Working Memory Precision and Associative Binding in Mild Cognitive Impairment.

To better understand working memory (WM) deficits in Mild Cognitive Impairment (MCI), we examined information precision and associative binding in WM in 21 participants with MCI, compared to 16 healthy controls, using an item-location delayed reproduction task. WM, along with other executive functions (i.e. Trail Making Task (TMT) and Stroop task), were measured before and after a 2-h nap. The napping manipulation was intended as an exploratory element to this study exploring potential impacts of napping on executive functions.Compared to healthy participants, participants with MCI exhibited inferior performance not only in identifying encoded WM items but also on item-location associative binding and location precision even when only one item was involved. We also found changes on TMT and Stroop tasks in MCI, reflecting inferior attention and inhibitory control. Post-napping performance improved in most of these WM and other executive measures, both in MCI and their healthy peers.Our study shows that associative binding and WM precision can reliably differentiate MCIs from their healthy peers. Additionally, most measures showed no differential effect of group pre- and post-napping. These findings may contribute to better understanding cognitive deficits in MCI therefore improving the diagnosis of MCI.

Cell phone use distracts young adults from academic work with limited benefit to self-regulatory behavior.

We aim to uncover theoretical mechanisms associated with potential negative (i.e., multitasking) and positive (i.e., self-regulation) aspects of cell phone use (CPU) for academic performance in young adults. We hypothesized that, according to the Switch-Load Theory, repeated CPU during academic activities (CPU_Multitasking) would relate negatively, whereas, according to Zimmerman's Theory of Self-Regulated Learning, CPU for self-regulated learning behaviors (CPU_SRLBehavior) would relate positively to the academic performance of undergraduate students. 525 (75.4% female) undergraduate students from a large public university participated in this study during fall 2019 by completing validated quantitative surveys accessing their CPU and academic performance. Spearman's rho was used to compute the correlations and hierarchical regression was used to analyze the variance. Spearman rank-order coefficient showed that CPU_Multitasking relates negatively, but CPU_SRLBehavior is unrelated to the college GPA of undergraduate students. Hierarchical regression showed that CPU_Multitasking was not a significant predictor of academic performance. Young adults who switch to their cell phones during class or study-related activities are more likely to have lower performance in exams as CPU_Multitasking costs time and efficiency (Switch Load Theory). Young adults who use their cell phones for self-regulated learning behavior are less likely to have an impact on their academic performance as CPU_SRLBehavior helps regulate habits but not learning processes. With the known theoretical mechanisms for CPU multitasking and SRL Behavior, this study provides a guiding document for educational computing system practitioners to explore more theory-driven empirical approaches in the field of CPU and academic success.

Developmental dynamics between reading and math in elementary school.

Reading and math attainment develop during elementary grades. Questions remain, though, about the co-developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades. Participants of the study were 554 academically at-risk children (Mage at the first assessment point = 6.57 years; SD = 0.38) from Texas Project Achieve. Children were assessed utilizing the Woodcock-Johnson-III reading and math measures. Results from dynamic bivariate latent change score models indicated unidirectional longitudinal coupling effects from reading to math. Specifically, average and high levels of reading performance were associated with subsequent gains in math growth, in particular for below average performing children in math. In contrast, low levels of reading performance had negligible or no amplifying influences on change in math growth. The nature of the dynamics was replicated even when controlling for nonverbal cognitive abilities. Results demonstrated that good reading skills pave the way for children to develop their math skills. Such findings underscore the importance of considering reading performance in treating math difficulties.

Neural Correlates of Attentional Bias to Food Stimuli in Obese Adolescents.

Adolescent obesity is an increasingly prevalent problem in several societies. Researchers have begun to focus on neurocognitive processes that may help explain how unhealthy food habits form and are maintained. The present study compared attentional bias to food stimuli in a sample of obese (n = 22) and Normal-weight (n = 18) adolescents utilizing an Attention Blink (AB) paradigm while electroencephalography (EEG) was recorded. We found lower accuracy and Event-Related Potential (ERP) P3 amplitudes during the presentation of food stimuli in AB trials for obese adolescents. These findings suggest an impaired ability of their brains to flexibly relocate attentional resources in the face of food stimuli. The results were corroborated by lower P3s also being associated with higher body mass index (BMI) values and poorer self-reported self-efficacy in controlling food intake. The study is among the few examining neural correlates of attentional control in obese adolescents and suggests automatic attentional bias to food is an important aspect to consider in tackling the obesity crisis.

