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Mention de date : February 2017
Paru le : 01/02/2017 |
[n° ou bulletin]
[n° ou bulletin]
58-2 - February 2017 [Texte imprimé et/ou numérique] . - 2017. Langues : Anglais (eng)
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Exemplaires (1)
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PER0001534 | PER JCP | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


Editorial: Making clinical trials smarter (and more interesting) / Richard M. PASCO FEARON in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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Titre : Editorial: Making clinical trials smarter (and more interesting) Type de document : Texte imprimé et/ou numérique Auteurs : Richard M. PASCO FEARON, Auteur Année de publication : 2017 Article en page(s) : p.113-115 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : At its heart, the field of child psychology and psychiatry is geared towards using science to develop interventions that promote children's healthy development and treat behavioural and emotional difficulties when they arise. While there have been some successes (e.g. stimulant medication for ADHD, parent training for child conduct problems, Fonagy et al., ) serious challenges lie ahead if we are to achieve reliable and lasting improvements for a larger number of children, and for a broader spectrum of problems. En ligne : http://dx.doi.org/10.1111/jcpp.12696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.113-115[article] Editorial: Making clinical trials smarter (and more interesting) [Texte imprimé et/ou numérique] / Richard M. PASCO FEARON, Auteur . - 2017 . - p.113-115.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.113-115
Index. décimale : PER Périodiques Résumé : At its heart, the field of child psychology and psychiatry is geared towards using science to develop interventions that promote children's healthy development and treat behavioural and emotional difficulties when they arise. While there have been some successes (e.g. stimulant medication for ADHD, parent training for child conduct problems, Fonagy et al., ) serious challenges lie ahead if we are to achieve reliable and lasting improvements for a larger number of children, and for a broader spectrum of problems. En ligne : http://dx.doi.org/10.1111/jcpp.12696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 Research Review: Multi-informant integration in child and adolescent psychopathology diagnosis / Michelle M. MARTEL in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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Titre : Research Review: Multi-informant integration in child and adolescent psychopathology diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Michelle M. MARTEL, Auteur ; Kristian MARKON, Auteur ; Gregory T. SMITH, Auteur Année de publication : 2017 Article en page(s) : p.116-128 Langues : Anglais (eng) Mots-clés : Diagnosis psychopathology Index. décimale : PER Périodiques Résumé : Background An empirically based, clinically usable approach to cross-informant integration in clinical assessment is needed. Although the importance of this ongoing issue is becoming increasingly recognized, little in the way of solid recommendations is currently provided to researchers and clinicians seeking to incorporate multiple informant reports in diagnosis of child psychopathology. The issue is timely because recent developments have created new opportunities for improved handling of this problem. For example, advanced theories of psychopathology and normal and abnormal child development provide theoretical guidance for how integration of multiple informants should be handled for specific disorders and at particular ages. In addition, more sophisticated data analytic approaches are now available, including advanced latent variable models, which allow for complex measurement approaches with consideration of measurement invariance. Findings The increasing availability and mobility of computing devices suggests that it will be increasingly feasible for clinicians to implement more advanced methods rather than being confined to the easily memorized algorithms of the DSM system. Conclusions Development of models of cross-informant integration for individual disorders based on theory and tests of the incremental validity of more sophisticated cross-informant integration approaches in comparison to external validation criteria (e.g. longitudinal trajectories and outcomes, treatment response, and behavior genetic etiology) should be a focus of future work. En ligne : http://dx.doi.org/10.1111/jcpp.12611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.116-128[article] Research Review: Multi-informant integration in child and adolescent psychopathology diagnosis [Texte imprimé et/ou numérique] / Michelle M. MARTEL, Auteur ; Kristian MARKON, Auteur ; Gregory T. SMITH, Auteur . - 2017 . - p.116-128.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.116-128
Mots-clés : Diagnosis psychopathology Index. décimale : PER Périodiques Résumé : Background An empirically based, clinically usable approach to cross-informant integration in clinical assessment is needed. Although the importance of this ongoing issue is becoming increasingly recognized, little in the way of solid recommendations is currently provided to researchers and clinicians seeking to incorporate multiple informant reports in diagnosis of child psychopathology. The issue is timely because recent developments have created new opportunities for improved handling of this problem. For example, advanced theories of psychopathology and normal and abnormal child development provide theoretical guidance for how integration of multiple informants should be handled for specific disorders and at particular ages. In addition, more sophisticated data analytic approaches are now available, including advanced latent variable models, which allow for complex measurement approaches with consideration of measurement invariance. Findings The increasing availability and mobility of computing devices suggests that it will be increasingly feasible for clinicians to implement more advanced methods rather than being confined to the easily memorized algorithms of the DSM system. Conclusions Development of models of cross-informant integration for individual disorders based on theory and tests of the incremental validity of more sophisticated cross-informant