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1.
Skirbekk B Hansen BH Oerbeck B Kristensen H 《Journal of abnormal child psychology》2011,39(4):513-525
The objective of the present study was to examine the relationship between sluggish cognitive tempo (SCT), subtypes of attention-deficit/hyperactivity
disorder (ADHD), and anxiety disorders (AnxDs). One hundred and forty-one children (90 males, 51 females) aged 7–13 years
were assigned to four groups, i.e., referred children with comorbid AnxDs and ADHD (n = 25), ADHD (n = 39), AnxDs (n = 41), and nonreferred controls (n = 36). Furthermore we explored the association between SCT and several neurocognitive measures (reaction time, verbal memory,
and spatial memory). Diagnoses were established using Kiddie-SADS P/L. SCT was assessed using a 17-item mother-reported questionnaire.
SCT correlated significantly with inattentiveness, regardless of the subtype of ADHD. Furthermore, we found significant differences
in the levels of SCT among the four groups, with the highest SCT scores observed in the comorbid group. SCT correlated with
variability in spatial memory; in contrast, there was no correlation between SCT and reaction time. 相似文献
2.
Timo D. Vloet Ivo Marx Berrak Kahraman-Lanzerath Florian D. Zepf Beate Herpertz-Dahlmann Kerstin Konrad 《Journal of abnormal child psychology》2010,38(7):961-969
Attention-deficit/hyperactivity Disorder (ADHD) and obsessive–compulsive disorder (OCD) have both been linked to dysfunction
in the cortico-striato-thalamo-cortical circuitry (CSTCC). However, the exact nature of neurocognitive deficits remains to
be investigated in both disorders. We applied two neuropsychological tasks that tap into different functions associated with
the CSTCC, namely a serial reaction time (SRT) task, developed to assess implicit sequence learning, and a delay aversion
(DA) task in order to assess abnormal motivational processes. The performance data of boys with ADHD (n = 20), OCD (n = 20) and healthy controls (n = 25), all aged 10–18 years, were compared. Subjects with ADHD less frequently chose the larger, more delayed reward compared
to those with OCD and controls, while subjects with OCD showed impaired implicit learning. In contrast, the ADHD group was
unimpaired in their implicit learning behavior and the OCD group was not characterized by a DA style. Within the OCD-group,
severity of obsessions was associated with implicit learning deficits and impulsive symptoms with DA in the ADHD-group. This
double dissociation highlights the distinct cognitive dysfunctions associated with ADHD and OCD and might possibly point to
different neural abnormalities in both disorders. 相似文献
3.
Christien G. W. de Jong Séverine Van De Voorde Herbert Roeyers Ruth Raymaekers Jaap Oosterlaan Joseph A. Sergeant 《Journal of abnormal child psychology》2009,37(7):1007-1017
The nature of the comorbidity between Attention-Deficit/Hyperactivity Disorder (ADHD) and Reading Disability (RD) was examined
using a double dissociation design. Children were between 8 and 12 years of age and entered into four groups: ADHD only (n = 24), ADHD+RD (n = 29), RD only (n = 41) and normal controls (n = 26). In total, 120 children participated in the study; 38 girls and 82 boys. Both ADHD and RD were associated with impairments
in inhibition and lexical decision, although inhibition and lexical decision were more severely impaired in RD than in ADHD.
Visuospatial working memory deficits were specific to children with only ADHD. It is concluded that there was overlap on lexical
decision and to a lesser extent on inhibition between ADHD and RD. In ADHD, impairments were dependent on IQ, which suggest
that the overlap in lexical decision and inhibition is different in origin for ADHD and RD. The ADHD only group was specifically
characterized by deficits in visuospatial working memory. Hence, no double dissociation between ADHD and RD was found on executive
functioning and lexical decision. 相似文献
4.