Toward standardizing the clinical testing protocols of point-of-care devices for obstructive sleep apnea diagnosis.

PURPOSE: In recent years, point-of-care (POC) devices, especially smart wearables, have been introduced to provide a cost-effective, comfortable, and accessible alternative to polysomnography (PSG)-the current gold standard-for the monitoring, screening, and diagnosis of obstructive sleep apnea (OSA). Thorough validation and human subject testing are essential steps in the translation of these device technologies to the market. However, every device development group tests their device in their own way. No standard guidelines exist for assessing the performance of these POC devices. The purpose of this paper is to critically distill the key aspects of the various protocols reported in the literature and present a protocol that unifies the best practices for testing wearable and other POC devices for OSA. METHODS: A limited review and graphical descriptive analytics of literature-including journal articles, web sources, and clinical manuscripts by authoritative agencies in sleep medicine-are performed to glean the testing and validation methods employed for POC devices, specifically for OSA. RESULTS: The analysis suggests that the extent of heterogeneity of the demographics, the performance metrics, subject survey, hypotheses, and statistical analyses need to be carefully considered in a systematic protocol for testing POC devices for OSA. CONCLUSION: We provide a systematic method and list specific recommendations to extensively assess various performance criteria for human subject testing of POC devices. A rating scale of 1-3 is provided to encourage studies to put a focus on addressing the key elements of a testing protocol.

Childhood Resilient Personality Trajectories and Associations with Developmental Trajectories of Behavioral, Social-emotional, and Academic Outcomes across Childhood and Adolescence: A Longitudinal Study Across 12 Years.

This study examined the continuity and change of childhood resilient personality (first three years in grade school), and how differential trajectories in resilient personality were dynamically associated with behavioral problems, social-emotional functioning and academic performance across the primary and secondary school years (Grade 1-12). Participants were 784 academically at-risk students predominantly from low SES families (47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American) who were recruited in grade 1 (Mean age = 6.57) and followed annually through the final year of high school (Grade 12). Results revealed three distinct trajectories of childhood resilient personality, including an ego-resilient or flexible group (26.8%), an ego-brittle or inflexible group (21.9%), and an ordinary or common group (49.9%). Children in the ego-brittle group were at a greater risk for sustaining high levels of behavioral problems, low socio-emotional functioning (based on parent and teacher report), and poor academic performance across formal schooling. In contrast, the resilient children exhibited persistently low behavioral problems, high social-emotional functioning, and better academic performance across formal schooling. Findings also indicated that the protective effect of childhood resiliency was sustained even after the transition from childhood to adolescence.

Conducting Event-Related Potential (ERP) Research with Young Children: A Review of Components, Special Considerations and Recommendations for Research on Cognition and Emotion.

There has been an unprecedented increase in the number of research studies employing event-related potential (ERP) techniques to examine dynamic and rapidly-occurring neural processes with children during the preschool and early childhood years. Despite this, there has been little discussion of the methodological and procedural differences that exist for studies of young children versus older children and adults. That is, reviewers, editors, and consumers of this work often expect developmental studies to simply apply adult techniques and procedures to younger samples. Procedurally, this creates unrealistic expectations for research paradigms, data collection, and data reduction and analyses. Scientifically, this leads to inappropriate measures and methods that hinder drawing conclusions and advancing theory. Based on ERP work with preschoolers and young children from 10 laboratories across North America, we present a summary of the most common ERP components under study in the area of emotion and cognition in young children along with 13 realistic expectations for data collection and loss, laboratory procedures and paradigms, data processing, ERP averaging, and typical challenges for conducting this type of work. This work is intended to supplement previous guidelines for work with adults and offer insights to aid researchers, reviewers, and editors in the design and evaluation of developmental research using ERPs. Here we make recommendations for researchers who plan to conduct or who are conducting ERP studies in children between ages 2 and 12, focusing on studies of toddlers and preschoolers. Recommendations are based on both data and our cumulative experience and include guidelines for laboratory setup, equipment and recording settings, task design, and data processing.