integration approaches in comparison to external validation criteria (e.g. longitudinal trajectories and outcomes, treatment response, and behavior genetic etiology) should be a focus of future work. En ligne : http://dx.doi.org/10.1111/jcpp.12611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children / Karen L. BIERMAN in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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Titre : Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children Type de document : Texte imprimé et/ou numérique Auteurs : Karen L. BIERMAN, Auteur ; Brenda S. HEINRICHS, Auteur ; Janet A. WELSH, Auteur ; Robert L. NIX, Auteur ; Scott D. GEST, Auteur Année de publication : 2017 Article en page(s) : p.129-137 Langues : Anglais (eng) Mots-clés : Early intervention evidence-based programming longitudinal follow-up Index. décimale : PER Périodiques Résumé : Background Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal research suggests that the gains low-income children make during preschool interventions often fade at school entry and disappear by early elementary school. Methods In an effort to improve the benefits for low-income children, the REDI program enriched Head Start preschool classrooms (study one) and home visits (study two) with evidence-based programming, documenting positive intervention effects in two randomized trials. In this study, REDI participants were followed longitudinally, to evaluate the sustained impact of the classroom and home-visiting enrichments 3 years later, when children were in second grade. The combined sample included 556 children (55% European American, 25% African American, 19% Latino; 49% male): 288 children received the classroom intervention, 105 children received the classroom intervention plus the home-visiting intervention, and 173 children received usual practice Head Start. Results The classroom intervention led to sustained benefits in social-emotional skills, improving second grade classroom participation, student–teacher relationships, social competence, and peer relations. The coordinated home-visiting intervention produced additional benefits in child mental health (perceived social competence and peer relations) and cognitive skills (reading skills, academic performance). Significant effects ranged from 25% to 48% of a standard deviation, representing important effects of small to moderate magnitude relative to usual practice Head Start. Conclusions Preschool classroom and home-visiting programs for low-income children can be improved with the use of evidence-based programming, reducing disparities and promoting complementary benefits that sustain in elementary school. En ligne : http://dx.doi.org/10.1111/jcpp.12618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.129-137[article] Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children [Texte imprimé et/ou numérique] / Karen L. BIERMAN, Auteur ; Brenda S. HEINRICHS, Auteur ; Janet A. WELSH, Auteur ; Robert L. NIX, Auteur ; Scott D. GEST, Auteur . - 2017 . - p.129-137.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.129-137
Mots-clés : Early intervention evidence-based programming longitudinal follow-up Index. décimale : PER Périodiques Résumé : Background Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal research suggests that the gains low-income children make during preschool interventions often fade at school entry and disappear by early elementary school. Methods In an effort to improve the benefits for low-income children, the REDI program enriched Head Start preschool classrooms (study one) and home visits (study two) with evidence-based programming, documenting positive intervention effects in two randomized trials. In this study, REDI participants were followed longitudinally, to evaluate the sustained impact of the classroom and home-visiting enrichments 3 years later, when children were in second grade. The combined sample included 556 children (55% European American, 25% African American, 19% Latino; 49% male): 288 children received the classroom intervention, 105 children received the classroom intervention plus the home-visiting intervention, and 173 children received usual practice Head Start. Results The classroom intervention led to sustained benefits in social-emotional skills, improving second grade classroom participation, student–teacher relationships, social competence, and peer relations. The coordinated home-visiting intervention produced additional benefits in child mental health (perceived social competence and peer relations) and cognitive skills (reading skills, academic performance). Significant effects ranged from 25% to 48% of a standard deviation, representing important effects of small to moderate magnitude relative to usual practice Head Start. Conclusions Preschool classroom and home-visiting programs for low-income children can be improved with the use of evidence-based programming, reducing disparities and promoting complementary benefits that sustain in elementary school. En ligne : http://dx.doi.org/10.1111/jcpp.12618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 Commentary: Beyond more of the same – sustaining the benefits of preschool education – reflections on Bierman et al. (2016) / Deborah A. PHILLIPS in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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Titre : Commentary: Beyond more of the same – sustaining the benefits of preschool education – reflections on Bierman et al. (2016) Type de document : Texte imprimé et/ou numérique Auteurs : Deborah A. PHILLIPS, Auteur Année de publication : 2017 Article en page(s) : p.138-139 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Preschool education is now firmly linked to two aspirational purposes: as the first step on a trajectory of academic and life success for all children and as wise economic policy for the nation. Both purposes are grounded in an assumption that the early developmental boost children receive from preschool will produce lasting impacts. However, efforts to identify enduring impacts of contemporary preschool programs have produced mixed evidence, leading the field to acknowledge that we have yet to adequately understand the essential conditions and processes in early education classrooms that increase the odds that children will flourish in school and thrive in their adult lives. En ligne : http://dx.doi.org/10.1111/jcpp.12674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.138-139[article] Commentary: Beyond more of the same – sustaining the benefits of preschool education – reflections on Bierman et al. (2016) [Texte imprimé et/ou numérique] / Deborah A. PHILLIPS, Auteur . - 2017 . - p.138-139.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.138-139
