer network approach with five waves of longitudinal data from 847 adolescents in one community. Peer nominations were not limited to the school context, thus allowing us to capture all potentially important peers. In addition, peers reported on their own delinquency, thus allowing us to avoid problems of false consensus or projection that arise when individuals report on their peers’ delinquency. We used simulation investigation for empirical network analyses (SIENA), which is the only program currently available that can be used to study peer influence effects in peer networks of multiple relationships while controlling for selection effects. Results:  Targets’ and peers’ callous-unemotional and grandiose-manipulative traits uniquely moderated peer influence on delinquency. Relative to those with low levels, targets who were high on these traits were less influenced by peers’ delinquency, and peers who were high on these traits were more influential on targets’ delinquency. Selection effects were found for impulsive-irresponsible traits, but these traits did not moderate peer influence on delinquency. Conclusions:  As the first study to look at moderating effects of psychopathic traits on peer influence, this study advances knowledge about peer influence on delinquency and about psychopathic traits in adolescents. In addition, the study contributes to the literature by looking at unique effects of the three dimensions of psychopathy and taking a peer network approach, in which network effects, self-selection, and other selection effects are controlled when examining influence and moderators of influence. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02492.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Psychopathic traits moderate peer influence on adolescent delinquency [Texte imprimé et/ou numérique] / Margaret KERR, Auteur ; Maarten Herman Walter VAN ZALK, Auteur ; Hakan STATTIN, Auteur . - 2012 . - p.826-835. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.826-835 Mots-clés : Psychopathic traits  callous-unemotional traits  delinquency  peer influence  peer network Index. décimale : PER Périodiques Résumé : Background:  Peer influence on adolescent delinquency is well established, but little is known about moderators of peer influence. In this study, we examined adolescents’ (targets) and their peers’ psychopathic personality traits as moderators of peer influence on delinquency in peer networks. We used three separate dimensions of the psychopathic personality: grandiose-manipulative traits, callous-unemotional traits, and impulsive-irresponsible traits. Methods:  We used a peer network approach with five waves of longitudinal data from 847 adolescents in one community. Peer nominations were not limited to the school context, thus allowing us to capture all potentially important peers. In addition, peers reported on their own delinquency, thus allowing us to avoid problems of false consensus or projection that arise when individuals report on their peers’ delinquency. We used simulation investigation for empirical network analyses (SIENA), which is the only program currently available that can be used to study peer influence effects in peer networks of multiple relationships while controlling for selection effects. Results:  Targets’ and peers’ callous-unemotional and grandiose-manipulative traits uniquely moderated peer influence on delinquency. Relative to those with low levels, targets who were high on these traits were less influenced by peers’ delinquency, and peers who were high on these traits were more influential on targets’ delinquency. Selection effects were found for impulsive-irresponsible traits, but these traits did not moderate peer influence on delinquency. Conclusions:  As the first study to look at moderating effects of psychopathic traits on peer influence, this study advances knowledge about peer influence on delinquency and about psychopathic traits in adolescents. In addition, the study contributes to the literature by looking at unique effects of the three dimensions of psychopathy and taking a peer network approach, in which network effects, self-selection, and other selection effects are controlled when examining influence and moderators of influence. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02492.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Commentary: Psychopathic traits enhance adolescents’ influence on others and make them less easily influenced by others? – reflections on Kerr et al. (2012) / Henrik LARSSON in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.836-837 Titre : Commentary: Psychopathic traits enhance adolescents’ influence on others and make them less easily influenced by others? – reflections on Kerr et al. (2012) Type de document : Texte imprimé et/ou numérique Auteurs : Henrik LARSSON, Auteur Année de publication : 2012 Article en page(s) : p.836-837 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02554.