Disruptive Emotional Dysregulation Disorder (DEDD) responds to an increase in diagnoses of clastic crises, reactive depression and bipolarity in children and adolescents. Emerging in the 1990s, EDD has become an issue for practitioners, parents and teachers alike, and has become an integral part of the landscape of paediatric and child psychiatric disorders. Its diagnostic complexity is accentuated by criteria that include persistent and disproportionate outbursts of anger, often confused with other pathologies, especially as diagnostic tools are few and far between. Professionals in the field know little about EDD, preferring to diagnose more familiar disorders.
Attention Deficit and Disruptive Behavior Disorders , Humans , Child , Adolescent , Attention Deficit and Disruptive Behavior Disorders/diagnosis , Attention Deficit and Disruptive Behavior Disorders/psychology , Affective Symptoms/diagnosis , Affective Symptoms/psychology
Historically, much of the progress made in youth mental health research can be classified as focusing on externalizing problems, characterized by disruptive behavior (e.g. aggression, defiance), or internalizing problems, characterized by intense negative affect (e.g. depression, anxiety). Until recently, however, less attention has been given to topics that lie somewhere in between these domains, topics that we collectively refer to as the affective side of disruptive behavior. Like the far side of the moon, the affective side of disruptive behavior captures facets of the phenomenon that may be less obvious or commonly overlooked, but are nonetheless critical to understand. This affective side clarifies socially disruptive aspects of traditionally "externalizing" behavior by elucidating proximal causation via intense negative affect (traditionally "internalizing"). Such problems include irritability, frustration, anger, temper loss, emotional outbursts, and reactive aggression. Given a recent explosion of research in these areas, efforts toward integration are now needed. This special issue was developed to help address this need. Beyond the present introductory article, this collection includes 4 empirical articles on developmental psychopathology topics, 4 empirical articles on applied treatment/assessment topics, 1 evidence base update review article on measurement, and 2 future directions review articles concerning outbursts, mood, dispositions, and youth psychopathology more broadly. By deliberatively investigating the affective side of disruptive behavior, we hope these articles will help bring about better understanding, assessment, and treatment of these challenging problems, for the benefit of youth and families.
Problem Behavior , Humans , Problem Behavior/psychology , Child , Aggression/psychology , Adolescent , Attention Deficit and Disruptive Behavior Disorders/psychology , Attention Deficit and Disruptive Behavior Disorders/therapy , Affect
Past research has speculated that using grandiose-manipulative (GM) and daring-impulsive (DI) traits, rather than solely callous-unemotional (CU) traits, could better inform subtyping youths with behavioral problems. However, this approach remains largely untested. To further enhance our understanding of this matter, the current study utilized self-report (n = 2,381) and parent-report (n = 1,846) data to examine the utility of three psychopathic dimensions as specifiers for oppositional defiant problems (ODP). Findings showed that ODP was a significant predictor of negative outcomes, while the GM, CU, and DI traits emerged as significant predictors of theoretically and clinically relevant external variables (e.g., conduct problems and proactive aggression), independent of ODP (and age, gender, and socioeconomic status), forming the potential foundation for the development of specifiers for ODP. Furthermore, children presenting ODP alongside heightened levels of the three psychopathic traits demonstrated notably higher scores in important external variables compared to other groups, including but not confined to the subgroup of children with ODP and high CU trait levels. Findings provide preliminary support for employing GM and DI traits as specifiers for ODP. However, more comprehensive evaluations of these specifiers' utility would help inform ongoing discussions before definitively concluding they should be included in diagnostic manuals.