Index. décimale : PER Périodiques Résumé : Preschool education is now firmly linked to two aspirational purposes: as the first step on a trajectory of academic and life success for all children and as wise economic policy for the nation. Both purposes are grounded in an assumption that the early developmental boost children receive from preschool will produce lasting impacts. However, efforts to identify enduring impacts of contemporary preschool programs have produced mixed evidence, leading the field to acknowledge that we have yet to adequately understand the essential conditions and processes in early education classrooms that increase the odds that children will flourish in school and thrive in their adult lives. En ligne : http://dx.doi.org/10.1111/jcpp.12674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges / Caitlin HITCHCOCK in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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Titre : A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin HITCHCOCK, Auteur ; Martin S. WESTWELL, Auteur Année de publication : 2017 Article en page(s) : p.140-150 Langues : Anglais (eng) Mots-clés : Working memory training learning emotion regulation behaviour regulation Index. décimale : PER Périodiques Résumé : Background We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. Methods Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. Results No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. Conclusions CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12638 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.140-150[article] A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges [Texte imprimé et/ou numérique] / Caitlin HITCHCOCK, Auteur ; Martin S. WESTWELL, Auteur . - 2017 . - p.140-150.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.140-150
Mots-clés : Working memory training learning emotion regulation behaviour regulation Index. décimale : PER Périodiques Résumé : Background We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. Methods Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. Results No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. Conclusions CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12638 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 Variation in common preschool sleep problems as an early predictor for depression and anxiety symptom severity across time / Diana J. WHALEN in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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Titre : Variation in common preschool sleep problems as an early predictor for depression and anxiety symptom severity across time Type de document : Texte imprimé et/ou numérique Auteurs : Diana J. WHALEN, Auteur ; Kirsten E. GILBERT, Auteur ; Deanna M. BARCH, Auteur ; Joan L. LUBY, Auteur ; Andy C. BELDEN, Auteur Année de publication : 2017 Article en page(s) : p.151-159 Langues : Anglais (eng) Mots-clés : Psychopathology longitudinal preschool sleep Index. décimale : PER Périodiques Résumé : Background Child and adolescent psychopathology has been linked to increased sleep problems, but there has been less investigation of this relationship in younger samples with early-onset psychopathology. This study examined three specific but commonly observed aspects of sleep behaviors in young children – (i) Sleep onset latency, (ii) Refusal to sleep alone, and (iii) Nighttime awakenings – measured during preschool, and investigated whether these sleep problems predicted anxiety and/or depression across the next 6 years until school age (ages 9–13). Methods Data were analyzed from N = 292 participants from a prospective longitudinal study of preschool-age children (ages 3–6). At baseline, parent-reported clinical interviews of psychiatric symptoms, as well as sleep problems were conducted using the Preschool-Age Psychiatric Assessment (PAPA). Follow-up clinical interviews were also conducted annually through school age using the Childhood and Adolescent Psychiatric Assessment (CAPA). Results Parent-reported sleep onset latency and refusal to sleep alone were significant independent predictors of MDD and anxiety severity, but not ADHD severity across time, even after controlling for family income-to-needs ratio and maternal internalizing psychopathology. In exploratory analyses using only healthy preschoolers, parent-reported sleep onset latency and refusal to sleep alone also predicted anxiety severity. Conclusions We demonstrate that specific, yet relatively common sleep problems predict diagnostic severity of depression and anxiety across time, but not ADHD. Increased clinical attention to and screening for sleep onset latency and refusal to sleep alone during preschool may be warranted. En ligne : http://dx.doi.org/10.1111/jcpp.12639 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.151-159[article] Variation in common preschool sleep problems as an early predictor for depression and anxiety symptom severity across time [Texte imprimé et/ou numérique] / Diana J. WHALEN, Auteur ; Kirsten E. GILBERT, Auteur ; Deanna M. BARCH, Auteur ; Joan L. LUBY, Auteur ; Andy C. BELDEN, Auteur . - 2017 . - p.151-159.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.151-159