Neural differences of inhibitory control between adolescents with obesity and their peers.

BACKGROUND/OBJECTIVE: Inhibitory control, the ability to suppress prepotent responses and resist irrelevant stimuli, is thought to play a critical role in the manifestation and maintenance of obesity in adolescents. Adolescence is a unique developmental stage characterized by significant maturational changes in cortical structures (i.e., prefrontal cortex: PFC) that relate to inhibitory control processes. The current study investigated the behavioral and neurophysiological correlates of inhibitory control in adolescents with obesity. SUBJECTS/METHODS: We compared 18 normal-weight and 22 adolescents with obesity on performance and electroencephalography (EEG)-based measures during a Go/NoGo task. We investigated N2 and P3 event-related potential (ERP) components. RESULTS: Adolescents with obesity showed lower accuracy compared to their normal-weight peers in NoGo trials where greater amounts of inhibitory control effort were required (p = 0.03). Adolescents with obesity had larger NoGo N2 amplitude relative to the Go N2 amplitude (p = 0.03), whereas this difference was not observed in the healthy weight sample. Furthermore, a lower self-efficacy of individual's ability to control eating behaviors in challenging situations (as measured by the Weight Efficacy Lifestyle-Short Form) directly correlated with larger NoGo N2 amplitudes for both obese (p = 0.03) and normal weight groups (p = 0.01). CONCLUSIONS: These findings suggested that obesity in adolescence is associated with a decreased ability to modulate cognitive conflict during the inhibitory control processing. The individual differences in conflict monitoring during situations where greater amounts of inhibitory control effort were required might provide an explanation for overeating behaviors in obese adolescents.

Executive function in children with externalizing and comorbid internalizing behavior problems.

BACKGROUND: The goal of this study is to investigate differences in executive function (EF) in children with different levels of disruptive behavior problems (DBP). METHODS: Ninety-three children between 7 and 12 years old with DBP were compared to 63 normally developing peers on a battery of EF tasks that varied in the amount of required emotion regulation ('hot' EF). RESULTS: Differences in EF were found between DBP and comparison groups as indexed by hot EF tasks. Self-reported emotion scales, in conjunction with physiological recordings of heart rate, confirmed that emotions were elicited during hot EF. CONCLUSIONS: Results suggest that difficulties in hot EF underlie externalizing problem behaviors in middle childhood.

Neural Rhythms of Change: Long-Term Improvement after Successful Treatment in Children with Disruptive Behavior Problems.

Neural changes were investigated for children with disruptive behavior problems one year after a treatment program ended. Thirty-nine children and their parents visited the research lab before, after, and a year after treatment ended. During those lab visits, electroencephalography (EEG) was recorded during a challenging Go/No-go task. Treatment consisted of intensive 14-week combined cognitive behavioral therapy and parent management training sessions. For the analysis, participants were divided into long-term improvers (IMPs) and long-term nonimprovers (NIMPs) based on changes in their externalizing problem scores. The results showed early no-go theta power (4-8 Hz, 100-250 ms) decreased for long-term IMPs compared to NIMPs. When participants were divided based on changes in their comorbid internalizing symptoms, effects were stronger and reductions in theta power were found for early as well as later phases (250-650 ms). We provided preliminary evidence that theta power is a useful neural measure to trace behavioral change linked to improved self-regulation even up to a year after treatment ended. Results may have implications for the characterization of children with disruptive behavior problems and may lead to the development of novel markers of treatment success.

Developmental change in EEG theta activity in the medial prefrontal cortex during response control.

Cognitive control functions continue to improve from infancy until early adulthood, allowing flexible adaptation to a complex environment. However, it remains controversial how this development in cognitive capabilities is mediated by changes in cortical activity: both age-related increases and decreases of mediofrontal neural activity have been observed and interpreted as neural underpinnings of this functional development. To better understand this developmental process, we examined EEG theta activity in the mediofrontal region using a Go/No-go response control task. We found that both pre-stimulus baseline theta-power and theta-power during the response control task, without baseline-correction, decreased with age. Conversely, when task-related theta-power was baseline corrected (using a ratio method), it exhibited a positive developmental trajectory. The age-related theta-power increase was source-localized to the anterior cingulate cortex. This increase in theta activity also partially mediated age-related improvements in response control and was greatest in a condition that demanded greater effort. Theta activity in older children also showed greater temporal reliability across trials as measured by inter-trial phase-coherence. Interestingly, directly subtracting baseline activity from task-related activity did not yield significant developmental effects, which highlights the necessity of separating and contrasting the pre-stimulus baseline with task-related processing in the understanding of neurodevelopmental changes.