Attention Deficit and Disruptive Behavior Disorders , Humans , Male , Female , Attention Deficit and Disruptive Behavior Disorders/diagnosis , Attention Deficit and Disruptive Behavior Disorders/psychology , Child , Adolescent , Antisocial Personality Disorder/diagnosis , Antisocial Personality Disorder/psychology , Self Report , Aggression/psychology
De acordo com variados estudos científicos, nas idades escolares os estudantes podem apresentar diferentes distúrbios comportamentais. Assim, este artigo tem como objetivo apresentar uma revisão da literatura sobre o Transtorno Opositivo Desafiador (TOD) e o Transtorno de Conduta (TC) de modo a favorecer o diagnóstico e intervenções escolares. Para isso, realizou-se busca por descritores no Portal da Capes e no Google Acadêmico em que foram selecionados trabalhos mais recentes escritos em português e inglês que continham no título dos manuscritos os termos da busca e os conteúdos destes foram divididos em categorias, tais como, fatores de causa/proteção; estratégias de trabalho com alunos acometidos de TOD e TC e a relação que os distúrbios podem apresentar com o cometimento de atos infracionais. Verificou-se que os autores abordam que ambos os distúrbios podem desenvolver-se pela influência do ambiente social das crianças e adolescentes, e que o professor pode exercer influência sobre o comportamento e rendimento escolar destes estudantes. O presente estudo contribui, portanto para a compreensão dos distúrbios a partir da exposição do debate de diversos autores o que pode auxiliar professores, alunos e pais no trabalho com pessoas acometidas de TOD e TC.
According to several scientific studies, at school age, students may have different behavioral disorders. Thus, this article aims to present a literature review on Oppositional Defiant Disorder (ODD) and Conduct Disorder (CT) to favourdiagnosis and school interventions. A search for descriptors in Capes Portal and Google Scholar was carried out, in which more recent works written in Portuguese and English that contained the search terms in the title of the manuscripts and their contents were divided into categories, such as causative/protective factors; work strategies with students suffering from ODD and CT, and the relationship that the disorders can present with infractions. We found that the authors state that both disorders can develop under the influence of the children's and adolescents' social environment and that the teacher can influence their behavior and academic performance. Therefore, the present study contributes to the understanding of disorders from the discussion of several authors' debates, which can help teachers, students, and parents work with people with ODD and CT.
Humans , Child , Adolescent , Mainstreaming, Education , Attention Deficit and Disruptive Behavior Disorders/psychology , School Teachers , Conduct Disorder/psychology , Crime
The trait impulsivity theory suggests that a single, highly heritable externalizing liability factor, expressed as temperamental trait impulsivity, represents the core vulnerability for externalizing disorders. The present study sought to test the application of latent factor models derived from this theory to a clinical sample of children. Participants were 474 German children (age 6-12 years, 81% male) with symptoms of attention-deficit/hyperactivity disorder and externalizing behavior problems participating in an ongoing multicenter intervention study. Using confirmatory factor analyses (CFA) and exploratory structural equation modeling (ESEM), we evaluated several factor models of externalizing spectrum disorders (unidimensional; first-order correlated factors; higher-order factor; fully symmetrical bifactor; bifactor S-1 model). Furthermore, we assessed our prevailing factor models for measurement invariance across raters (clinicians, parents, teachers) and assessment modes (interview, questionnaires). While both CFA and ESEM approaches provided valuable insights into the multidimensionality, ESEM solutions were generally superior since they showed a substantially better model fit and less biased factor loadings. Among the models tested, the bifactor S-1 CFA/ESEM models, with a general hyperactivity-impulsivity reference factor, displayed a statistically sound factor structure and allowed for straightforward interpretability. Furthermore, these models showed the same organization of factors and loading patterns, but not equivalent item thresholds across raters and assessment modes, highlighting cross-situational variability in child behavior. Our findings are consistent with the assumption of the trait impulsivity theory that a common trait, presented as hyperactivity-impulsivity symptoms, underlies all externalizing disorders. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Attention Deficit Disorder with Hyperactivity , Attention Deficit and Disruptive Behavior Disorders , Mass Screening , Attention Deficit Disorder with Hyperactivity/diagnosis , Attention Deficit Disorder with Hyperactivity/psychology , Attention Deficit and Disruptive Behavior Disorders/diagnosis , Attention Deficit and Disruptive Behavior Disorders/psychology , Child , Factor Analysis, Statistical , Female , Germany , Humans , Impulsive Behavior , Male , Mass Screening/methods , Parents , Physicians , Psychological Theory , Reproducibility of Results , School Teachers