Mots-clés : Psychopathology longitudinal preschool sleep Index. décimale : PER Périodiques Résumé : Background Child and adolescent psychopathology has been linked to increased sleep problems, but there has been less investigation of this relationship in younger samples with early-onset psychopathology. This study examined three specific but commonly observed aspects of sleep behaviors in young children – (i) Sleep onset latency, (ii) Refusal to sleep alone, and (iii) Nighttime awakenings – measured during preschool, and investigated whether these sleep problems predicted anxiety and/or depression across the next 6 years until school age (ages 9–13). Methods Data were analyzed from N = 292 participants from a prospective longitudinal study of preschool-age children (ages 3–6). At baseline, parent-reported clinical interviews of psychiatric symptoms, as well as sleep problems were conducted using the Preschool-Age Psychiatric Assessment (PAPA). Follow-up clinical interviews were also conducted annually through school age using the Childhood and Adolescent Psychiatric Assessment (CAPA). Results Parent-reported sleep onset latency and refusal to sleep alone were significant independent predictors of MDD and anxiety severity, but not ADHD severity across time, even after controlling for family income-to-needs ratio and maternal internalizing psychopathology. In exploratory analyses using only healthy preschoolers, parent-reported sleep onset latency and refusal to sleep alone also predicted anxiety severity. Conclusions We demonstrate that specific, yet relatively common sleep problems predict diagnostic severity of depression and anxiety across time, but not ADHD. Increased clinical attention to and screening for sleep onset latency and refusal to sleep alone during preschool may be warranted. En ligne : http://dx.doi.org/10.1111/jcpp.12639 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 Complex PTSD as proposed for ICD-11: validation of a new disorder in children and adolescents and their response to Trauma-Focused Cognitive Behavioral Therapy / Cedric SACHSER in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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Titre : Complex PTSD as proposed for ICD-11: validation of a new disorder in children and adolescents and their response to Trauma-Focused Cognitive Behavioral Therapy Type de document : Texte imprimé et/ou numérique Auteurs : Cedric SACHSER, Auteur ; Ferdinand KELLER, Auteur ; Lutz GOLDBECK, Auteur Année de publication : 2017 Article en page(s) : p.160-168 Langues : Anglais (eng) Mots-clés : Complex posttraumatic stress disorder Trauma-Focused Cognitive Behavioral Therapy International Classification of Diseases diagnostic category Index. décimale : PER Périodiques Résumé : Background To evaluate whether the symptoms of children and adolescents with clinically significant posttraumatic stress symptoms (PTSS) form classes consistent with the diagnostic criteria of complex PTSD (CPTSD) as proposed for the ICD-11, and to relate the emerging classes with treatment outcome of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). Methods Latent classes analysis (LCA) was used to explore the symptom profiles of the clinical baseline assessment of N = 155 children and adolescents participating in a randomized controlled trial of TF-CBT. The treatment outcomes of patients with posttraumatic stress disorder (PTSD) and of patients with CPTSD were compared by a t-test for depended samples and a repeated-measures ANOVA. Results The LCA revealed two distinct classes: a PTSD class characterized by elevated core symptoms of PTSD (n = 62) and low symptoms of disturbances in self-organization versus a complex PTSD class with elevated PTSD core symptoms and elevated symptoms of disturbances in self-organization (n = 93). The Group × Time interaction regarding posttraumatic stress symptoms was not significant. Pre–post effect sizes regarding posttraumatic stress symptoms were large for both groups (PTSD: d = 2.81; CPTSD: d = 1.37). For disturbances in self-organization in the CPTSD class, we found medium to large effect sizes (d = 0.40–1.16) after treatment with TF-CBT. Conclusions The results provide empirical evidence of the ICD-11 CPTSD and PTSD distinction in a clinical sample of children and adolescents. In terms of relative improvement from their respective baseline posttraumatic stress symptoms, patients with PTSD and CPTSD responded equally to TF-CBT; however, those with CPTSD ended treatment with clinically and statistically greater symptoms than those with PTSD. En ligne : http://dx.doi.org/10.1111/jcpp.12640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.160-168[article] Complex PTSD as proposed for ICD-11: validation of a new disorder in children and adolescents and their response to Trauma-Focused Cognitive Behavioral Therapy [Texte imprimé et/ou numérique] / Cedric SACHSER, Auteur ; Ferdinand KELLER, Auteur ; Lutz GOLDBECK, Auteur . - 2017 . - p.160-168.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.160-168
Mots-clés : Complex posttraumatic stress disorder Trauma-Focused Cognitive Behavioral Therapy International Classification of Diseases diagnostic category Index. décimale : PER Périodiques Résumé : Background To evaluate whether the symptoms of children and adolescents with clinically significant posttraumatic stress symptoms (PTSS) form classes consistent with the diagnostic criteria of complex PTSD (CPTSD) as proposed for the ICD-11, and to relate the emerging classes with treatment outcome of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). Methods Latent classes analysis (LCA) was used to explore the symptom profiles of the clinical baseline assessment of N = 155 children and adolescents participating in a randomized controlled trial of TF-CBT. The treatment outcomes of patients with posttraumatic stress disorder (PTSD) and of patients with CPTSD were compared by a t-test for depended samples and a repeated-measures ANOVA. Results The LCA revealed two distinct classes: a PTSD class characterized by elevated core symptoms of PTSD (n = 62) and low symptoms of disturbances in self-organization versus a complex PTSD class with elevated PTSD core symptoms and elevated symptoms of disturbances in self-organization (n = 93). The Group × Time interaction regarding posttraumatic stress symptoms was not significant. Pre–post effect sizes regarding posttraumatic stress symptoms were large for both groups (PTSD: d = 2.81; CPTSD: d = 1.37). For disturbances in self-organization in the CPTSD class, we found medium to large effect sizes (d = 0.40–1.16) after treatment with TF-CBT. Conclusions The results provide empirical evidence of the ICD-11 CPTSD and PTSD distinction in a clinical sample of children and adolescents. In terms of relative improvement from their respective baseline posttraumatic stress symptoms, patients with PTSD and CPTSD responded equally to TF-CBT; however, those with CPTSD ended treatment with clinically and statistically greater symptoms than those with PTSD. En ligne : http://dx.doi.org/10.1111/jcpp.12640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 Parenting and cognitive and psychomotor delay due to small-for-gestational-age birth / Xiuhong LI in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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Titre : Parenting and cognitive and psychomotor delay due to small-for-gestational-age birth Type de document : Texte imprimé et/ou numérique Auteurs : Xiuhong LI, Auteur ; Rina D. EIDEN, Auteur ; Leonard H. EPSTEIN, Auteur ; Edmond D. SHENASSA, Auteur ; Chuanbo XIE, Auteur ; Xiaozhong WEN, Auteur Année de publication : 2017 Article en page(s) : p.169-179 Langues : Anglais (eng) Mots-clés : Small-for-gestational-age appropriate-for-gestational-age children cognition psychomotor parenting Index. décimale : PER Périodiques Résumé : Background To examine whether different dimensions of parenting at different ages help small-for-gestational-age (SGA) children ‘catch-up’ the normal children in cognition and psychomotor. Methods We analyzed data of 800 children born SGA and 3,000 children born appropriate-for-gestational-age (AGA) from the Early Childhood Longitudinal Study-Birth cohort. The Two Bag Task was used to measure 2-year or 4-year parenting dimensions. Children's reading, math, gross motor, and fine motor scores were assessed at 5 years. Multivariable linear regression models were fitted to test the interactions between SGA and 2-year or 4-year parenting dimensions on 5-year cognitive and psychomotor outcomes (dependent variables). Results There were significant interactions between SGA and early parenting on 5-year reading, math, and fine motor scores. The gap between SGA and AGA children in 5-year fine motor score was attenuated to null [?0.25 (95% confidence interval, ?0.41, ?0.09) vs. 0.03 (?0.13, 0.20)] when 2-year parental sensitivity score increased from 1 standard deviation (SD) below mean (Mean ? SD) to 1 SD above mean (Mean + SD). The gap between SGA and AGA children in 5-year fine motor [?0.28 (?0.44, ?0.13) vs. 0.06 (?0.09, 0.22)] and math [?1.32 (?2.27, ?0.37) vs. 0.20 (?0.77, 1.17)] scores was also attenuated to null when 4-year parental emotional support score increased from Mean ? SD to Mean + SD. In contrast, the gap between SGA and AGA children in 5-year reading score increased from 0.49 (?0.90, 1.88) to ?1.31 (?2.55, ?0.07) when 4-year parental intrusiveness score increased from Mean ? SD to Mean + SD. Similarly, the gap between SGA and AGA children in fine motor score increased with 4-year parental negative regard from 0.02 (?0.14, 0.18) to ?0.23 (?0.38, ?0.08). Conclusions Early high-quality parenting may buffer some adversity in long-term reading, math, and fine motor skills related to SGA birth, whereas low-quality parenting can amplify the adversity. En ligne : http://dx.doi.org/10.1111/jcpp.12644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.169-179[article] Parenting and cognitive and psychomotor delay due to small-for-gestational-age birth [Texte imprimé et/ou numérique] / Xiuhong LI, Auteur ; Rina D. EIDEN, Auteur ; Leonard H. EPSTEIN, Auteur ; Edmond D. SHENASSA, Auteur ; Chuanbo XIE, Auteur ; Xiaozhong WEN, Auteur . - 2017 . - p.169-179.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.169-179
Mots-clés : Small-for-gestational-age appropriate-for-gestational-age children cognition psychomotor parenting Index. décimale : PER Périodiques Résumé : Background To examine whether different dimensions of parenting at different ages help small-for-gestational-age (SGA) children ‘catch-up’ the normal children in cognition and psychomotor. Methods We analyzed data of 800 children born SGA and 3,000 children born appropriate-for-gestational-age (AGA) from the Early Childhood Longitudinal Study-Birth cohort. The Two Bag Task was used to measure 2-year or 4-year parenting dimensions. Children's reading, math, gross motor, and fine motor scores were assessed at 5 years. Multivariable linear regression models were fitted to test the interactions between SGA and 2-year or 4-year parenting dimensions on 5-year cognitive and psychomotor outcomes (dependent variables). Results There were significant interactions between SGA and early parenting on 5-year reading, math, and fine motor scores. The gap between SGA and AGA children in 5-year fine motor score was attenuated to null [?0.25 (95% confidence interval, ?0.41, ?0.09) vs. 0.03 (?0.13, 0.20)] when 2-year parental sensitivity score increased from 1 standard deviation (SD) below mean (Mean ? SD) to 1 SD above mean (Mean + SD). The gap between SGA and AGA children in 5-year fine motor [?0.28 (?0.44, ?0.13) vs. 0.06 (?0.09, 0.22)] and math [?1.32 (?2.27, ?0.37) vs. 0.20 (?0.77, 1.17)] scores was also attenuated to null when 4-year parental emotional support score increased from Mean ? SD to Mean + SD. In contrast, the gap between SGA and AGA children in 5-year reading score increased from 0.49 (?0.90, 1.88) to ?1.31 (?2.55, ?0.07) when 4-year parental intrusiveness score increased from Mean ? SD to Mean + SD. Similarly, the gap between SGA and AGA children in fine motor score increased with 4-year parental negative regard from 0.02 (?0.14, 0.18) to ?0.23 (?0.38, ?0.08). Conclusions Early high-quality parenting may buffer some adversity in long-term reading, math, and fine motor skills related to SGA birth, whereas low-quality parenting can amplify the adversity. En ligne : http://dx.doi.org/10.1111/jcpp.12644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 A DRD4 gene by maternal sensitivity interaction predicts risk for overweight or obesity in two independent cohorts of preschool children / Robert D. LEVITAN in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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[article]