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Commentary: Psychopathic traits enhance adolescents’ influence on others and make them less easily influenced by others? – reflections on Kerr et al. (2012) [Texte imprimé et/ou numérique] / Henrik LARSSON, Auteur . - 2012 . - p.836-837. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.836-837 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02554.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Attachment and callous-unemotional traits in children with early-onset conduct problems / Dave PASALICH in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.838-845 Titre : Attachment and callous-unemotional traits in children with early-onset conduct problems Type de document : Texte imprimé et/ou numérique Auteurs : Dave PASALICH, Auteur ; Mark R. DADDS, Auteur ; David J. HAWES, Auteur ; John BRENNAN, Auteur Année de publication : 2012 Article en page(s) : p.838-845 Langues : Anglais (eng) Mots-clés : Callous-unemotional  attachment  parent-child relationship  conduct problems Index. décimale : PER Périodiques Résumé : Background:  Antisocial children with callous-unemotional (CU) traits appear to be disconnected from other people’s emotions; although little is known about their experience of the parent-child emotional bond. This study examined parent-child attachment relationships and levels of CU traits in conduct-problem children. Method:  Attachment classifications in boys (M = 6.31 years) with disruptive behaviour disorders were assessed using the Manchester Child Attachment Story Task. Multiple informants rated children’s CU traits. Results:  Independent of severity of conduct problems, high levels of CU traits were associated with more insecure attachment; specifically, disorganised attachment representations; however, CU traits were not associated with avoidant representations. Conclusions:  Among conduct-problem children, those higher on CU traits appear to be at increased risk of experiencing disruptions in parent-child attachment relationships; attachment may be an important area for treatment and prevention efforts for CU traits in young children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02544.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Attachment and callous-unemotional traits in children with early-onset conduct problems [Texte imprimé et/ou numérique] / Dave PASALICH, Auteur ; Mark R. DADDS, Auteur ; David J. HAWES, Auteur ; John BRENNAN, Auteur . - 2012 . - p.838-845. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.838-845 Mots-clés : Callous-unemotional  attachment  parent-child relationship  conduct problems Index. décimale : PER Périodiques Résumé : Background:  Antisocial children with callous-unemotional (CU) traits appear to be disconnected from other people’s emotions; although little is known about their experience of the parent-child emotional bond. This study examined parent-child attachment relationships and levels of CU traits in conduct-problem children. Method:  Attachment classifications in boys (M = 6.31 years) with disruptive behaviour disorders were assessed using the Manchester Child Attachment Story Task. Multiple informants rated children’s CU traits. Results:  Independent of severity of conduct problems, high levels of CU traits were associated with more insecure attachment; specifically, disorganised attachment representations; however, CU traits were not associated with avoidant representations. Conclusions:  Among conduct-problem children, those higher on CU traits appear to be at increased risk of experiencing disruptions in parent-child attachment relationships; attachment may be an important area for treatment and prevention efforts for CU traits in young children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02544.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Bullied by peers in childhood and borderline personality symptoms at 11 years of age: A prospective study / Dieter WOLKE in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.846-855 Titre : Bullied by peers in childhood and borderline personality symptoms at 11 years of age: A prospective study Type de document : Texte imprimé et/ou numérique Auteurs : Dieter WOLKE, Auteur ; Andrea SCHREIER, Auteur ; Mary C. ZANARINI, Auteur ; Catherine WINSPER, Auteur Année de publication : 2012 Article en page(s) : p.846-855 Langues : Anglais (eng) Mots-clés : ALSPAC  bullying  borderline personality disorder  victimisation  peer relationships Index. décimale : PER Périodiques Résumé : Background:  Abuse by adults has been reported as a potent predictor of borderline personality disorder (BPD). Unclear is whether victimisation by peers increases the risk of borderline personality symptoms. Method:  The Avon Longitudinal Study of Parents and Children (ALSPAC) prospective, longitudinal observation study of 6050 mothers and their children. Child