BACKGROUND: Psychometric properties and initial normative information are provided for the sluggish cognitive tempo, attention-deficit/hyperactivity disorder-inattention, attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, oppositional defiant disorder, callous-unemotional behavior (limited prosocial emotions specifier), anxiety, depression, social impairment, and academic impairment scales of the Spanish Child and Adolescent Behavior Inventory. METHOD: Mothers, fathers, and teachers of 2,142 third to sixth grade Spanish children (49.49% girls; ages 8-13) from randomly selected schools on the Balearic Islands completed the Child and Adolescent Behavior Inventory. RESULTS: Scores from the scales demonstrated reliability (internal consistency and inter-rater), structural validity, and convergent/discriminant validity with attention-deficit/hyperactivity disorder and learning disorder diagnoses for boys and girls separately for each source. Normative information (T-scores) is provided for the nine scales separately for boys and girls, with test information functions supporting use of the symptom scales for screening purposes. CONCLUSIONS: Although more comprehensive Spanish norms are still needed, the initial normative information on the scales should be useful to inform the clinical care of individual Spanish children, with the positive psychometric properties of the scores also supporting the use of the scale for research. Copies of the Spanish Child and Adolescent Behavior Inventory and norms are available for free to clinicians and researchers
ANTECEDENTES: en este trabajo se presenta información psicométrica y normativa inicial de la versión española del Child and Adolescent Behavior Inventory para las escalas: tempo cognitivo lento, inatención e hiperactividad/impulsividad del trastorno por déficit de atención e hiperactividad, negativismo desafiante, dureza emocional, ansiedad, depresión, afectación social y deterioro académico. MÉTODO: una muestra de madres, padres y maestros de 2.142 niños españoles de tercer a sexto curso de escuelas seleccionadas al azar en las Islas Baleares completaron el Child and Adolescent Behavior Inventory. RESULTADOS: las puntuaciones de las escalas demostraron fiabilidad, validez estructural y validez de criterio con diagnósticos de TDAH y de trastornos del aprendizaje para niños y niñas. Se proporciona información normativa para las nueve escalas por separado para niños y niñas, mientras las funciones de información del test han respaldado el uso de las escalas de síntomas para fines de detección inicial. CONCLUSIONES: aunque todavía son necesarios datos normativos más completos en niños de muestras españolas, la información normativa inicial que proporcionamos de las escalas CABI debería ser útil para los informes en el ámbito clínico, además los datos psicométricos positivos de sus puntuaciones también apoyan su uso en investigación
Humans , Male , Female , Child , Adolescent , Child Behavior/psychology , Psychometrics/instrumentation , Adolescent Behavior/psychology , Parents/education , Personality Inventory/standards , Attention Deficit and Disruptive Behavior Disorders/psychology , Mothers , Emotions , Personality Assessment/statistics & numerical data , School Teachers , Diagnostic and Statistical Manual of Mental Disorders , Parents/psychology , Attention Deficit and Disruptive Behavior Disorders/epidemiology
Objective: Determine whether an association exists between neonatal negative emotionality and childhood emotional dysregulation. Background: The Child Behaviour Checklist-Dysregulation Profile (CBCL-DP) has been used as a measure of emotional dysregulation in childhood. Although there is now good evidence that the CBCL-DP predicts later psychopathology, little is known about what factors predict elevations on the CBCL-DP. Methods: 30 mother-child dyads who previously participated in a study of neonatal temperament were recruited to a follow-up study of emotional dysregulation during middle childhood. The Neonatal Behaviour Assessment Scale (NBAS) and the Infant Characteristics Questionnaire (ICQ) were utilised as observer and maternal measures of neonatal negative emotionality, respectively. Maternal post-partum depression was also measured during the neonatal period using the Edinburgh Post-Partum Depression Scale (EPDS). The Child Behaviour Checklist-Dysregulation Profile (CBCL-DP) was used as a measure of childhood emotional dysregulation. Results: The ICQ fussy-difficult scale was significantly correlated with the CBCL-DP score (r = .46, p = .010), and this correlation remained significant after controlling for maternal EPDS score (CBCL-DP r = .51, p = .01). The NBAS irritability score was not associated with the CBCL-DP score. Conclusions: This association provides preliminary results that neonates rated as having high negative emotionality may indeed experience chronic difficulties with emotional dysregulation.