Cell Phone Social Media Use and Psychological Well-Being in Young Adults: Implications for Internet-Related Disorders.

Internet-related disorders are on the rise and increasing cell phone social media use may be one of the reasons for these disorders. To better understand internet-related disorders, we aim to explore the psychological and social aspects of cell phone social media behaviors. We hypothesized that, according to humanistic theories of positive functioning, cell phone social media connectedness to self (engagement, interest, pleasure, sense of enjoyment, meaningfulness, purposefulness, optimism, acceptance, and feeling accomplished) would relate positively to psychological well-being of undergraduate students. We also hypothesized that, according to Maslow's hierarchy of needs, cell phone social media connectedness to others (affiliation, feeling rewarded, being liked by others, and contributions to the well-being of others) would relate positively to the psychological well-being of undergraduate students. During the fall of 2019, 523 (75.4% female) undergraduate students from a large public university participated in this study by completing validated quantitative surveys on their cell phone use and psychological well-being. Spearman's rho and ordinal logistics were implemented to analyze the findings. Correlational data showed that cell phone social media connectedness to self and cell phone social media connectedness to others were positively associated with the psychological well-being of undergraduate students. Ordinal logistics showed higher odds of psychological well-being occurring with cell phone social media connectedness to self and cell phone social media connectedness to others. Cell phone social media connectedness to self significantly predicted psychological well-being with the medium effect, whereas cell phone social media connectedness to others was not a significant predictor of the psychological well-being of undergraduate students. An increase in cell phone social media connectedness to self and an increase in cell phone social media connectedness to others of undergraduate students helped them improve their psychological well-being. Cell phone social media connectedness to self significantly predicted but cell phone social media connectedness to others did not predict the psychological well-being of undergraduate students, which may have implications for the research pertaining to behavioral addiction and may help better understand internet-related disorders.

Neurophysiological Correlates of Reading Difficulties in Elementary School Children.

The present study examined the event-related potentials (ERPs) and reading-language skills of elementary school children with and without reading difficulties. Typically developing children showed an N400 effect characterized by significantly larger N400 amplitudes elicited by nonwords than real words. Their meaning processing shown by the N400 systematically differed by lexicality. On the other hand, the N400 effect was absent in children with reading difficultiesExploratory analyses were conducted with the N1 and Late Positive Component. Additionally, the relationships between ERPs and reading-language skills were examined; sight word efficiency and phonemic decoding efficiency accounted for significant variance in the N400 effect.

Resting state EEG oscillatory power differences in ADHD college students and their peers.

BACKGROUND: Among the most robust neural abnormalities differentiating individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) from typically developing controls are elevated levels of slow oscillatory activity (e.g., theta) and reduced fast oscillatory activity (e.g., alpha and beta) during resting-state electroencephalography (EEG). However, studies of resting state EEG in adults with ADHD are scarce and yield inconsistent findings. METHODS: EEG profiles, recorded during a resting-state with eyes-open and eyes-closed conditions, were compared for college students with ADHD (n = 18) and a nonclinical comparison group (n = 17). RESULTS: The ADHD group showed decreased power for fast frequencies, especially alpha. This group also showed increased power in the slow frequency bands, however, these effects were strongest using relative power computations. Furthermore, the theta/beta ratio measure was reliably higher for the ADHD group. All effects were more pronounced for the eyes-closed compared to the eyes-open condition. Measures of intra-individual variability suggested that brains of the ADHD group were less variable than those of controls. CONCLUSIONS: The findings of this pilot study reveal that college students with ADHD show a distinct neural pattern during resting state, suggesting that oscillatory power, especially alpha, is a useful index for reflecting differences in neural communication of ADHD in early adulthood.

Emotion regulation in children with behavior problems: linking behavioral and brain processes.