bullying was measured by self-report and mother and teacher report between 4 and 10 years. Family adversity was assessed from pregnancy to 4 years; parenting behaviours from 2 to 7 years, sexual abuse from 1.5 to 9 years, and IQ and DSM-IV axis I diagnoses at 7 to 8 years. Trained psychologists interviewed children at 11.8 years to ascertain DSM-IV BPD symptoms (five or more). Results:  Accounting for known confounders, victims of peer bullying had an increased risk of BPD symptoms according to self-report (OR, 2.82; 95% CI, 2.13–3.72); mother report (OR, 2.43; 95% CI, 1.86–3.16); and teacher report (OR, 1.95; 95% CI, 1.34–2.83). Children who reported being chronically bullied (OR, 5.44; 95% CI, 3.86–7.66) or experienced combined relational and overt victimisation (OR, 7.10; 95% CI, 4.79–10.51) had highly increased odds of developing BPD symptoms. Children exposed to chronic victimisation according to mother report were also at heightened risk of developing BPD symptoms (OR, 3.24; 95% CI, 2.24–4.68). Conclusions:  Intentional harm inflicted by peers is a precursor or marker on the trajectory towards the development of BPD symptoms in childhood. Clinicians should be adequately trained to deal with, and ask users of mental health services routinely about, adverse experiences with peers. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02542.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Bullied by peers in childhood and borderline personality symptoms at 11 years of age: A prospective study [Texte imprimé et/ou numérique] / Dieter WOLKE, Auteur ; Andrea SCHREIER, Auteur ; Mary C. ZANARINI, Auteur ; Catherine WINSPER, Auteur . - 2012 . - p.846-855. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.846-855 Mots-clés : ALSPAC  bullying  borderline personality disorder  victimisation  peer relationships Index. décimale : PER Périodiques Résumé : Background:  Abuse by adults has been reported as a potent predictor of borderline personality disorder (BPD). Unclear is whether victimisation by peers increases the risk of borderline personality symptoms. Method:  The Avon Longitudinal Study of Parents and Children (ALSPAC) prospective, longitudinal observation study of 6050 mothers and their children. Child bullying was measured by self-report and mother and teacher report between 4 and 10 years. Family adversity was assessed from pregnancy to 4 years; parenting behaviours from 2 to 7 years, sexual abuse from 1.5 to 9 years, and IQ and DSM-IV axis I diagnoses at 7 to 8 years. Trained psychologists interviewed children at 11.8 years to ascertain DSM-IV BPD symptoms (five or more). Results:  Accounting for known confounders, victims of peer bullying had an increased risk of BPD symptoms according to self-report (OR, 2.82; 95% CI, 2.13–3.72); mother report (OR, 2.43; 95% CI, 1.86–3.16); and teacher report (OR, 1.95; 95% CI, 1.34–2.83). Children who reported being chronically bullied (OR, 5.44; 95% CI, 3.86–7.66) or experienced combined relational and overt victimisation (OR, 7.10; 95% CI, 4.79–10.51) had highly increased odds of developing BPD symptoms. Children exposed to chronic victimisation according to mother report were also at heightened risk of developing BPD symptoms (OR, 3.24; 95% CI, 2.24–4.68). Conclusions:  Intentional harm inflicted by peers is a precursor or marker on the trajectory towards the development of BPD symptoms in childhood. Clinicians should be adequately trained to deal with, and ask users of mental health services routinely about, adverse experiences with peers. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02542.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

The influence of emotional stimuli on attention orienting and inhibitory control in pediatric anxiety / Sven C. MUELLER in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.856-863 Titre : The influence of emotional stimuli on attention orienting and inhibitory control in pediatric anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Sven C. MUELLER, Auteur ; Michael G. HARDIN, Auteur ; Karin MOGG, Auteur ; Valerie BENSON, Auteur ; Brendan P. BRADLEY, Auteur ; Marie Louise REINHOLDT-DUNNE, Auteur ; Simon P. LIVERSEDGE, Auteur ; Daniel Samuel PINE, Auteur ; Monique ERNST, Auteur Année de publication : 2012 Article en page(s) : p.856-863 Langues : Anglais (eng) Mots-clés : Anxiety  development  children  emotion  orienting  inhibition  bias  saccade Index. décimale : PER Périodiques Résumé : Background:  Anxiety disorders are highly prevalent in children and adolescents, and are associated with aberrant emotion-related attention orienting and inhibitory control. While recent studies conducted with high-trait anxious adults have employed novel emotion-modified antisaccade tasks to examine the influence of emotional information on orienting and inhibition, similar studies have yet to be conducted in youths. Methods:  Participants were 22 children/adolescents diagnosed