Attention Deficit and Disruptive Behavior Disorders/diagnosis , Checklist/standards , Depression, Postpartum/diagnosis , Infant, Newborn/psychology , Psychiatric Status Rating Scales/standards , Attention Deficit and Disruptive Behavior Disorders/psychology , Child , Child Behavior/psychology , Child, Preschool , Depression, Postpartum/psychology , Female , Follow-Up Studies , Humans , Infant , Male , Mothers/psychology
Impulsive aggressive (IA, or impulsive aggression) behavior describes an aggregate set of maladaptive, aggressive behaviors occurring across multiple neuropsychiatric disorders. IA is reactive, eruptive, sudden, and unplanned; it provides information about the severity, but not the nature, of its associated primary disorder. IA in children and adolescents is of serious clinical concern for patients, families, and physicians, given the detrimental impact pediatric IA can have on development. Currently, the ability to properly identify, monitor, and treat IA behavior across clinical populations is hindered by two major roadblocks: (1) the lack of an assessment tool designed for and sensitive to the set of behaviors comprising IA, and (2) the absence of a treatment indicated for IA symptomatology. In this review, we discuss the clinical gaps in the approach to monitoring and treating IA behavior, and highlight emerging solutions that may improve clinical outcomes in patients with IA.
Aggression , Attention Deficit and Disruptive Behavior Disorders/diagnosis , Impulsive Behavior , Adolescent , Attention Deficit and Disruptive Behavior Disorders/psychology , Attention Deficit and Disruptive Behavior Disorders/rehabilitation , Attention Deficit and Disruptive Behavior Disorders/therapy , Child , Humans , Needs Assessment
Inconsistent results of the association between severe psychiatric disorders (SPD) in parents and the risk of disruptive behavioral disorders (DBD) including conduct disorders (CD) and oppositional defiant disorders (ODD) in the offspring have been found by previous epidemiologic studies. PubMed, EMBASE, PsycINFO, and Scopus were searched for relevant studies. Fourteen studies met the predefined criteria for inclusion. A meta-analysis of the included studies revealed an elevated risk of DBD in the offspring of parents with SPD, bipolar, and depressive disorders. Our further analysis considering the specific DBD as an outcome showed that parents with SPD are at an increased risk of having a child with ODD as well as CD. Moreover, the current meta-analysis found that the children of parents with bipolar disorder were also at increased risk of ODD and CD. Parental schizophrenia and depressive disorders were not associated with higher risks of ODD and CD in the offspring.
Attention Deficit and Disruptive Behavior Disorders/epidemiology , Bipolar Disorder , Child of Impaired Parents/psychology , Depressive Disorder , Schizophrenia , Adolescent , Attention Deficit and Disruptive Behavior Disorders/psychology , Child , Female , Humans , Incidence , Male , Parents/psychology , Risk
Previous studies have indicated that prenatal maternal depressive symptoms predicted toddler temperament, which led to childhood irritability, an important component to ODD problems. In addition, children with ODD problems continue to have difficulties as they transition into emerging adulthood. The current study examined whether present-day emerging adult temperament mediated the relationship between perceived parental psychopathology (e.g., depressive, anxiety, and antisocial problems) and emerging adult ODD problems (e.g., affective and behavioral components). Further, emerging adult and parent gender was examined as a moderator (i.e., moderated mediation). The current study asked a sample of 973 emerging adults to report upon the psychological problems of their parents as well as their own temperament and ODD problems. Negative affect and effortful control mediated the relationship between maternal anxiety problems and female affective and behavioral ODD problems. Similarly, effortful control mediated the relationship between paternal antisocial problems and male behavioral ODD problems. Significant indirect effects occurred for the mother-daughter and father-son dyads only, suggesting moderated mediation by child and parent gender. Thus, temperament may be one process which explains the relationship between parental psychopathology and emerging adult ODD problems, and this process differed by parent and child gender.