Titre : A DRD4 gene by maternal sensitivity interaction predicts risk for overweight or obesity in two independent cohorts of preschool children Type de document : Texte imprimé et/ou numérique Auteurs : Robert D. LEVITAN, Auteur ; Pauline JANSEN, Auteur ; Barbara WENDLAND, Auteur ; Henning TIEMEIER, Auteur ; Vincent W.V. JADDOE, Auteur ; Patricia P. SILVEIRA, Auteur ; James L. KENNEDY, Auteur ; Leslie ATKINSON, Auteur ; Alison FLEMING, Auteur ; Marla SOKOLOWSKI, Auteur ; Helene GAUDREAU, Auteur ; Meir STEINER, Auteur ; Laurette DUBE, Auteur ; Jill HAMILTON, Auteur ; Ellen MOSS, Auteur ; Ashley WAZANA, Auteur ; Michael MEANEY, Auteur Année de publication : 2017 Article en page(s) : p.180-188 Langues : Anglais (eng) Mots-clés : Maternal sensitivity DRD4 obesity sex differences Index. décimale : PER Périodiques Résumé : Background Recent evidence suggests that early exposure to low maternal sensitivity is a risk factor for obesity in children and adolescents. A separate line of study shows that the seven-repeat (7R) allele of the dopamine-4 receptor gene (DRD4) increases susceptibility to environmental factors including maternal sensitivity. The current study integrates these lines of work by examining whether preschoolers carrying the 7R allele are more vulnerable to low maternal sensitivity as it relates to overweight/obesity risk. Method The Maternal Adversity Vulnerability and Neurodevelopment (MAVAN) project in Canada was used as the discovery cohort (N = 203), while the Generation R study in the Netherlands was used as a replication sample (N = 270). Regression models to predict both continuous BMI z-scores and membership in any higher BMI category based on established World Health Organization (WHO) cutoffs for 48 months of age were completed. Results In both cohorts, there was a significant maternal sensitivity by DRD4 by sex interaction predicting higher body mass indices and/or obesity risk. As hypothesized, post hoc testing revealed an inverse relationship between maternal sensitivity and body mass indices in 7R allele carriers relative to noncarriers. This finding was strongest in girls in the Canadian cohort and in boys in the Dutch cohort. Conclusions Many children who carry the 7R allele of DRD4 appear to be more influenced by maternal sensitivity as it relates to overweight/obesity risk, consistent with a plasticity effect. Given the relatively small sample sizes available for these analyses, further replications will be needed to confirm and extend these results. En ligne : http://dx.doi.org/10.1111/jcpp.12646 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.180-188[article] A DRD4 gene by maternal sensitivity interaction predicts risk for overweight or obesity in two independent cohorts of preschool children [Texte imprimé et/ou numérique] / Robert D. LEVITAN, Auteur ; Pauline JANSEN, Auteur ; Barbara WENDLAND, Auteur ; Henning TIEMEIER, Auteur ; Vincent W.V. JADDOE, Auteur ; Patricia P. SILVEIRA, Auteur ; James L. KENNEDY, Auteur ; Leslie ATKINSON, Auteur ; Alison FLEMING, Auteur ; Marla SOKOLOWSKI, Auteur ; Helene GAUDREAU, Auteur ; Meir STEINER, Auteur ; Laurette DUBE, Auteur ; Jill HAMILTON, Auteur ; Ellen MOSS, Auteur ; Ashley WAZANA, Auteur ; Michael MEANEY, Auteur . - 2017 . - p.180-188.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.180-188
Mots-clés : Maternal sensitivity DRD4 obesity sex differences Index. décimale : PER Périodiques Résumé : Background Recent evidence suggests that early exposure to low maternal sensitivity is a risk factor for obesity in children and adolescents. A separate line of study shows that the seven-repeat (7R) allele of the dopamine-4 receptor gene (DRD4) increases susceptibility to environmental factors including maternal sensitivity. The current study integrates these lines of work by examining whether preschoolers carrying the 7R allele are more vulnerable to low maternal sensitivity as it relates to overweight/obesity risk. Method The Maternal Adversity Vulnerability and Neurodevelopment (MAVAN) project in Canada was used as the discovery cohort (N = 203), while the Generation R study in the Netherlands was used as a replication sample (N = 270). Regression models to predict both continuous BMI z-scores and membership in any higher BMI category based on established World Health Organization (WHO) cutoffs for 48 months of age were completed. Results In both cohorts, there was a significant maternal sensitivity by DRD4 by sex interaction predicting higher body mass indices and/or obesity risk. As hypothesized, post hoc testing revealed an inverse relationship between maternal sensitivity and body mass indices in 7R allele carriers relative to noncarriers. This finding was strongest in girls in the Canadian cohort and in boys in the Dutch cohort. Conclusions Many children who carry the 7R allele of DRD4 appear to be more influenced by maternal sensitivity as it relates to overweight/obesity risk, consistent with a plasticity effect. Given the relatively small sample sizes available for these analyses, further replications will be needed to confirm and extend these results. En ligne : http://dx.doi.org/10.1111/jcpp.12646 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 Food fussiness and food neophobia share a common etiology in early childhood / Andrea D. SMITH in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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[article]
Titre : Food fussiness and food neophobia share a common etiology in early childhood Type de document : Texte imprimé et/ou numérique Auteurs : Andrea D. SMITH, Auteur ; Moritz HERLE, Auteur ; Alison FILDES, Auteur ; Lucy COOKE, Auteur ; Silje STEINSBEKK, Auteur ; Clare H. LLEWELLYN, Auteur Année de publication : 2017 Article en page(s) : p.189-196 Langues : Anglais (eng) Mots-clés : Eating behavior twin design behavioral genetics food fussiness food neophobia Index. décimale : PER Périodiques Résumé : Background ‘Food fussiness’ (FF) is the tendency to be highly selective about which foods one is willing to eat, and emerges in early childhood; ‘food neophobia’ (FN) is a closely related characteristic but specifically refers to rejection of unfamiliar food. These behaviors are associated, but the extent to which their etiological architecture overlaps is unknown. The objective of this study was to quantify the relative contribution of genetic and environmental influences to variation in FF and FN in early childhood; and to establish the extent to which they share common genetic and environmental influences. Method Participants were 1,921 families with 16-month-old twins from the Gemini birth cohort. Parents completed the Child Eating Behaviour Questionnaire which included three FF items and four FN items. Bivariate quantitative genetic modeling was used to quantify: (a) genetic and environmental contributions to variation in FF and FN; and (b) the extent to which genetic or environmental influences on FF and FN are shared across the traits. Results Food fussiness and FN were strongly correlated (r = .72, p < .001). Proportions of variation in FF were equally explained by genetic (.46; 95% CI: 0.41–0.52) and shared environmental influences (.46; 95% CI: 0.41–0.51). Shared environmental effects accounted for a significantly lower proportion of variation in FN (.22; 95% CI: 0.14–0.30), but genetic influences were not significantly different from those on FF (.58, 95% CI: 0.50–0.67). FF and FN largely shared a common etiology, indicated by high genetic (.73; 95% CI: 0.67–0.78) and shared environmental correlations (.78; 95% CI: 0.69–0.86) across the two traits. Conclusions Food fussiness and FN both show considerable heritability at 16 months but shared environmental factors, for example the home environment, influenced more interindividual differences in the expression of FF than in FN. FF and FN largely share a common etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.189-196[article] Food fussiness and food neophobia share a common etiology in early childhood [Texte imprimé et/ou numérique] / Andrea D. SMITH, Auteur ; Moritz HERLE, Auteur ; Alison FILDES, Auteur ; Lucy COOKE, Auteur ; Silje STEINSBEKK, Auteur ; Clare H. LLEWELLYN, Auteur . - 2017 . - p.189-196.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.189-196