with an anxiety disorder, and 22 age-matched healthy comparison youths. Participants completed an emotion-modified antisaccade task that was similar to those used in studies of high-trait anxious adults. This task probed the influence of abruptly appearing neutral, happy, angry, or fear stimuli on orienting (prosaccade) or inhibitory (antisaccade) responses. Results:  Anxious compared to healthy children showed facilitated orienting toward angry stimuli. With respect to inhibitory processes, threat-related information improved antisaccade accuracy in healthy but not anxious youth. These findings were not linked to individual levels of reported anxiety or specific anxiety disorders. Conclusions:  Findings suggest that anxious relative to healthy children manifest enhanced orienting toward threat-related stimuli. In addition, the current findings suggest that threat may modulate inhibitory control during adolescent development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02541.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] The influence of emotional stimuli on attention orienting and inhibitory control in pediatric anxiety [Texte imprimé et/ou numérique] / Sven C. MUELLER, Auteur ; Michael G. HARDIN, Auteur ; Karin MOGG, Auteur ; Valerie BENSON, Auteur ; Brendan P. BRADLEY, Auteur ; Marie Louise REINHOLDT-DUNNE, Auteur ; Simon P. LIVERSEDGE, Auteur ; Daniel Samuel PINE, Auteur ; Monique ERNST, Auteur . - 2012 . - p.856-863. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.856-863 Mots-clés : Anxiety  development  children  emotion  orienting  inhibition  bias  saccade Index. décimale : PER Périodiques Résumé : Background:  Anxiety disorders are highly prevalent in children and adolescents, and are associated with aberrant emotion-related attention orienting and inhibitory control. While recent studies conducted with high-trait anxious adults have employed novel emotion-modified antisaccade tasks to examine the influence of emotional information on orienting and inhibition, similar studies have yet to be conducted in youths. Methods:  Participants were 22 children/adolescents diagnosed with an anxiety disorder, and 22 age-matched healthy comparison youths. Participants completed an emotion-modified antisaccade task that was similar to those used in studies of high-trait anxious adults. This task probed the influence of abruptly appearing neutral, happy, angry, or fear stimuli on orienting (prosaccade) or inhibitory (antisaccade) responses. Results:  Anxious compared to healthy children showed facilitated orienting toward angry stimuli. With respect to inhibitory processes, threat-related information improved antisaccade accuracy in healthy but not anxious youth. These findings were not linked to individual levels of reported anxiety or specific anxiety disorders. Conclusions:  Findings suggest that anxious relative to healthy children manifest enhanced orienting toward threat-related stimuli. In addition, the current findings suggest that threat may modulate inhibitory control during adolescent development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02541.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ / Celeste H.M. CHEUNG in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.864-873 Titre : Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ Type de document : Texte imprimé et/ou numérique Auteurs : Celeste H.M. CHEUNG, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Yannis PALOYELIS, Auteur ; Alejandro ARIAS-VASQUEZ, Auteur ; Jan K. BUITELAAR, Auteur ; Barbara FRANKE, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Nanda N. ROMMELSE, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur Année de publication : 2012 Article en page(s) : p.864-873 Langues : Anglais (eng) Mots-clés : ADHD  reading difficulties  IQ  familial  sibling-pair  comorbidity Index. décimale : PER Périodiques Résumé : Background:  Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs. Methods:  Multivariate familial models were run on data from 1,789 individuals at ages 6–19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC–III/WAIS–III). Results:  Significant phenotypic (.2–.4) and familial (.3–.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%–72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ. Conclusions:  Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ [Texte imprimé et/ou numérique] / Celeste H.M. CHEUNG, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Yannis PALOYELIS, Auteur ; Alejandro ARIAS-VASQUEZ, Auteur ; Jan K. BUITELAAR, Auteur ; Barbara FRANKE, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Nanda N. ROMMELSE, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur . - 2012 . - p.864-873. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.864-873 Mots-clés : ADHD  reading difficulties  IQ  familial  sibling-pair  comorbidity Index. décimale : PER Périodiques Résumé : Background:  Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs. Methods:  Multivariate familial models were run on data from 1,789 individuals at ages 6–19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC–III/WAIS–III). Results:  Significant phenotypic (.2–.4) and familial (.3–.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%–72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ. Conclusions:  Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones / Yajing ZHANG in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.874-882 Titre : Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones Type de document : Texte imprimé et/ou numérique Auteurs : Yajing ZHANG, Auteur ; Linjun ZHANG, Auteur ; Hua SHU, Auteur ; Jie XI, Auteur ; Han WU, Auteur ; Yang ZHANG, Auteur ; Ping LI, Auteur Année de publication : 2012 Article en page(s) : p.874-882 Langues : Anglais (eng) Mots-clés : Dyslexia  categorical perception  lexical tones  event-related potential  mismatch negativity Index. décimale : PER Périodiques Résumé : Background:  While previous studies have shown that children affected by dyslexia exhibit a deficit in categorical perception of segmental features in alphabetic languages, it remains unclear whether the categorical perception deficit generalizes to nonalphabetic languages at the suprasegmental level. In this study, we investigated the occurrence of categorical perception deficit in Mandarin lexical tones in Chinese children with dyslexia. Methods:  Both behavioral and electrophysiological measures were taken to compare Chinese dyslexic children with age-matched controls. Auditory event-related potentials were collected with a passive listening oddball paradigm. Results:  Behavioral data showed that dyslexic children perceived lexical tone contrasts less categorically and less precisely than age-matched controls. Consistent with the behavioral data, the across-category tone contrast elicited larger mismatch negativity than the within-category distinction in the left hemisphere for the age-matched controls but not for the dyslexic children. Conclusion:  The behavioral and electrophysiological results demonstrate impaired categorical perception of lexical tones in Chinese children with dyslexia. Our findings support the hypothesis that children affected by dyslexia have a general deficit in categorical perception of speech, which generalizes to nonalphabetic languages at the suprasegmental level. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02528.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones [Texte imprimé et/ou numérique] / Yajing ZHANG, Auteur ; Linjun ZHANG, Auteur ; Hua SHU, Auteur ; Jie XI, Auteur ; Han WU, Auteur ; Yang ZHANG, Auteur ; Ping LI, Auteur . - 2012 . - p.874-882. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.874-882 Mots-clés : Dyslexia  categorical perception  lexical tones  event-related potential  mismatch negativity Index. décimale : PER Périodiques Résumé : Background:  While previous studies have shown that children affected by dyslexia exhibit a deficit in categorical perception of segmental features in alphabetic languages, it remains unclear whether the categorical perception deficit generalizes to nonalphabetic languages at the suprasegmental level. In this study, we investigated the occurrence of categorical perception deficit in Mandarin lexical tones in Chinese children with dyslexia. Methods:  Both behavioral and electrophysiological measures were taken to compare Chinese dyslexic children with age-matched controls. Auditory event-related potentials were collected with a passive listening oddball paradigm. Results:  Behavioral data showed that dyslexic children perceived lexical tone contrasts less categorically and less precisely than age-matched controls. Consistent with the behavioral data, the across-category tone contrast elicited larger mismatch negativity than the within-category distinction in the left hemisphere for the age-matched controls but not for the dyslexic children. Conclusion:  The behavioral and electrophysiological results demonstrate impaired categorical perception of lexical tones in Chinese children with dyslexia. Our findings support the hypothesis that children affected by dyslexia have a general deficit in categorical perception of speech, which generalizes to nonalphabetic languages at the suprasegmental level. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02528.