Margaret H. Sibley William E. Pelham Brooke S. G. Molina Elizabeth M. Gnagy Daniel A. Waschbusch Aparajita Biswas Michael G. MacLean Dara E. Babinski Kathryn M. Karch 《Journal of abnormal child psychology》2011,39(1):21-32
This study examined the association between childhood ADHD and juvenile delinquency by examining data from the Pittsburgh
ADHD Longitudinal Study (PALS), a follow-up study of individuals diagnosed with ADHD in childhood (ages 5–12) and recontacted
in adolescence and young adulthood for yearly follow-up (age at first follow-up interview M = 17.26, SD = 3.17). Participants were 288 males with childhood ADHD and 209 demographically similar males without ADHD who were recruited
into the follow-up study. Delinquency information gathered yearly during the second through eighth follow-up provided a comprehensive
history of juvenile delinquency for all participants. Four childhood diagnostic groups [ADHD-only (N = 47), ADHD + ODD (N = 135), ADHD + CD (N = 106), and comparison (N = 209)] were used to examine group differences on delinquency outcomes. Analyses were conducted across three dimensions of
delinquency (i.e., severity, age of initiation, and variety). Individuals with childhood ADHD + CD displayed significantly
worse delinquency outcomes than the other three groups, across almost all indices of offending. When compared to comparison
participants, boys with ADHD-only and ADHD + ODD in childhood displayed earlier ages of delinquency initiation, a greater
variety of offending, and higher prevalence of severe delinquency. These findings suggest that although childhood ADHD + CD
creates the greatest risk for delinquency, boys with ADHD-only and ADHD + ODD also appear at a higher risk for later offending.
The patterns of offending that emerged from the PALS are discussed in the context of the relationship between ADHD, comorbidity,
and delinquency. 相似文献
5.
Cynthia L. Huang-Pollock Amori Yee Mikami Linda Pfiffner Keith McBurnett 《Journal of abnormal child psychology》2009,37(5):679-691
This study examined the ability of executive functions (EF) to account for the relationship between Attention Deficit Hyperactivity
Disorder (ADHD) status and social adjustment as indexed by parent and teacher report and by performance on a standardized
observational “chat room” task. Children with the Combined subtype (ADHD-C; n = 23), the Primarily Inattentive Subtype (ADHD-I; n = 33), and non-ADHD controls (n = 36) participated. EF did not mediate the relationship between ADHD status and parent or teacher report of social adjustment.
EF accounted for about 40–50% of the variance between ADHD status and the ability of children to detect subtle verbal cues
as well as memory for the conversation in the chat room task, but did not mediate the relationship between ADHD and the number
of prosocial, hostile, or on-topic statements that were made. Results are consistent with other recent reports, and suggest
that the role of EF deficits in the production of social skill deficits in ADHD may not be as prominent as is typically assumed.
The implications for the development of intervention programs designed to target core cognitive etiologic factors are discussed. 相似文献
6.
Greimel E Wanderer S Rothenberger A Herpertz-Dahlmann B Konrad K Roessner V 《Journal of abnormal child psychology》2011,39(6):819-828
The aim of the present study was to investigate the effect of both tic disorder (TD) and attention-deficit/hyperactivity disorder
(ADHD) on attentional functions. N = 96 children and adolescents participated in the study, including n = 21 subjects with TD, n = 23 subjects with ADHD, n = 25 subjects with TD+ADHD, and n = 27 controls. Attentional performance was tested based on four computerized attention tasks (sustained attention, divided
attention, go/nogo and set shifting). The effect of TD as well as ADHD on attentional performance was tested using a 2 × 2
factorial approach. A diagnosis of TD had no negative impact on attentional functions but was associated with improved performance
in the set shifting task. By contrast, regardless of a diagnosis of TD, subjects with ADHD were found to perform worse in
the sustained attention, divided attention and go/nogo task. No interaction effect between the factors TD and ADHD was revealed
for any of the attention measures. Our results add to findings from other areas of research, showing that in subjects with
TD and ADHD, ADHD psychopathology is often the main source of impairment, whereas a diagnosis of TD has little or no impact
on neuropsychological performance in most cases and even seems to be associated with adaptive mechanisms. 相似文献
7.
Studies of adults with depression point to characteristic neurocognitive deficits, including differences in processing facial
expressions. Few studies have examined face processing in juvenile depression, or taken account of other comorbid disorders.
Three groups were compared: depressed children and adolescents with conduct disorder (n = 23), depressed children and adolescents without conduct disorder (n = 29) and children and adolescents without disorder (n = 37). A novel face emotion processing experiment presented faces with ‘happy’, ‘sad’, ‘angry’, or ‘fearful’ expressions
of varying emotional intensity using morphed stimuli. Those with depression showed no overall or specific deficits in facial
expression recognition accuracy. Instead, they showed biases affecting processing of low-intensity expressions, more often
perceiving these as sad. In contrast, non-depressed controls more often misperceived low intensity negative emotions as happy.
There were no differences between depressed children and adolescents with and without conduct disorder, or between children
with comorbid depression/conduct disorder and controls. Face emotion processing biases rather than deficits appear to distinguish
depressed from non-depressed children and adolescents. 相似文献
8.