Past studies have shown that aggressive children exhibit rigid (rather than flexible) parent-child interactions; these rigid repertoires may provide the context through which children fail to acquire emotion-regulation skills. Difficulties in regulating emotion are associated with minimal activity in dorsal systems in the cerebral cortex, for example, the anterior cingulate cortex. The current study aimed to integrate parent-child and neurocognitive indices of emotion regulation and examine their associations for the first time. Sixty children (8-12 years old) referred for treatment for aggression underwent two assessments. Brain processes related to emotion regulation were assessed using dense-array EEG with a computerized go/no-go task. The N2 amplitudes thought to tap inhibitory control were recorded, and a source analysis was conducted. In the second assessment, parents and children were videotaped while trying to solve a conflict topic. State space grids were used to derive two dynamic flexibility parameters from the coded videotapes: (a) the number of transitions between emotional states and (b) the dispersion of emotional states, based on proportional durations in each state. The regression results showed that flexibility measures were not related to N2 amplitudes. However, flexibility measures were significantly associated with the ratio of dorsal to ventral source activation: for transitions, ΔR 2 = .27, F (1, 34) = 13.13, p = .001; for dispersion, ΔR 2 = .29, F (1, 35) = 14.76, p < .001. Thus, in support of our main hypothesis, greater dyadic flexibility was associated with a higher ratio of dorsomedial to ventral activation, suggesting that children with more flexible parent-child interactions are able to recruit relatively more dorsomedial activity in challenging situations.

Electroencephalography complexity in resting and task states in adults with attention-deficit/hyperactivity disorder.

Analysing EEG complexity could provide insight into neural connectivity underlying attention-deficit/hyperactivity disorder symptoms. EEG complexity was calculated through multiscale entropy and compared between adults with attention-deficit/hyperactivity disorder and their peers during resting and go/nogo task states. Multiscale entropy change from the resting state to the task state was also examined as an index of the brain's ability to change from a resting to an active state. Thirty unmedicated adults with attention-deficit/hyperactivity disorder were compared with 30 match-paired healthy peers on the multiscale entropy in the resting and task states as well as their multiscale entropy change. Results showed differences in multiscale entropy between individuals with attention-deficit/hyperactivity disorder and their peers during the resting state as well as the task state. The multiscale entropy measured from the comparison group was larger than that from the attention-deficit/hyperactivity disorder group in the resting state, whereas the reverse pattern was found during the task state. Our most robust finding showed that the multiscale entropy change from individuals with attention-deficit/hyperactivity disorder was smaller than that from their peers, specifically at frontal sites. Interestingly, individuals without attention-deficit/hyperactivity disorder performed better with decreasing multiscale entropy changes, demonstrating higher accuracy, faster reaction time and less variability in their reaction times. These data suggest that multiscale entropy could not only provide insight into neural connectivity differences between adults with attention-deficit/hyperactivity disorder and their peers but also into their behavioural performance.

Nighttime cell phone use and sleep quality in young adults.

Young adults are particularly vulnerable to sleep disturbances related to their cell phone use (CPU). The purpose of this study was to test Sleep Displacement and Psychological Arousal theories of CPU-led sleep disruption in relation in a sample of university students. CPU for unstructured leisure activities before sleep (CPU_BeforeBed), as well as CPU for accessing explicit or emotionally charged media content before sleep (CPU_Arousal), were both measured. 525 (75% female) undergraduate students from a large public institution participated in this study during fall 2019. The data were collected using a battery of validated self-report questionnaires. Questionnaires included the Pittsburgh Sleep Quality Index scale, which was used to measure sleep latency and sleep difficulty, and a contemporary questionnaire developed to measure CPU_BeforeBed and CPU_Arousal. A crude odds ratio analysis was implemented to analyze findings. Sleep Displacement data showed higher odds of sleep latency occurring with CPU_BeforeBed [Exp (B) = 1.091, p < 0.001]. Psychological Arousal data showed higher odds of sleep difficulty occurring with CPU_Arousal [Exp (B) = 1.065, p < 0.001]. CPU_BeforeBed significantly predicted sleep latency [Exp (B) = 1.062, p < 0.01], and CPU_Arousal significantly predicted the sleep difficulty [Exp (B) = 1.069, p < 0.001] of undergraduate students. Young adults who used cell phones before sleep and access emotionally charged content before going to bed were more likely to report trouble sleeping. They took more time to fall asleep at night as their sleep hours were compressed due to CPU. These findings support the Sleep Displacement and Arousal theories of sleep disruption and provide further insight into possible mechanisms for sleep disturbance in young adults.

