JCPP advances最新文献

{"title":"Family history of ADHD associates with stronger problem-solving skills amongst 2- to 3-year-olds","authors":"Alexandra Hendry,&nbsp;Emily J. H. Jones,&nbsp;Linn Andersson-Konke,&nbsp;Mary Agyapong,&nbsp;Tessel Bazelmans,&nbsp;Jannath Begum-Ali,&nbsp;Mutluhan Ersoy,&nbsp;Amy Goodwin,&nbsp;Greg Pasco,&nbsp;Terje Falck-Ytter,&nbsp;Mark H. Johnson,&nbsp;Tony Charman,&nbsp;and the EASE and STAARS Teams","doi":"10.1002/jcv2.70009","DOIUrl":"https://doi.org/10.1002/jcv2.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Attention-Deficit/Hyperactivity Disorder (ADHD) is linked to strengths in creative problem-solving amongst school-aged children and adults. In contrast, autism (which frequently co-occurs with ADHD) is associated with lower generativity, and perseverative responses during problem-solving. Little is known about how ADHD and autism traits—or broader heritable autism and ADHD phenotypes—associate with problem-solving skills in early childhood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>129 UK 2- and 3-year-olds (exploratory dataset) and 74 Swedish 3-year-olds (confirmatory dataset) with and without a family history (FH) of ADHD and autism, completed a problem-solving task. Parents reported on their 3-year-olds’ ADHD and autism traits using the Child Behaviour Checklist and Social Responsiveness Scale-2. FH group differences in problem-solving performance were tested using ANOVA (exploratory dataset, FH-autism and FH-ADHD as fixed factors) and <i>t</i>-test (confirmatory and combined datasets split by FH-ADHD). Linear regressions of problem-solving success on autism/ADHD traits were run in both samples.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Compared with peers with no FH-ADHD, children with FH-ADHD showed higher problem-solving success at 2 (partial <i>ω</i>² = 0.106) and 3 years (partial <i>ω</i>² = 0.045) in the exploratory dataset. In the confirmatory dataset, a FH-ADHD-and-autism group trended towards higher success scores compared with a no-FH-ADHD group (comprising FH-autism-only and no-FH ADHD-or-autism sub-groups) but scores were only significantly higher for children with FH-ADHD-and-autism when compared with children with no FH-ADHD-<i>or-autism</i> (<i>g</i>_<i>s</i> = 0.977). ADHD (but not autism) traits were positively associated with problem-solving performance in the exploratory (<i>β</i> = 0.212, <i>p</i> = 0.031) and combined samples (<i>β</i> = 0.173, <i>p</i> = 0.024). Effects were a consistent direction and magnitude, but not significant, in the confirmatory sample alone (<i>β</i> = 0.201, <i>p</i> = 0.103).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Considering a child's family history alongside their neurodivergent traits may help to identify their likely strengths, and how to access them: Children with ADHD traits and/or a family history of ADHD are likely to have an aptitude for generative problem-solving when presented with highly motivating, ecologically valid challenges.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145719734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attention Deficit Hyperactivity Disorder and other neurodevelopmental traits are associated with impact on functioning among children in the general population","authors":"Louise Horstmann,&nbsp;Charlotte A. Dennison,&nbsp;Evie Stergiakouli,&nbsp;Kate Langley,&nbsp;Joanna Martin","doi":"10.1002/jcv2.70004","DOIUrl":"https://doi.org/10.1002/jcv2.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Attention Deficit Hyperactivity Disorder (ADHD) is commonly defined as a categorical diagnosis requiring clinically severe symptoms and impact on functioning. However, ADHD and other neurodevelopmental traits are also distributed continuously in the general population, where their impact on functioning is less clear. This study aimed to examine the association between ADHD impact and (a) ADHD traits, (b) co-occurring neurodevelopmental traits (autistic traits, reading ability, IQ, and pragmatic communication), and (c) genetic risk for ADHD. We also examined sex differences in these associations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We identified 12,439 children with parent or teacher reports of ADHD at ages 8 and 11 in a UK birth cohort. We examined ADHD impact (i.e., in school, home, friendships, leisure activities, and distress) as an outcome of ADHD traits and other neurodevelopmental traits at each timepoint for each informant. Polygenic scores for ADHD were derived for each child and used to predict ADHD impact. Analyses controlled for child's age at completion of ADHD measures. We also stratified analyses by sex and tested for interactions with sex.