Antisocial Personality Disorder , Anxiety Disorders , Attention Deficit and Disruptive Behavior Disorders/psychology , Child of Impaired Parents/psychology , Depressive Disorder , Temperament , Adolescent , Adult , Adult Children , Anxiety , Fathers , Female , Humans , Irritable Mood , Male , Mediation Analysis , Mothers , Parents/psychology , Problem Behavior/psychology , Sex Factors , Young Adult
OBJECTIVE: Disrupted reward processing is implicated in the etiology of disruptive behavior disorders (DBDs) and callous-unemotional traits. However, neuroimaging investigations of reward processing underlying these phenotypes remain sparse. The authors examined neural sensitivity in response to reward anticipation and receipt among youths with DBDs, with and without callous-unemotional traits. METHODS: Data were obtained from the Adolescent Brain and Cognitive Development Study (mean age=9.51 years [SD=0.50]; 49% female). Reward-related activation during the monetary incentive delay task was examined across 16 brain regions, including the amygdala, anterior cingulate cortex (ACC), nucleus accumbens (NAcc), and orbitofrontal cortex (OFC). Latent variable modeling was used to examine network-level coactivation. The following diagnostic groups were compared: typically developing youths (N=693) and youths with DBDs (N=995), subdivided into those with callous-unemotional traits (DBD+CU, N=198) and without callous-unemotional traits (DBD only, N=276). RESULTS: During reward anticipation, youths in the overall DBD group (with and without callous-unemotional traits) showed decreased dorsal ACC activation compared with typically developing youths. The DBD-only group exhibited reduced ventral and dorsal striatal activity compared with the DBD+CU and typically developing groups. During reward receipt, youths with DBDs showed increased cortical (e.g., OFC) and subcortical (e.g., NAcc) regional activation compared with typically developing youths. The DBD+CU group demonstrated greater activation in several regions compared with those in the typically developing (e.g., amygdala) and DBD-only (e.g., dorsal ACC) groups. At the network level, the DBD-only group showed reduced anticipatory reward activation compared with the typically developing and DBD+CU groups, whereas youths in the DBD+CU group showed increased activation during reward receipt compared with those in the typically developing group. CONCLUSIONS: These findings advance our understanding of unique neuroetiologic pathways to DBDs and callous-unemotional traits.
Attention Deficit and Disruptive Behavior Disorders/diagnostic imaging , Brain/diagnostic imaging , Conduct Disorder/diagnostic imaging , Reward , Amygdala/diagnostic imaging , Amygdala/physiopathology , Attention Deficit and Disruptive Behavior Disorders/physiopathology , Attention Deficit and Disruptive Behavior Disorders/psychology , Brain/physiopathology , Child , Conduct Disorder/physiopathology , Conduct Disorder/psychology , Female , Functional Neuroimaging , Gyrus Cinguli/diagnostic imaging , Gyrus Cinguli/physiopathology , Humans , Male , Nucleus Accumbens/diagnostic imaging , Nucleus Accumbens/physiopathology , Prefrontal Cortex/diagnostic imaging , Prefrontal Cortex/physiopathology
Enuresis and encopresis can be stressful for children and parents. We investigated the comorbid psychiatric disorders and the emotional and behavioral symptoms associated with elimination disorders. A total of 97 children and adolescents (aged 4-17 years) with an elimination disorder participated in this study. The elimination disorder group consisted of three subgroups: 50 subjects with enuresis nocturna, 26 with encopresis, and 21 subjects with enuresis+encopresis. The control group with no elimination disorder comprised 50 healthy subjects. All children were interviewed by a child and adolescent psychiatrist. Comorbid psychiatric disorders were assessed using the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime version (K-SADS-PL). Parents completed the Strengths and Difficulties Questionnaire. The most common diagnosis was attention-deficit/hyperactivity disorder, followed by oppositional defiant disorder. The highest rate of psychiatric comorbidity was observed in the enuresis+encopresis subgroup, followed by the enuresis nocturna and encopresis subgroups. All the subgroups had higher total difficulties scores than the control group. Screening for psychiatric disorders should be performed for all children with incontinence.