Feasibility of using a biofeedback device in mindfulness training - a pilot randomized controlled trial.

BACKGROUND: Stress can negatively impact an individual's health and well-being and high levels of stress are noted to exist among college students today. While traditional treatment methods are plagued with stigma and transfer problems, newly developed wearable biofeedback devices may offer unexplored possibilities. Although these products are becoming commonplace and inexpensive, scientific evidence of the effectiveness of these products is scarce and their feasibility within research contexts are relatively unexplored. Conversely, companies are not required, and possibly reluctant, to release information on the efficacy of these products against their claims. Thus, in the present pilot, we assess the feasibility of using a real-time respiratory-based biofeedback device in preparation for a larger study. Our main aims were to assess device-adherence and collaboration with the company that develops and sells the device. METHOD: Data were collected from 39 college students who self-identified as experiencing chronic stress at a Southwestern university in the USA. Students were randomized into either a mindfulness-only control group without a biofeedback device (n = 21), or an experimental group with biofeedback device (n = 18). Both groups received mindfulness meditation training. Pre-test and post-test procedures were conducted 2 weeks apart. Further, both participant compliance and company compliance were assessed and collaboration with the company was evaluated. RESULTS: Participant device-adherence as well as the company's collaboration necessary for a full-scale study was determined to be low. This may also have affected our results which showed a strong main effect for time for all outcome variables, suggesting all groups showed improvement in their levels of stress after the intervention period. No group by time effects were identified, however, indicating no added benefit of the biofeedback device. CONCLUSIONS: Our findings suggest feasibility of future studies requires full collaboration and detailed and agreed upon data sharing procedures with the biofeedback company. The particular device under investigation added no value to the intervention outcomes and it was not feasible to continue a larger-scale study. Further, as the technology sector is innovating faster than it can validate products, we urge for open science collaborations between public and private sectors to properly develop evidence-based regulations that can withstand technological innovation while maintaining product quality, safety, and effectiveness. TRIAL REGISTRATION: NCT02837016 . Registered 19 July 2016.

Visuospatial Working Memory Capacity in the Brain After Working Memory Training in College Students With ADHD: A Randomized Controlled Trial.

Objective: ADHD has been associated with persistent problems of working memory. This study investigated the efficacy of an intensive and adaptive computerized working memory treatment (CWMT) at behavioral and neural levels. Method: College students (n = 89; 40 females) with ADHD were randomized into a standard-length CWMT (45 min/session, 25 sessions, n = 29), shortened-length CWMT (15 min/session, 25 sessions, n = 32), and a waitlist group (n = 28). Both CWMT groups received treatment for 5 days a week for 5 weeks. Lab sessions before and after CWMT assessed electroencephalography (EEG) indicators of working memory, behavioral indicators of working memory performance, and ADHD symptomatology. Results: No evidence was found for neural or any other behavioral transfer effects of improvement for the CWMT treatment groups over the active control or waitlist group. Conclusion: Our study does not provide evidence for the benefits of CWMT at neural or behavioral levels.

Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence: Associations with early childhood individual and contextual antecedents.

As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that might explain differentiated codevelopmental patterns. The antecedents consisted of individual (i.e., ego-resilient personality, intelligence, language ability, gender, and ethnicity) and contextual factors (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher-child relationship conflict, and peer rejection). We identified 4 distinct codevelopment patterns including a chronic co-occurring group (30.1%), a moderate co-occurring group (28.5%), a pure-externalizing group (18.6%), and a low-risk group (22.8%). While children who belonged to any of the 3 higher risk groups exhibited more adverse early childhood antecedents compared with the low-risk group, the chronic co-occurring group displayed the most severe profiles of early childhood antecedents compared with the moderate co-occurring and the pure-externalizing groups. Common antecedents for the 3 higher risk groups were lower ego-resilient personality, higher teacher-child relationship conflict, being male, and being African American. Low language ability and peer rejection were identified as unique antecedents for the chronic co-occurring group. (PsycInfo Database Record (c) 2020 APA, all rights reserved).