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Characteristics of autism spectrum disorder in Cornelia de Lange syndrome / Jo MOSS in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.883-891 Titre : Characteristics of autism spectrum disorder in Cornelia de Lange syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jo MOSS, Auteur ; Patricia HOWLIN, Auteur ; Iliana MAGIATI, Auteur ; Chris OLIVER, Auteur Année de publication : 2012 Article en page(s) : p.883-891 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cornelia de Lange syndrome  behavioural phenotypes  genetic syndromes  neurodevelopmental disorders Index. décimale : PER Périodiques Résumé : Background:  The prevalence of autism spectrum disorder (ASD) symptomatology is comparatively high in Cornelia de Lange syndrome (CdLS). However, the profile and developmental trajectories of these ASD characteristics are potentially different to those observed in individuals with idiopathic ASD. In this study we examine the ASD profile in CdLS in comparison to a matched group of individuals with ASD. Method:  The Autism Diagnostic Observation Schedule (ADOS) was administered to 20 individuals with CdLS (mean age = 11.34; range = 6–13 years) and 20 individuals with idiopathic ASD (mean age = 10.42; range = 8–11 years). Participants were matched according to adaptive behaviour and receptive language skills. Results:  Sixty-five percent (N = 13) of individuals with CdLS met the cut-off score for autism on the total ADOS score. Further analysis at domain and item level indicated that individuals with CdLS showed significantly less repetitive behaviour, (specifically sensory interests); more eye contact, more gestures and less stereotyped speech than the ASD group. The CdLS group also showed higher levels of anxiety. Conclusions:  The comparison between CdLS and idiopathic ASD indicates subtle group differences in the profile of ASD symptomatology that are not accounted for by degree of intellectual disability or receptive language skills. These differences may not be evident when relying solely upon clinical and domain level scores, but may be distinguishing features of the ASD presentations in the two disorders. The findings have implications for the conceptualisation and assessment of ASD in individuals with genetic syndromes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02540.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Characteristics of autism spectrum disorder in Cornelia de Lange syndrome [Texte imprimé et/ou numérique] / Jo MOSS, Auteur ; Patricia HOWLIN, Auteur ; Iliana MAGIATI, Auteur ; Chris OLIVER, Auteur . - 2012 . - p.883-891. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.883-891 Mots-clés : Autism spectrum disorder  Cornelia de Lange syndrome  behavioural phenotypes  genetic syndromes  neurodevelopmental disorders Index. décimale : PER Périodiques Résumé : Background:  The prevalence of autism spectrum disorder (ASD) symptomatology is comparatively high in Cornelia de Lange syndrome (CdLS). However, the profile and developmental trajectories of these ASD characteristics are potentially different to those observed in individuals with idiopathic ASD. In this study we examine the ASD profile in CdLS in comparison to a matched group of individuals with ASD. Method:  The Autism Diagnostic Observation Schedule (ADOS) was administered to 20 individuals with CdLS (mean age = 11.34; range = 6–13 years) and 20 individuals with idiopathic ASD (mean age = 10.42; range = 8–11 years). Participants were matched according to adaptive behaviour and receptive language skills. Results:  Sixty-five percent (N = 13) of individuals with CdLS met the cut-off score for autism on the total ADOS score. Further analysis at domain and item level indicated that individuals with CdLS showed significantly less repetitive behaviour, (specifically sensory interests); more eye contact, more gestures and less stereotyped speech than the ASD group. The CdLS group also showed higher levels of anxiety. Conclusions:  The comparison between CdLS and idiopathic ASD indicates subtle group differences in the profile of ASD symptomatology that are not accounted for by degree of intellectual disability or receptive language skills. These differences may not be evident when relying solely upon clinical and domain level scores, but may be distinguishing features of the ASD presentations in the two disorders. The findings have implications for the conceptualisation and assessment of ASD in individuals with genetic syndromes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02540.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

LPHN3 and attention-deficit/hyperactivity disorder: interaction with maternal stress during pregnancy / Zia CHOUDHRY in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.892-902 Titre : LPHN3 and attention-deficit/hyperactivity disorder: interaction with maternal stress during pregnancy Type de document : Texte imprimé et/ou numérique Auteurs : Zia CHOUDHRY, Auteur ; Sarojini M. SENGUPTA, Auteur ; Natalie GRIZENKO, Auteur ; Marie-Eve FORTIER, Auteur ; Geeta A. THAKUR, Auteur ; Johanne BELLINGHAM, Auteur ; Ridha JOOBER, Auteur Année de publication : 2012 Article en page(s) : p.892-902 Langues : Anglais (eng) Mots-clés : ADHD  LPHN3  maternal stress  environmental factors  GXE  genetic association Index. décimale : PER Périodiques Résumé : Background:  Attention-deficit/hyperactivity disorder (ADHD) is a heterogeneous