Attention Deficit Disorder with Hyperactivity/epidemiology , Attention Deficit and Disruptive Behavior Disorders/epidemiology , Elimination Disorders/epidemiology , Adolescent , Attention Deficit Disorder with Hyperactivity/diagnosis , Attention Deficit Disorder with Hyperactivity/psychology , Attention Deficit and Disruptive Behavior Disorders/diagnosis , Attention Deficit and Disruptive Behavior Disorders/psychology , Case-Control Studies , Child , Child, Preschool , Comorbidity , Cross-Sectional Studies , Elimination Disorders/psychology , Female , Humans , Male , Psychiatric Status Rating Scales , Turkey/epidemiology
No study has analyzed the relative occurrence of a broad range of symptoms reported by mothers of children with autism, ADHD-Combined, and ADHD-Inattentive and typical controls. Mothers rated 1436 children with autism, 1056 with ADHD without autism, and 186 controls, 2-17 years, on 41 internalizing, externalizing, neurodevelopmental, and somatic problems. Most children with autism had symptoms of ADHD, oppositional defiant disorder, disruptive mood dysregulation disorder, and expressive language disorder and almost half had dysgraphia and receptive language disorder. Symptom overlap between autism and ADHD-Combined was high. Clinicians specializing in autism and ADHD must have expertise in evaluating and treating these comorbidities identified as most problematic by mothers in order to relieve family concerns and develop treatment plans relevant to families.
Attention Deficit Disorder with Hyperactivity/epidemiology , Attention Deficit and Disruptive Behavior Disorders/epidemiology , Autistic Disorder/epidemiology , Language Development Disorders/epidemiology , Mood Disorders/epidemiology , Adolescent , Attention Deficit Disorder with Hyperactivity/psychology , Attention Deficit and Disruptive Behavior Disorders/psychology , Autistic Disorder/psychology , Child , Child, Preschool , Comorbidity , Female , Humans , Internal-External Control , Language Development Disorders/psychology , Male , Medically Unexplained Symptoms , Mood Disorders/psychology , Mothers , Problem Behavior/psychology
Irritability is a transdiagnostic symptom in oppositional defiant disorder, depression, and anxiety, all highly comorbid disorders but with unknown simultaneous evolution. The aim was to obtain the developmental trajectories of simultaneous irritability and oppositional, depression, and anxiety problems from preschool age to early adolescence. A sample of 493 community children was followed up annually from ages 3-11 years and assessed using categorical and dimensional measures answered by parents and teachers. Latent Class Growth Analysis for four parallel processes was used to identify distinct groups of individual trajectories for irritability and oppositional, depression, and anxiety problems. Outcomes at ages 11 and 12 were compared among trajectories using regression models and multiple comparisons. A 3-class model showed the highest entropy (0.961) and adequate posterior probabilities of class membership (≥0.969). Class 1 (n = 331, 67.1%) was made up of children with stable low scores in all the variables; class 2 (n = 55, 11.2%) of children with high depression, anxiety, and irritability and above the mean stable profiles for oppositional problems; and class 3 (n = 107, 21.7%) of children with medium-high increasing irritability and oppositional problems and on the mean depression and anxiety. The classes with symptomatology and irritability (2 and 3) clearly differed from class 1 (low) at baseline and in outcomes. The course of irritability and oppositional, depression, and anxiety problems from ages 3-11 years differed qualitatively and quantitatively across subgroups of children. The 3 classes identified may help to guide clinicians' decision-making regarding treating irritability and its comorbid disorders.
Anxiety/psychology , Attention Deficit and Disruptive Behavior Disorders/psychology , Child Development , Depression/psychology , Irritable Mood , Child , Child, Preschool , Female , Humans , Male
Causal pathways to disruptive behavior disorders, even within the same diagnostic category, are varied. Both equifinality and multifinality pose considerable challenges to uncovering underlying mechanisms and understanding varied developmental trajectories associated with disruptive behavior disorders. Uncovering genetic causes requires improved granularity in how we operationalize presentation and developmental trajectories associated with disruptive behavior disorders. If we want to integrate the study of genetic, environmental, and neurocognitive factors within a longitudinal framework, we need to improve measurement. Furthermore, brain changes associated with disruptive behavior disorders should not simply be understood as outcomes of genetic and environmental influences, but also as factors that reciprocally influence future social environments over time in ways that are important in contributing to risk and resilience. Advancing the field with regard to these challenges will result in more truly integrated investigation of disruptive behavior disorders, which holds the promise of improving our ability to develop more effective preventive and intervention approaches.