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>ADHD traits were associated with ADHD impact across informants, ages, and sex (<i>β</i> = 0.46–0.64). There were stronger associations among males according to parents, but no sex differences according to teachers. In multivariable analyses, ADHD traits had the strongest association with impact, autistic traits and reading ability predicted parent-rated impact and pragmatic communication predicted teacher-rated impact. There was no evidence of an association between genetic risk for ADHD and ADHD impact when controlling for ADHD traits.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>ADHD and other neurodevelopmental traits were associated with ADHD impact in children from the general population. This reinforces the importance of inclusive environments for neurodivergent people. Clinicians and educators should consider the presence of impact and multiple neurodevelopmental difficulties when making decisions about support for all children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145719372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Change over time in perceived schoolwork pressure and associations with emotional problems among 11–16-year-olds: A repeat cross-sectional study in Wales, UK","authors":"Jessica M. Armitage,&nbsp;Gemma Lewis,&nbsp;Nicholas Page,&nbsp;Foteini Tseliou,&nbsp;Rebecca Anthony,&nbsp;Simon Murphy,&nbsp;Graham Moore,&nbsp;Stephan Collishaw","doi":"10.1002/jcv2.70005","DOIUrl":"https://doi.org/10.1002/jcv2.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emotional problems among adolescents have increased substantially in recent years, and there is evidence that schoolwork pressures have also increased globally. We examine trends in perceived schoolwork pressure and emotional problems in Wales between 2002 and 2021, and associations between the two over this period.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Repeat cross-sectional data were used from surveys conducted in secondary schools in Wales. Participants were 11–16-year-olds (<i>n</i> = 318,554). Measures included self-reported perceived schoolwork pressure and emotional problems (HBSC-SCL).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The percentage of students reporting a lot of perceived schoolwork pressure increased from 21% in 2002, to 24% in 2004. Rates then declined until 2009, dropping to 13%, before increasing to nearly 26% by 2021. Students reporting the most pressure were females in older school years, with up to 57% of females in Year 11 reporting a lot of perceived pressure in 2021. Emotional problems followed a similar trend, decreasing between 2002 and 2009, and then increasing between 2009 and 2021. Between 2009 and 2019, estimates of the cohort difference in emotional problems reduced from 2.23 (95% CI = 2.12, 2.34) to 1.64 (95% CI = 1.54, 1.75) when adjusting for changes in schoolwork pressure. This is consistent with the hypothesis that schoolwork pressure may be driving some of the increase in emotional problems over time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our findings showed a decline in perceived school pressure until 2009, followed by a rise until 2021. Increases were particularly apparent among female adolescents, mirroring trends in emotional problems. Although a range of competing causal explanations cannot be ruled out, overall increases in schoolwork pressure from the late 2000s may have contributed to the rise in adolescent emotional problems over this period.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: A granular approach to internalizing disorders in adolescents: Examining developmental pathways and environmental influences to identify high-risk youth","authors":"Pablo Vidal-Ribas","doi":"10.1002/jcv2.70000","DOIUrl":"10.1002/jcv2.70000","url":null,"abstract":"<p>Adolescence is a critical developmental period during which internalizing disorders, such as depression and anxiety, frequently emerge. This editorial highlights six studies from this issue that investigate the complex interplay of genetic, physiological, cognitive, social, and environmental factors contributing to these disorders. By employing robust methods, these studies inform on mechanisms and trajectories, enhancing the identification of high-risk individuals for targeted interventions. Together, these studies emphasize the importance of nuanced, multi-factorial approaches in advancing research and practice in adolescent internalizing psychopathology. Nevertheless, future research must prioritize diverse samples, dynamic longitudinal designs, and multi-informant approaches to increase generalizability and impact.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The association between attention-deficit/hyperactivity disorder and narrative language: What is the role of executive function?","authors":"Ida Bonnerup Jepsen,&nbsp;Cecilia Brynskov,&nbsp;Per Hove Thomsen,&nbsp;Charlotte Ulrikka Rask,&nbsp;Rikke Lambek","doi":"10.1002/jcv2.70007","DOIUrl":"https://doi.org/10.1002/jcv2.