behavioral disorder, complex both in etiology and clinical expression. Both genetic and environmental factors have been implicated, and it has been suggested that gene-environment interactions may play a pivotal role in the disorder. Recently, a significant association was reported between ADHD and LPHN3 (which codes for latrophilin 3), and replicated in independent samples. Methods:  We have examined the association between tag single nucleotide polymorphisms (SNPs) in LPHN3 within the region previously implicated in ADHD. Family based association tests (FBAT) were conducted (n = 380 families) with the categorical diagnosis of ADHD, behavioral and cognitive phenotypes related to ADHD, and response to treatment (given a fixed dose of methylphenidate, 0.5 mg/day). Stratified FBAT analyses, based on maternal smoking and stress during pregnancy, was conducted. Results:  Whereas limited association was observed in the total sample, highly significant interaction between four LPHN3 tag SNPs (rs6551665, rs1947274, rs6858066, rs2345039) and maternal stress during pregnancy was noted. Analysis conducted in the sub-group of mothers exposed to minimal stress during pregnancy showed significant associations with ADHD, behavioral and cognitive dimensions related to ADHD, as well as treatment response. Although extensive association was observed with the candidate SNPs, the findings are partially inconsistent with previously published results with the opposite alleles over-transmitted in these studies. Conclusions:  These results provide evidence for the interaction between a genetic and environmental factor independently shown to be associated with ADHD. If confirmed in independent large studies, they may present a step forward in unraveling the complex etiology of ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02551.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] LPHN3 and attention-deficit/hyperactivity disorder: interaction with maternal stress during pregnancy [Texte imprimé et/ou numérique] / Zia CHOUDHRY, Auteur ; Sarojini M. SENGUPTA, Auteur ; Natalie GRIZENKO, Auteur ; Marie-Eve FORTIER, Auteur ; Geeta A. THAKUR, Auteur ; Johanne BELLINGHAM, Auteur ; Ridha JOOBER, Auteur . - 2012 . - p.892-902. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.892-902 Mots-clés : ADHD  LPHN3  maternal stress  environmental factors  GXE  genetic association Index. décimale : PER Périodiques Résumé : Background:  Attention-deficit/hyperactivity disorder (ADHD) is a heterogeneous behavioral disorder, complex both in etiology and clinical expression. Both genetic and environmental factors have been implicated, and it has been suggested that gene-environment interactions may play a pivotal role in the disorder. Recently, a significant association was reported between ADHD and LPHN3 (which codes for latrophilin 3), and replicated in independent samples. Methods:  We have examined the association between tag single nucleotide polymorphisms (SNPs) in LPHN3 within the region previously implicated in ADHD. Family based association tests (FBAT) were conducted (n = 380 families) with the categorical diagnosis of ADHD, behavioral and cognitive phenotypes related to ADHD, and response to treatment (given a fixed dose of methylphenidate, 0.5 mg/day). Stratified FBAT analyses, based on maternal smoking and stress during pregnancy, was conducted. Results:  Whereas limited association was observed in the total sample, highly significant interaction between four LPHN3 tag SNPs (rs6551665, rs1947274, rs6858066, rs2345039) and maternal stress during pregnancy was noted. Analysis conducted in the sub-group of mothers exposed to minimal stress during pregnancy showed significant associations with ADHD, behavioral and cognitive dimensions related to ADHD, as well as treatment response. Although extensive association was observed with the candidate SNPs, the findings are partially inconsistent with previously published results with the opposite alleles over-transmitted in these studies. Conclusions:  These results provide evidence for the interaction between a genetic and environmental factor independently shown to be associated with ADHD. If confirmed in independent large studies, they may present a step forward in unraveling the complex etiology of ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02551.