Reproducibility between preschool and school-age Social Responsiveness Scale forms in the Environmental influences on Child Health Outcomes program.

Evidence suggests core autism trait consistency in older children, but development of these traits is variable in early childhood. The Social Responsiveness Scale (SRS) measures autism-related traits and broader autism phenotype, with two age-dependent forms in childhood (preschool, 2.5-4.5 years; school age, 4-18 years). Score consistency has been observed within forms, though reliability across forms has not been evaluated. Using data from the Environmental Influences on Child Health Outcomes (ECHO) program (n = 853), preschool, and school-age SRS scores were collected via maternal report when children were an average of 3.0 and 5.8 years, respectively. We compared reproducibility of SRS total scores (T-scores) and agreement above a clinically meaningful cutoff (T-scores ≥ 60) and examined predictors of discordance in cutoff scores across forms. Participant scores across forms were similar (mean difference: 3.3 points; standard deviation: 7), though preschool scores were on average lower than school-age scores. Most children (88%) were classified below the cutoff on both forms, and overall concordance was high (92%). However, discordance was higher in cohorts following younger siblings of autistic children (16%). Proportions of children with an autism diagnoses were also higher among those with discordant scores (27%) than among those with concordant scores (4%). Our findings indicate SRS scores are broadly reproducible across preschool and school-age forms, particularly for capturing broader, nonclinical traits, but also suggest that greater variability of autism-related traits in preschool-age children may reduce reliability with later school-age scores for those in the clinical range.

Developmental characteristics and accuracy of autism screening among two-year-old toddlers in the ECHO program.

BACKGROUND: The Modified Checklist for Autism in Toddlers (M-CHAT) is a common pediatric screening tool with mixed accuracy findings. Prior evidence supports M-CHAT screening for developmental concerns, especially in toddlers born preterm. This study examined M-CHAT accuracy in a large, nationwide sample. METHODS: 3393 participants from the Environmental influences on Child Health Outcomes (ECHO) program were included. Harmonized M-CHAT (M-CHAT-H) results were compared with parent-reported autism diagnosis and autism-related characteristics to assess accuracy for term and preterm children, together and separately. Generalized estimating equations, clustering for ECHO cohort and controlling for demographic covariates, were used to examine associations between developmental and behavioral characteristics with M-CHAT-H accuracy. RESULTS: Sensitivity of the M-CHAT-H ranged from 36 to 60%; specificity ranged from 88 to 99%. Positive M-CHAT-H was associated with more developmental delays and behavior problems. Children with severe motor delays and more autism-related problems were more likely to have a false-negative M-CHAT-H. Children with fewer behavior problems and fewer autism-related concerns were more likely to have a false-positive screen. CONCLUSION: The M-CHAT-H accurately detects children at low risk for autism and children at increased risk with moderate accuracy. These findings support use of the M-CHAT-H in assessing autism risk and developmental and behavioral concerns in children. IMPACT: Previous literature regarding accuracy of the Modified Checklist for Autism in Toddlers (M-CHAT) is mixed but this study provides evidence that the M-CHAT performs well in detecting children at low risk for autism and consistently detects children with developmental delays and behavioral problems. The M-CHAT moderately detects children at increased risk for autism and remains a useful screening tool. This study examines M-CHAT accuracy in a large-scale, nationwide sample, examining associations between screening accuracy and developmental outcomes. These findings impact pediatric screening for autism, supporting continued use of the M-CHAT while further elucidating the factors associated with inaccurate screens.

Neurocognitive effects of methylphenidate in adults with attention-deficit/hyperactivity disorder: A meta-analysis.

PIEVSKY, M. A., and R. E. McGrath. Neurocognitive effects of methylphenidate in adults with attention-deficit/hyperactivity disorder: A meta-analysis…NEUROSCI BIOBEHAV REV 81(1) XXX-XXX, 2017.- This meta-analysis summarized 21 double-blind randomized controlled trials with a mean study duration of 18 days comparing the neurocognitive functioning of adults with attention-deficit/hyperactivity disorder (ADHD) on methylphenidate vs placebo. Effect sizes were weighted using a random-effects model. Scores on neurocognitive measures and tests of driving ability were on average higher on methylphenidate than on placebo, g = 0.17, p < .01, 95% CI = [0.05, 0.28], with little heterogeneity, Q(20) = 15.05, p = .77, I2 = 0. Performance on methylphenidate was significantly better than on placebo for the following domains: working memory (mean g = 0.13, 95% CI = [0.00, 0.26]), reaction time variability (0.16, [0.03, 0.28]), vigilance (0.22, [0.11, 0.33]), driving (0.22, [0.10, 0.34]), and response inhibition (0.23, [0.10, 0.36]). Quantitative and qualitative assessment revealed evidence of publication bias. Summarizing across studies, methylphenidate improved the performance of adults with ADHD on neurocognitive measures and tests of driving, suggesting that methylphenidate is an effective treatment for adults with ADHD and can improve processes related to attention and concentration.

The relationship between personality disorder traits, emotional intelligence, and college adjustment.

OBJECTIVE: The current study examined the relationship between emotional intelligence, personality disorder traits, and college adjustment. METHOD: A sample of 246 first-semester, first-time freshmen (73.6% female, age mean = 18.7, standard deviation = 2.0) at a large university in the Eastern United States completed the Trait Emotional Intelligence Questionnaire (Petrides, 2009), the Schedule for Nonadaptive and Adaptive Personality-2 (Clark, Simms, Wu, & Casillas, 2014), and the Student Adaptation to College Questionnaire (Baker & Siryk, 1998). RESULTS: As predicted, personality disorder symptoms and emotional intelligence were generally related, and both were related to adjustment. Unique patterns of association between traits reflecting personality disorder clusters and emotional intelligence deficits also emerged. Contrary to expectation, however, emotional intelligence did not moderate the relationship between personality disorders and adjustment. CONCLUSION: The results suggest an alternative model implicating emotional intelligence as a mediator of the relationship between personality difficulties and college adjustment.

The Neurocognitive Profile of Attention-Deficit/Hyperactivity Disorder: A Review of Meta-Analyses.

OBJECTIVE: Numerous meta-analyses have summarized studies comparing the neurocognitive performance of individuals with attention-deficit/hyperactivity disorder (ADHD) to that of healthy controls. METHOD: The present study is a systematic review and quantitative summary of those meta-analyses that aimed to determine the extent to which individuals with ADHD differ cognitively from typically developing controls. RESULTS: Of 253 standardized mean differences (SMDs) drawn from 34 meta-analyses, 244 (96%) were positive, indicating better neurocognitive performance in the control group than the ADHD group. The mean effect size was .45 (SD = .27). Unweighted means of SMDs for neurocognitive domains ranged from .35 (set shifting) to .54 (working memory). When weighted by the number of studies aggregated, they ranged from .35 (set shifting) to .66 (reaction time variability). Neurocognitive domains with mean effects over .50 included working memory (.54), reaction time variability (.53), response inhibition (.52), intelligence/achievement (.51), and planning/organization (.51). When weighted by number of aggregated studies, the domains with mean effects over .50 were reaction time variability (.66), intelligence/achievement (.60), vigilance (.56), working memory (.54), and response inhibition (.52). Age moderated the relationship between ADHD diagnosis and neurocognitive functioning, with greater between-groups differences among children and adults than among adolescents. Funding also moderated this relationship: meta-analyses that received drug funding found larger effect sizes than those without drug funding. CONCLUSIONS: The evidence suggests that ADHD is associated with substantial deficits across a variety of neurocognitive domains. This is the most in-depth review of the neurocognitive functioning of people with ADHD to date.