Mots-clés : Eating behavior twin design behavioral genetics food fussiness food neophobia Index. décimale : PER Périodiques Résumé : Background ‘Food fussiness’ (FF) is the tendency to be highly selective about which foods one is willing to eat, and emerges in early childhood; ‘food neophobia’ (FN) is a closely related characteristic but specifically refers to rejection of unfamiliar food. These behaviors are associated, but the extent to which their etiological architecture overlaps is unknown. The objective of this study was to quantify the relative contribution of genetic and environmental influences to variation in FF and FN in early childhood; and to establish the extent to which they share common genetic and environmental influences. Method Participants were 1,921 families with 16-month-old twins from the Gemini birth cohort. Parents completed the Child Eating Behaviour Questionnaire which included three FF items and four FN items. Bivariate quantitative genetic modeling was used to quantify: (a) genetic and environmental contributions to variation in FF and FN; and (b) the extent to which genetic or environmental influences on FF and FN are shared across the traits. Results Food fussiness and FN were strongly correlated (r = .72, p < .001). Proportions of variation in FF were equally explained by genetic (.46; 95% CI: 0.41–0.52) and shared environmental influences (.46; 95% CI: 0.41–0.51). Shared environmental effects accounted for a significantly lower proportion of variation in FN (.22; 95% CI: 0.14–0.30), but genetic influences were not significantly different from those on FF (.58, 95% CI: 0.50–0.67). FF and FN largely shared a common etiology, indicated by high genetic (.73; 95% CI: 0.67–0.78) and shared environmental correlations (.78; 95% CI: 0.69–0.86) across the two traits. Conclusions Food fussiness and FN both show considerable heritability at 16 months but shared environmental factors, for example the home environment, influenced more interindividual differences in the expression of FF than in FN. FF and FN largely share a common etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia / Marianna E. HAYIOU-THOMAS in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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[article]
Titre : When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Marianna E. HAYIOU-THOMAS, Auteur ; Julia M. CARROLL, Auteur ; Ruth LEAVETT, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2017 Article en page(s) : p.197-205 Langues : Anglais (eng) Mots-clés : Speech sound disorder literacy language impairment disordered speech errors family risk of dyslexia Index. décimale : PER Périodiques Résumé : Background This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years later (age 8), using measures of word-level reading, spelling and reading comprehension. Results The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5½ and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with ‘disordered’ speech errors had poorer word reading skills than children whose speech errors indicated ‘delay’. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time-points. Conclusions Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.197-205[article] When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia [Texte imprimé et/ou numérique] / Marianna E. HAYIOU-THOMAS, Auteur ; Julia M. CARROLL, Auteur ; Ruth LEAVETT, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur . - 2017 . - p.197-205.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.197-205
Mots-clés : Speech sound disorder literacy language impairment disordered speech errors family risk of dyslexia Index. décimale : PER Périodiques Résumé : Background This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years later (age 8), using measures of word-level reading, spelling and reading comprehension. Results The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5½ and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with ‘disordered’ speech errors had poorer word reading skills than children whose speech errors indicated ‘delay’. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time-points. Conclusions Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 Children with ADHD symptoms show decreased activity in ventral striatum during the anticipation of reward, irrespective of ADHD diagnosis / Branko M. VAN HULST in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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Titre : Children with ADHD symptoms show decreased activity in ventral striatum during the anticipation of reward, irrespective of ADHD diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Branko M. VAN HULST, Auteur ; Patrick DE ZEEUW, Auteur ; Dienke J. BOS, Auteur ; Yvonne RIJKS, Auteur ; Sebastiaan F. W. NEGGERS, Auteur ; Sarah DURSTON, Auteur Année de publication : 2017 Article en page(s) : p.206-214 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder fMRI reward processing striatum trans-diagnostic mechanisms reward anticipation autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background Changes in reward processing are thought to be involved in the etiology of attention-deficit/hyperactivity disorder (ADHD), as well as other developmental disorders. In addition, different forms of therapy for ADHD rely on reinforcement principles. As such, improved understanding of reward processing in ADHD could eventually lead to more effective treatment options. However, differences in reward processing may not be specific to ADHD, but may be a trans-diagnostic feature of disorders that