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Context modulates attention to social scenes in toddlers with autism / Katarzyna CHAWARSKA in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.903-913 Titre : Context modulates attention to social scenes in toddlers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Katarzyna CHAWARSKA, Auteur ; Suzanne L. MACARI, Auteur ; Frederick SHIC, Auteur Année de publication : 2012 Article en page(s) : p.903-913 Langues : Anglais (eng) Mots-clés : Autism  infants  toddlers  eye-tracking  visual attention  dyadic attention  scanning  naturalistic  dynamic stimuli Index. décimale : PER Périodiques Résumé : Background:  In typical development, the unfolding of social and communicative skills hinges upon the ability to allocate and sustain attention toward people, a skill present moments after birth. Deficits in social attention have been well documented in autism, though the underlying mechanisms are poorly understood. Methods:  In order to parse the factors that are responsible for limited social attention in toddlers with autism, we manipulated the context in which a person appeared in their visual field with regard to the presence of salient social (child-directed speech and eye contact) and nonsocial (distractor toys) cues for attention. Participants included 13- to 25-month-old toddlers with autism (autism; n = 54), developmental delay (DD; n = 22), and typical development (TD; n = 48). Their visual responses were recorded with an eye-tracker. Results:  In conditions devoid of eye contact and speech, the distribution of attention between key features of the social scene in toddlers with autism was comparable to that in DD and TD controls. However, when explicit dyadic cues were introduced, toddlers with autism showed decreased attention to the entire scene and, when they looked at the scene, they spent less time looking at the speaker’s face and monitoring her lip movements than the control groups. In toddlers with autism, decreased time spent exploring the entire scene was associated with increased symptom severity and lower nonverbal functioning; atypical language profiles were associated with decreased monitoring of the speaker’s face and her mouth. Conclusions:  While in certain contexts toddlers with autism attend to people and objects in a typical manner, they show decreased attentional response to dyadic cues for attention. Given that mechanisms supporting responsivity to dyadic cues are present shortly after birth and are highly consequential for development of social cognition and communication, these findings have important implications for the understanding of the underlying mechanisms of limited social monitoring and identifying pivotal targets for treatment. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02538.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Context modulates attention to social scenes in toddlers with autism [Texte imprimé et/ou numérique] / Katarzyna CHAWARSKA, Auteur ; Suzanne L. MACARI, Auteur ; Frederick SHIC, Auteur . - 2012 . - p.903-913. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.903-913 Mots-clés : Autism  infants  toddlers  eye-tracking  visual attention  dyadic attention  scanning  naturalistic  dynamic stimuli Index. décimale : PER Périodiques Résumé : Background:  In typical development, the unfolding of social and communicative skills hinges upon the ability to allocate and sustain attention toward people, a skill present moments after birth. Deficits in social attention have been well documented in autism, though the underlying mechanisms are poorly understood. Methods:  In order to parse the factors that are responsible for limited social attention in toddlers with autism, we manipulated the context in which a person appeared in their visual field with regard to the presence of salient social (child-directed speech and eye contact) and nonsocial (distractor toys) cues for attention. Participants included 13- to 25-month-old toddlers with autism (autism; n = 54), developmental delay (DD; n = 22), and typical development (TD; n = 48). Their visual responses were recorded with an eye-tracker. Results:  In conditions devoid of eye contact and speech, the distribution of attention between key features of the social scene in toddlers with autism was comparable to that in DD and TD controls. However, when explicit dyadic cues were introduced, toddlers with autism showed decreased attention to the entire scene and, when they looked at the scene, they spent less time looking at the speaker’s face and monitoring her lip movements than the control groups. In toddlers with autism, decreased time spent exploring the entire scene was associated with increased symptom severity and lower nonverbal functioning; atypical language profiles were associated with decreased monitoring of the speaker’s face and her mouth. Conclusions:  While in certain contexts toddlers with autism attend to people and objects in a typical manner, they show decreased attentional response to dyadic cues for attention. Given that mechanisms supporting responsivity to dyadic cues are present shortly after birth and are highly consequential for development of social cognition and communication, these findings have important implications for the understanding of the underlying mechanisms of limited social monitoring and identifying pivotal targets for treatment. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02538.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177