Attention Deficit and Disruptive Behavior Disorders , Brain , Attention Deficit and Disruptive Behavior Disorders/epidemiology , Attention Deficit and Disruptive Behavior Disorders/etiology , Attention Deficit and Disruptive Behavior Disorders/prevention & control , Attention Deficit and Disruptive Behavior Disorders/psychology , Brain/diagnostic imaging , Brain/growth & development , Brain/physiopathology , Gene-Environment Interaction , Humans , Problem Behavior/psychology , Psychology, Developmental/methods , Psychology, Developmental/trends , Psychopathology , Risk Factors , Social Environment
Anxiety/psychology , Attention Deficit and Disruptive Behavior Disorders/psychology , Conduct Disorder/psychology , Depression/psychology , Mutism/psychology , Parenting/psychology , Adolescent , Adolescent Behavior/psychology , Anxiety/complications , Anxiety/therapy , Attention Deficit and Disruptive Behavior Disorders/complications , Attention Deficit and Disruptive Behavior Disorders/therapy , Child Behavior/psychology , Child, Preschool , Conduct Disorder/complications , Conduct Disorder/therapy , Depression/complications , Depression/therapy , Female , Humans , Male , Mutism/complications , Mutism/therapy , Psychotherapy
Difficulties in facial emotion recognition (FER) are associated with a range of mental health and antisocial presentations in adolescents and adults. Externalising behaviours in children are often one of the earliest signs of risk for the development of such difficulties. This article systematically reviews the evidence (from both group and correlational studies) for whether there is a relationship between FER and externalising behaviours in pre-adolescent children (aged 12 and under), both across and within externalising behaviour domains (hyperactivity, conduct problems, callous-unemotional traits, and aggression). Four electronic databases were searched producing 1,296 articles. Articles were included if they used validated measures of FER and externalising behaviours. Sixteen articles met criteria for inclusion in the review. Overall, the results suggested FER problems are present in ADHD, CP and callous-unemotional presentations, and in samples of children with higher levels of externalising problems rather than in community samples. However, there was no consistent evidence for specific emotions being implicated in the studies reviewed. Clinically, the findings suggest that FER difficulties are commonly associated with externalising behaviours, and hence this review offers some support that FER deficits could be a relevant target of intervention for externalising behaviours. However, more longitudinal studies are required, that control for other variables that might underlie FER difficulties (e.g. IQ or basic Theory of Mind abilities), to inform our knowledge of whether FER difficulties are a causal factor in externalising behaviours.
Aggression/psychology , Conduct Disorder/psychology , Facial Recognition , Problem Behavior/psychology , Attention Deficit and Disruptive Behavior Disorders/physiopathology , Attention Deficit and Disruptive Behavior Disorders/psychology , Child , Child, Preschool , Conduct Disorder/physiopathology , Humans
OBJECTIVE: Precise phenotypic characterization of prenatal tobacco exposure (PTE)-related disruptive behavior (DB) that integrates nuanced measures of both exposures and outcomes is optimal for elucidating underlying mechanisms. Using this approach, our goals were to identify dimensions of DB most sensitive to PTE prior to school entry and assess contextual variation in these dimensions. METHODS: A community obstetric sample of N = 369 women (79.2% lifetime smokers; 70.2% pregnancy smokers) from two Midwestern cities were assessed for PTE using cotinine-calibrated interview-based reports at 16, 28, and 40 weeks of gestation. A subset of n = 244 who completed observational assessments with their 5-year-old children in a subsequent preschool follow-up study constitute the analytic sample. Using two developmentally-meaningful dimensions previously associated with emergent clinical risk for DB-irritability and noncompliance-we assessed children with 2 parent-report scales: the Multidimensional Assessment Profile of Disruptive Behavior (MAP-DB) and the Early Childhood Inventory (ECI). We also assessed children by direct observation across 3 interactional contexts with the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). We used generalized linear models to examine between-child variability across behavioral dimensions, and mixed effects models to examine directly observed within-child variability by interactional context. RESULTS: Increasing PTE predicted increasing impairment in preschoolers' modulation of negative affect (irritability), but not negative behavior (noncompliance) across reported (MAP-DB) and observed (DB-DOS) dimensional measures. Moreover, children's PTE-related irritability was more pronounced when observed with parents than with the examiner. The ECI did not detect PTE-related irritability nor noncompliance. CONCLUSIONS: Nuanced, dimension- and context-specific characterization of PTE-related DB described can optimize early identification of at-risk children.