involve ADHD-like symptoms. Methods In this event-related fMRI study, we used a child-friendly version of the monetary incentive delay task to assess performance and brain activity during reward anticipation. Also, we collected questionnaire data to assess reward sensitivity in daily life. For final analyses, data were available for 27 typically developing children, 24 children with ADHD, and 25 children with an autism spectrum disorder (ASD) and ADHD symptoms. Results We found decreased activity in ventral striatum during anticipation of reward in children with ADHD symptoms, both for children with ADHD as their primary diagnosis and in children with autism spectrum disorder and ADHD symptoms. We found that higher parent-rated sensitivity to reward was associated with greater anticipatory activity in ventral striatum for children with ADHD symptoms. In contrast, there was no relationship between the degree of ADHD symptoms and activity in ventral striatum. Conclusions We provide evidence of biological and behavioral differences in reward sensitivity in children with ADHD symptoms, regardless of their primary diagnosis. Ultimately, a dimensional brain-behavior model of reward sensitivity in children with symptoms of ADHD may be useful to refine treatment options dependent on reward processing. En ligne : http://dx.doi.org/10.1111/jcpp.12643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.206-214[article] Children with ADHD symptoms show decreased activity in ventral striatum during the anticipation of reward, irrespective of ADHD diagnosis [Texte imprimé et/ou numérique] / Branko M. VAN HULST, Auteur ; Patrick DE ZEEUW, Auteur ; Dienke J. BOS, Auteur ; Yvonne RIJKS, Auteur ; Sebastiaan F. W. NEGGERS, Auteur ; Sarah DURSTON, Auteur . - 2017 . - p.206-214.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.206-214
Mots-clés : Attention-deficit/hyperactivity disorder fMRI reward processing striatum trans-diagnostic mechanisms reward anticipation autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background Changes in reward processing are thought to be involved in the etiology of attention-deficit/hyperactivity disorder (ADHD), as well as other developmental disorders. In addition, different forms of therapy for ADHD rely on reinforcement principles. As such, improved understanding of reward processing in ADHD could eventually lead to more effective treatment options. However, differences in reward processing may not be specific to ADHD, but may be a trans-diagnostic feature of disorders that involve ADHD-like symptoms. Methods In this event-related fMRI study, we used a child-friendly version of the monetary incentive delay task to assess performance and brain activity during reward anticipation. Also, we collected questionnaire data to assess reward sensitivity in daily life. For final analyses, data were available for 27 typically developing children, 24 children with ADHD, and 25 children with an autism spectrum disorder (ASD) and ADHD symptoms. Results We found decreased activity in ventral striatum during anticipation of reward in children with ADHD symptoms, both for children with ADHD as their primary diagnosis and in children with autism spectrum disorder and ADHD symptoms. We found that higher parent-rated sensitivity to reward was associated with greater anticipatory activity in ventral striatum for children with ADHD symptoms. In contrast, there was no relationship between the degree of ADHD symptoms and activity in ventral striatum. Conclusions We provide evidence of biological and behavioral differences in reward sensitivity in children with ADHD symptoms, regardless of their primary diagnosis. Ultimately, a dimensional brain-behavior model of reward sensitivity in children with symptoms of ADHD may be useful to refine treatment options dependent on reward processing. En ligne : http://dx.doi.org/10.1111/jcpp.12643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 Editorial Perspective: Effective mental health and psychosocial interventions for children and adolescents in street situations / Cynthia WATTERS in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
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[article]
Titre : Editorial Perspective: Effective mental health and psychosocial interventions for children and adolescents in street situations Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia WATTERS, Auteur Année de publication : 2017 Article en page(s) : p.215-217 Langues : Anglais (eng) Mots-clés : Mental health third world children intervention Index. décimale : PER Périodiques Résumé : Children and adolescents in street situations (CASS) in low- and middle-income countries (LAMIC) could arguably be regarded as the most at-risk group of children for mental health and psychosocial impairments compared with any other group of children. CASS, street-connected children and street children are some of the terms used to describe this group of children who have some association with the street; such as living, working or loitering for long periods of time on the street. These children are often described as ‘voiceless’; a vulnerable group of children who experience a considerable amount of adversity from a young age. En ligne : http://dx.doi.org/10.1111/jcpp.12625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.215-217[article] Editorial Perspective: Effective mental health and psychosocial interventions for children and adolescents in street situations [Texte imprimé et/ou numérique] / Cynthia WATTERS, Auteur . - 2017 . - p.215-217.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.215-217
Mots-clés : Mental health third world children intervention Index. décimale : PER Périodiques Résumé : Children and adolescents in street situations (CASS) in low- and middle-income countries (LAMIC) could arguably be regarded as the most at-risk group of children for mental health and psychosocial impairments compared with any other group of children. CASS, street-connected children and street children are some of the terms used to describe this group of children who have some association with the street; such as living, working or loitering for long periods of time on the street. These children are often described as ‘voiceless’; a vulnerable group of children who experience a considerable amount of adversity from a young age. En ligne : http://dx.doi.org/10.1111/jcpp.12625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299