We prospectively followed an ethnically and socioeconomically diverse sample of preadolescent girls with ADHD (n = 140) and matched comparison girls (n = 88) over a period of 5 years, from middle childhood through early/mid-adolescence. Our aim was to examine the ability of
measures of childhood executive function (EF) to predict functional outcomes in adolescence. Measures of neuropsychological
functioning comprised the childhood predictors, with academic, social, and global functioning serving as adolescent criterion
measures. Results indicated that childhood EF predicted (a) academic achievement and social functioning across our entire
sample (independent of diagnostic group status) and (b) global functioning only in girls with ADHD (independent of IQ). These
results highlight the non-specificity of EF deficits and suggest the importance of assessing and developing interventions
that target EF impairments, particularly in those at high-risk for negative outcomes, in order to prevent long-term difficulties
across a range of important functional domains. 相似文献
9.
This study validates the Sensitivity to Punishment and Sensitivity to Reward Questionnaire for children (SPSRQ-C), using a
Dutch sample of 1234 children between 6–13 years old. Factor analysis determined that a 4-factor and a 5-factor solution were
best fitting, explaining 41% and 50% of the variance respectively. The 4-factor model was highly similar to the original SPSRQ
factors found in adults (Punishment Sensitivity, Reward Responsivity, Impulsivity/Fun-Seeking, and Drive). The 5-factor model
was similar to the 4-factor model, with the exception of a subdivision of the Punishment Sensitivity factor into a factor
with ‘social-fear’ items and a factor with ‘anxiety’ items. To determine external validity, scores of three groups of children
with attention deficit hyperactivity disorder (ADHD) were compared on the EFA models: ADHD-only (n = 34), ADHD and autism spectrum disorder (ADHD+ASD; n = 22), ADHD and oppositional defiant disorder (ADHD+ODD; n = 22). All ADHD groups scored higher than typical controls on Reward Responsivity and on the ‘anxiety’ factor (n = 75). The ADHD-only and ADHD+ODD group scored higher than other groups on Impulsivity/Fun-Seeking and Drive, while the ADHD+ASD
group scored higher on Punishment Sensitivity. The findings emphasize the value of the SPSRQ-C to quickly and reliably assess
a child’s sensitivity to reinforcement, with the aim to provide individually-tailored behavioral interventions that utilize
reward and reprimands. 相似文献
10.
We compared social self-competence ratings in 9–12 year old girls with (n = 42) versus without (n = 40) ADHD, relative to ratings of the girls’ social competence made by mothers, teachers, and blind raters during a social
laboratory task. Relative to scores from mothers, teachers, and the lab-task, girls with ADHD over-estimated their competence
significantly more than control girls. Over-estimates were greater for girls with ADHD who also had heightened oppositional-defiant
symptoms, or lower depressive symptoms. Over-estimates were positively related to a socially desirable reporting bias for
girls with ADHD, but not for control girls, suggesting that girls with ADHD attempt to present themselves in an unduly positive,
self-protective light. For girls with ADHD, over-estimates also were positively related to maladjustment and negatively related
to adjustment. However, for girls without ADHD, over-estimates were positively related to adjustment. Overall, over-estimates
of competence function differently in girls with and without ADHD. 相似文献
11.
Kenneth B. Jones Robert K. Welsh David M. Glassmire Bethany D. Tavegia 《Journal of child and family studies》2006,15(6):753-759
We examined psychological functioning in siblings of children with Attention Deficit Hyperactivity Disorder (ADHD). Siblings of children diagnosed with ADHD (n = 45) between the ages of 9 and 13 and a control group (n = 46) within the same age range composed of siblings of children with no diagnosed disorders completed measures of psychological functioning. A significant multivariate difference was observed on these measures across groups. Post hoc investigation of the univariate means revealed one significant group difference, which occurred on a measure of Trait Anger. This finding suggests that future research on family members of children with ADHD may be warranted. 相似文献
12.
This study focused on the personality characteristics associated with Attention-deficit/Hyperactivity disorder (ADHD) in a
longitudinal sample of youth, with a particular focus on differences between those with and without persisting ADHD symptoms.
Participants with ADHD (n = 90) were initially evaluated when they were 7–11 years old, and re-assessed at 16–22 years of age. Matched control subjects
(n = 80) were recruited at the time of the follow-up evaluation. At follow-up, the Kiddie-SADS-PL, a semi-structured psychiatric
interview, and the NEO-PI, a self-report personality inventory, were administered. Data were analyzed using multivariate analyses
of variance (MANOVA). Results indicate that childhood ADHD is associated with lower scores on the NEO Conscientiousness subscale
in adolescents/young adults—irrespective of the degree of ADHD persistence. In contrast, ratings of Neuroticism and Agreeableness
appear to be more closely linked to adolescent status; those with persisting symptoms only exhibited increased Neuroticism
and decreased Agreeableness. These results suggest that ADHD, and the degree to which symptoms persist into adolescence, may
be closely linked to personality structure. 相似文献
13.