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research suggests that Attention-Deficit/Hyperactivity Disorder (ADHD) may be associated with narrative language (or storytelling) difficulties, and executive functioning is hypothesized to underlie this association. However, the contribution of executive function to the narrative language production of children with ADHD is unclear and understudied. Accordingly, this study examined the association between ADHD and narrative language and whether it was mediated by executive function.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Children with a clinical diagnosis of ADHD (<i>n</i> = 46) and a comparison group of neurotypical children (<i>n</i> = 40) aged 7–11 years completed a narrative language task, as well as laboratory measures of executive function (i.e., working memory updating and response inhibition) and core language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Children with ADHD produced narratives with more ambiguous references (<i>β</i> = 0.72, <i>p &lt;</i> 0.001), less overall coherency (<i>β</i> = −0.59<i>, p</i> = 0.001), and more morpho-syntactic errors (<i>β</i> = 0.47, <i>p</i> &lt; 0.05). There was a significant indirect effect of core language on the association between ADHD and morpho-syntactic errors (<i>β =</i> 0.25, <i>p</i> &lt; 0.05). No other indirect effects were statistically significant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While ADHD was associated with several central aspects of narrative language production, executive function did not mediate this association. Clinicians working with children with ADHD should be aware of the potential presence of co-occurring narrative language difficulties and that narrative language support may need to target language (e.g., grammar).</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations between socioeconomic status and mental health trajectories during early adolescence: Findings from the Adolescent Brain Cognitive Development study","authors":"Divyangana Rakesh,&nbsp;John C. Flournoy,&nbsp;Katie A. McLaughlin","doi":"10.1002/jcv2.70001","DOIUrl":"https://doi.org/10.1002/jcv2.70001","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Low socioeconomic status (SES) during childhood is associated with higher levels of youth psychopathology. However, limited longitudinal work has examined the role of both household and neighborhood SES in shaping mental health trajectories over time using population-based data. The goal of the present study was to characterize associations between SES and changes in mental health problems during early adolescence.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We investigated independent and joint associations of household income-to-needs ratio, parent educational attainment, material hardship, and neighborhood disadvantage with internalizing, externalizing, and attention symptom trajectories using longitudinal data from the Adolescent Brain Cognitive Development (ABCD) Study. Given sex-based differences in mental health trajectories in the ABCD study, analyses were conducted separately in males and females. SES was assessed at baseline and youth-reported mental health was assessed across six time-points from age 10–13 years (&lt;i&gt;M&lt;/i&gt; = 10.4, SD = 0.63 years; first assessed at the 6-month follow-up; &lt;i&gt;N&lt;/i&gt; = 9488).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Main effects indicated that, in general, high SES was associated with lower mental health symptoms. However, longitudinally, lower SES was associated with lower increases in mental health problems over time relative to higher SES. In females, while internalizing symptoms increased at all levels of income-to-needs, the association was most positive at higher levels of income-to-needs (&lt;i&gt;B&lt;/i&gt; = 0.036, SE = 0.008, &lt;i&gt;p&lt;/i&gt; &lt; 0.001). In males, income-to-needs positively predicted externalizing (&lt;i&gt;B&lt;/i&gt; = 0.022, SE = 0.007, &lt;i&gt;p&lt;/i&gt; = 0.002) and attention (&lt;i&gt;B&lt;/i&gt; = 0.023, SE = 0.007, &lt;i&gt;p&lt;/i&gt; = 0.001) symptom trajectories, with lower income-to-needs linked to lower increases in externalizing and attention symptoms relative to higher income-to-needs. Two-way interactions between SES indicators predicting changes in symptoms were non-significant.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Our finding that youth from lower-SES backgrounds exhibited lower increases in mental health problems during early adolescence contrasts with findings from prior cross-sectional studies. However, mental health problems are on the rise and the landscape of risk for psychopathology is changing. More research is needed to understand how childhood SES contributes to risk and resilience for psychopathology during the transition to adolescence.&lt;/p&gt;\u0000 &lt;/","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}