Biomarkers in pediatric venous thromboembolism: a systematic review of the literature.

BACKGROUND: Accurate prediction of the individual risk of venous thromboembolism (VTE) remains suboptimal in children, and biomarkers are currently not used to stratify the risk of VTE in children. OBJECTIVES: This study aimed to assess which biological or radiological biomarkers may predict VTE or VTE complications in children. PATIENTS/METHODS: A literature search was performed for peer-reviewed publications (1990-2022). We included studies addressing the use of biomarkers for patients aged 29 days to 18 years to predict VTE or its complications, including but not limited to TE-related death, VTE recurrence, or postthrombotic syndrome. Given the heterogeneity of the study designs, populations, and outcomes, no quantitative data synthesis was performed. RESULTS: Forty studies were included, totaling 10,987 participants (median age: 4.7 years). Reports were often lacking critical methodological data, including blood collection method (68% of studies) and timepoints, laboratory testing technique (41%), or primary outcome definition (20%). Forty-six individual biomarkers were assessed for VTE prediction (32 studies, 9525 participants), including d-dimers, fibrinogen, platelet count, white blood cell count, and factor VIII. Albumin, C-reactive protein, d-dimers, factor VIII, and thrombin-antithrombin levels showed promising results for VTE prediction. In 9 studies (1606 participants), no biomarker was consistently predictive of postthrombotic syndrome, VTE persistence, or VTE recurrence in children. CONCLUSIONS: Several candidate biomarkers were promising in the prediction of VTE in children. Still, discrepancies between different studies and the high risk of bias from the current literature prevent their widespread use in the clinical setting. Further prospective research in various pediatric subpopulations is required.

Parent-child physiological concordance predicts stronger observational fear learning in children with a less secure relationship with their parent.

Observational fear learning is common in children as they learn to fear by observing their parents. Although adaptive, it can also contribute to the development of fear-related psychopathologies such as anxiety disorders. Therefore, it is important to identify and study the factors that modulate children's sensitivity to observational fear learning. For instance, observational fear learning can be facilitated by the synchronization of biological systems between two people. In parent-child dyads, physiological concordance is important and varies according to the attachment relationship, among others. We investigated the joint effect of parent-child physiological concordance and attachment on observational fear learning in children. A total of 84 parent-child dyads participated in this study. Parents were filmed while exposed to a fear-conditioning protocol, where one stimulus was associated with a shock (CS+) and the other was not (CS-). This recording was then shown to the children (observational learning). Thereafter, both stimuli (CS+ and CS-) were presented to the children without any shock (direct expression test). For both the parent and child, skin conductance activity was recorded throughout the entire procedure. We measured physiological concordance between the parent's phasic skin conductance signal during conditioning and the child's signal during the observational learning stage. Children showing stronger concordance and a less secure relationship with their parent exhibited higher levels of fear to the CS+, as indicated by a heightened skin conductance response during the direct expression test. Thus, when children have an insecure relationship with their parent, strong physiological concordance may increase their sensitivity to observational fear learning.

Category learning in autism: Are some situations better than others?

Autism is diagnosed according to atypical social-communication and repetitive behaviors. However, autistic individuals are also distinctive in the high variability of specific abilities such as learning. Having been characterized as experiencing great difficulty with learning, autistics have also been reported to learn spontaneously in exceptional ways. These contrasting accounts suggest that some situations may be better than others for learning in autism. We tested this possibility using a probabilistic category learning task with four learning situations differing either in feedback intensity or information presentation. Two learning situations compared high- versus low-intensity feedback, while two other learning situations without external feedback compared isolated sequentially presented information versus arrays of simultaneously presented information. We assessed the categorization and generalization performance of 54 autistic and 52 age-matched typical school-age children after they learned in different situations. We found that children in both groups were able to learn and generalize novel probabilistic categories in all four learning situations. However, across and within groups, autistic children were advantaged by simultaneously presented information while typical children were advantaged by high-intensity feedback when learning. These findings question some common aspects of autism interventions (e.g., frequent intense feedback, minimized simplified information), and underline the importance of improving our current understanding of how and when autistics learn optimally. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Anxiety Sensitivity Moderates the Association Between Father-Child Relationship Security and Fear Transmission.

Observational fear learning can contribute to the development of fear-related psychopathologies, such as anxiety disorders and post-traumatic stress disorder. Observational fear learning is especially relevant during childhood. Parent-child attachment and anxiety sensitivity modulate fear reactions and fear learning but their impact on observational fear learning has not been investigated. This study investigated how these factors contribute to observational fear learning in children. We examined this question among 55 healthy parent-child dyads. Children (8-12 years old) watched a video of their parent undergoing a direct fear conditioning protocol, where one stimulus (CS+Parent) was paired with a shock and one was not (CS-), and a video of a stranger for whom a different stimulus was reinforced (CS+Stranger). Subsequently, all stimuli were presented to children (without shocks) while skin conductance responses were recorded to evaluate fear levels. Our results showed that children more sensitive to anxiety and who had lower father-child relationship security levels exhibited higher skin conductance responses to the CS+Parent. Our data suggest that the father-child relationship security influences vicarious fear transmission in children who are more sensitive to anxiety. This highlights the importance of the father-child relationship security as a potential modulator of children's vulnerability to fear-related psychopathologies.