Zachary W. Adams Richard Milich Mark T. Fillmore 《Journal of abnormal child psychology》2010,38(7):971-983
This study compared inhibitory functioning among ADHD subtype groups on manual and visual versions of the stop task. Seventy-six
children, identified as ADHD/I (n = 17), ADHD/C (n = 43), and comparison (n = 20) completed both tasks. Results indicated that both ADHD groups were slower to inhibit responses than the comparison
group on both tasks. Comparison children were faster to inhibit than activate responses on both tasks. Children in the ADHD
groups also demonstrated this robust pattern on the manual task. However, on the visual task, the ADHD groups evidenced slowed
inhibition comparable to the time required to activate responding. This implies that the visual task is more sensitive than
the manual task to inhibitory deficits associated with ADHD. The ADHD/I and the ADHD/C groups did not differ on most measures,
suggesting that neither stop task is effective in differentiating the subtypes. These findings extend work highlighting the
role of disinhibition in ADHD, and contrast recent work suggesting divergence between ADHD subtypes. 相似文献
14.
15.
Paul D. Hastings Isabel Fortier William T. Utendale Louise R. Simard Philippe Robaey 《Journal of abnormal child psychology》2009,37(4):565-578
Disruptions to hypothalamic-pituitary-adrenal (HPA) axis function have been associated with varying forms of psychopathology
in children. Studies suggesting children with ADHD have blunted HPA function have been complicated by the prevalence of comorbid
diagnoses and heterogeneity of ADHD. The goals of this research were to assess the relations between waking and stress–response
salivary cortisol levels and comorbid disruptive behavior (DBD) and anxiety (AnxD) disorders and problems in boys with ADHD,
and to examine whether cortisol levels varied across ADHD subtypes. One hundred seventy elementary school-age boys with ADHD
provided salivary cortisol at waking and in reaction to venipuncture. Parent reports were used to assess boys’ psychiatric
diagnoses and severity of behavioral problems. Boys’ comorbid AnxD and anxiety problems were associated with greater cortisol
reactivity, whereas boys’ comorbid DBD and oppositional problems predicted diminished adrenocortical activity. Reactive cortisol
increases were greatest in boys with ADHD and comorbid AnxD, but without DBD. ADHD subtypes were not differentially associated
with waking, pre-stress baseline, or reactive cortisol levels. However, comorbid DBD predicted decreased cortisol reactivity
in boys with inattentive and hyperactive subtypes of ADHD, but not in boys with combined subtype of ADHD. The results clarify
previous patterns of distinct and divergent dysregulations of HPA function associated with boys’ varying kinds of psychopathology.
相似文献
Paul D. HastingsEmail: |
16.
Julian Schmitz Martina Krämer Jens Blechert Brunna Tuschen-Caffier 《Journal of abnormal child psychology》2010,38(7):911-919
In the aftermath of a distressing social event, adults with social phobia (SP) engage in a review of this event with a focus
on its negative aspects. To date, little is known about this post-event processing (PEP) and its relationship with perceived
performance in SP children. We measured PEP in SP children (n = 24) and healthy controls (HC; n = 22), aged from 8 to 12 years, after the Trier Social Stress Test for Children (TSST-C). Children also rated their performance
immediately after the TSST-C and 2.5 h later. SP children reported more negative and less positive PEP than controls. Regression
analyses indicated that negative PEP was associated with social anxiety and perceived task performance independent of comorbid
depression. The SP group rated their performance immediately after the TSST-C as worse compared to HCs and ratings remained
stable over the following 2.5 h. Results are discussed in relation to current theories of SP. 相似文献
17.
To estimate the prevalence of being well-adjusted in adolescence, boys and girls with (n = 96) and without (n = 126) attention-deficit/hyperactivity disorder (ADHD) were assessed seven times in eight years starting when they were 4–6 years
of age. Symptoms of ADHD, ODD/CD, and depression/anxiety in addition to social skills and social preference were gathered
using multiple methods and informants. Being well-adjusted was defined by surpassing thresholds in at least four of the five
domains. At the 7- and 8-year follow-up, when youth were 11–14 years old, probands were significantly less likely to be well-adjusted
relative to age- and ethnicity-matched control children. Only a minority of children with ADHD was well-adjusted in adolescence
when emotional, behavioral, and social domains were considered simultaneously. Even when their ADHD symptoms improved over
time, most probands exhibited significant impairment 7–8 years after their initial assessment. 相似文献
18.