Attention Deficit and Disruptive Behavior Disorders/psychology , Prenatal Exposure Delayed Effects , Problem Behavior/psychology , Tobacco Use/adverse effects , Child , Child, Preschool , Female , Humans , Male , Pregnancy , Psychiatric Status Rating Scales , Nicotiana/adverse effects
This study examined the levels of agreement between the reports of 207 adolescents with attention-deficit/hyperactivity disorder (ADHD) and their parents regarding the adolescents' callous-unemotional (CU) traits and investigated the factors influencing adolescent-parent agreement. Adolescent-parent agreement about CU traits in three dimensions according to the Chinese version of the Inventory of Callous and Unemotional Traits was examined. The influence of demographic characteristics, comorbid conduct disorder (CD), oppositional defiant disorder (ODD), and ADHD symptoms on adolescent-parent agreement was also examined. The results indicated that adolescent-parent agreement on the CU trait of uncaringness was moderate, whereas agreement on the CU traits of callousness and unemotionality was poor. Adolescent-parent agreement on the three dimensions of CU traits varied depending on the adolescents' sex and comorbid CD and ODD symptoms as well as parental age. Therefore, multiple sources of information are required when assessing the severity of CU traits in adolescents with ADHD. The factors influencing the levels of the agreement should also be considered.
Adolescent Behavior , Attention Deficit Disorder with Hyperactivity/psychology , Attention Deficit and Disruptive Behavior Disorders/psychology , Conduct Disorder/psychology , Empathy , Parent-Child Relations , Parents/psychology , Adolescent , Attention Deficit Disorder with Hyperactivity/epidemiology , Attention Deficit and Disruptive Behavior Disorders/epidemiology , China , Comorbidity , Conduct Disorder/epidemiology , Emotions , Humans
This study aimed to examine the prevalence, related factors, and emotional problems associated with teacher harassment victimization in adolescents with autism spectrum disorder (ASD) assessed by self-reports and parent reports. A total of 219 adolescents with ASD participated in this study. The self-reported and parent-reported rates of teacher harassment victimization were calculated. Sociodemographic characteristics, parent-reported social communication deficits, attention-deficit and hyperactivity disorder (ADHD) symptoms, oppositional defiant disorder (ODD) symptoms, self-reported depression and anxiety symptoms, and suicidality were surveyed. In total, 26 (11.9%) adolescents with ASD experienced teacher harassment based on self-reports or parent reports; the convergence between adolescent and parent reports on adolescent experiences of teacher harassment was low. Victims of teacher harassment exhibited more severe social communication deficits and ODD symptoms than nonvictims of teacher harassment. Victims of teacher harassment displayed more severe depression and anxiety and were more likely to have suicidality. Socio-communication deficits and ODD symptoms were related to teacher harassment victimization, which in turn was significantly associated with emotional problems among adolescents with ASD.
Anxiety/psychology , Attention Deficit and Disruptive Behavior Disorders/psychology , Autism Spectrum Disorder/psychology , Bullying/psychology , Crime Victims/psychology , Depression/psychology , Adolescent , Anxiety/epidemiology , Attention Deficit Disorder with Hyperactivity/psychology , Autistic Disorder , Bullying/statistics & numerical data , Child , Crime Victims/statistics & numerical data , Depression/epidemiology , Female , Humans , Male , Prevalence