Shirag K. Shemmassian Steve S. Lee 《Journal of psychopathology and behavioral assessment》2012,34(1):1-10
Although parents and teachers are valid informants in the assessment of childhood attention-deficit/hyperactivity disorder
(ADHD), there is relatively little systematic research on how these ratings should be optimally combined. We compared four
methods of ADHD assessment to determine how well they identified impaired children: (1) parent only, (2) teacher only, (3)
parent or teacher (‘or rule’), and (4) parent and teacher (‘and rule’). We obtained parent and teacher ratings of ADHD from
the Disruptive Behavior Disorder Rating Scale on 232 5- to 10-year-old children (69% male; 47% Caucasian) with (n = 121) and without (n = 111) ADHD. We used receiver operating characteristic curves (ROC) and seemingly unrelated regression analyses (SUR) to
evaluate how accurately each method identified categorically- and dimensionally-defined measures of functional impairment.
Parent ratings of ADHD optimally identified globally impaired children based on categorical and dimensional measures. However,
teacher ratings of ADHD most accurately identified children who were negatively regarded by peers using categorical, but not
dimensional, measures. No ADHD assessment method effectively identified children with academic difficulties. Although multiple
informants are valuable in the assessment of ADHD, no single method was consistently superior in identifying impaired children
across domains. We consider alternative assessment strategies in ADHD as well as other potential factors that may contribute
to modest agreement among informants. 相似文献
19.
Juliette Margo Liber Brigit M. van Widenfelt Adelinde J. M. van der Leeden Arnold W. Goedhart Elisabeth M. W. J. Utens Philip D. A. Treffers 《Journal of abnormal child psychology》2010,38(5):683-694
The present study investigated the impact of comorbidity over and above the impact of symptom severity on treatment outcome
of Cognitive Behavioral Therapy for children with anxiety disorders. Children (aged 8–12, n = 124) diagnosed with an anxiety disorder were treated with a short-term CBT protocol. Severity was assessed with a composite
measure of parent-reported behavior problems. Two approaches to comorbidity were examined; “total comorbidity” which differentiated
anxiety disordered children with (n = 69) or without (n = 55) a co-occurring disorder and “non-anxiety comorbidity’ which differentiated anxious children with (n = 22) or without a non-anxiety comorbid disorder (n = 102). Treatment outcome was assessed in terms of Recovery, represented by post-treatment diagnostic status, and Reliable
Change, a score reflecting changes in pre- to post-treatment symptom levels. Severity contributed to the prediction of (no)
Recovery and (more) Reliable Change in parent-reported internalizing and externalizing symptoms and self-reported depressive
symptoms. Total and non-anxiety comorbidity added to the prediction of diagnostic recovery. Non-anxiety comorbidity added
to the prediction of Reliable Change in parent reported measures by acting as a suppressor variable. Non-anxiety comorbidity
operated as a strong predictor that explained all of the variance associated with severity for self-reported depressive symptoms.
The results support the need for further research on mechanisms by which treatment gains in children with higher symptom severity
and non-anxiety comorbidity can be achieved. 相似文献
20.
Musser ED Backs RW Schmitt CF Ablow JC Measelle JR Nigg JT 《Journal of abnormal child psychology》2011,39(6):841-852
Despite growing interest in conceptualizing ADHD as involving disrupted emotion regulation, few studies have examined the
physiological mechanisms related to emotion regulation in children with this disorder. This study examined parasympathetic
and sympathetic nervous system reactivity via measures of respiratory sinus arrhythmia (RSA) and cardiac pre-ejection period
(PEP) in children with ADHD (n = 32) and typically developing controls (n = 34), using a novel emotion task with four conditions: negative induction, negative suppression, positive induction, and
positive suppression of affect. Both groups showed strong task-response effects in RSA. However, typically developing children
showed systematic variation in parasympathetic activity (RSA) depending on both emotion valence (more activation for negative
emotion, reduced activation for positive emotion) and task demand (more activation for suppression than induction). In contrast,
children with ADHD displayed a stable pattern of elevated parasympathetic activity (RSA) across all task conditions compared
to baseline. No group differences in sympathetic activity (PEP) were observed. It is concluded ADHD in childhood is associated
with abnormal parasympathetic mechanisms involved in emotion regulation. 相似文献