发展性障碍儿童的脑发育特点及干预

随着发展认知神经科学的兴起, 研究者借助脑成像等技术探讨了发展性障碍儿童的脑结构发育特点, 发展缺陷与脑功能损伤的关系以及障碍干预和脑功能改善的机制等, 这为揭示发展性障碍儿童异常神经机制的共性和特异性, 进而为早期诊断和干预提供了重要的生物学标记。针对儿童期常见的发展性障碍, 从脑结构损伤、脑激活异常、脑网络连接和脑功能康复等方面对相关研究进行了总结, 指出未来研究应拓展角度, 注重揭示各发展性障碍之间异常脑发育特点的共性和特异性的具体表现、病理机制及基因基础等; 临床工作者应注重将脑发育的异常和功能改善用于辅助各类障碍的早期识别和干预效果评估。     

A Review of Occupation-Based Life Skills Interventions for Adults with Neurodevelopmental Disorders

Adults with neurodevelopmental disorders are at a higher risk for poverty, unemployment, and difficulties in relationships. Instrumental activities of daily living deficits often go unaddressed and minimal research has explored interventions to address them. The purpose of this study was to synthesize findings about occupation-based life skills interventions for adults with neurodevelopmental disorders. Ten articles met inclusion criteria and the American Occupational Therapy Association level of evidence and quality ratings were identified. Results indicate that occupation-based life skills interventions effectively address limitations experienced by adults with neurodevelopmental disorders but the overall quantity and quality of evidence-based interventions are lacking.     

Parent-Rated Anxiety Symptoms in Children with Pervasive Developmental Disorders: Frequency and Association with Core Autism Symptoms and Cognitive Functioning

Background In addition to the core symptoms, children with Pervasive Developmental Disorders (PDD) often exhibit other problem behaviors such as aggression, hyperactivity, and anxiety, which can contribute to overall impairment and, therefore, become the focus of clinical attention. Limited data are available on the prevalence of anxiety in these children. We examined frequency and correlates of parent-rated anxiety symptoms in a large sample of children with PDD. Methods The goals of this study were to examine the frequency and correlates of parent-rated anxiety symptoms in a sample of 171 medication-free children with PDD who participated in two NIH-funded medication trials. Twenty items of the Child and Adolescent Symptom Inventory (CASI) were used to measure anxiety. Results Forty three percent of the total sample met screening cut-off criteria for at least one anxiety disorder. Higher levels of anxiety on the 20-item CASI scale were associated with higher IQ, the presence of functional language use, and with higher levels of stereotyped behaviors. In children with higher IQ, anxiety was also associated with greater impairment in social reciprocity. Conclusion Anxiety is common in PDD and warrants consideration in clinical evaluation and treatment planning. This study suggests that parent ratings could be a useful source of information about anxiety symptoms in this population. Some anxiety symptoms such as phobic and social anxiety may be closer to core symptoms of PDD. Further efforts to validate tools to ascertain anxiety are needed, as are studies to empirically test approaches to treat anxiety in PDD.     

Trait Anger and Axis I Disorders: Implications for REBT

Anger has a prominent role in basic theories of emotion. And while many psychiatric disorders can be conceived of as emotional disorders (e.g., depressive disorders, anxiety disorders), there are no disorders for which anger is the cardinal feature. We analyzed diagnostic data on 1,687 (as later) psychiatric outpatients and looked at the co-occurrence of high trait anger (as assessed by criterion 8 of Borderline Personality Disorder) and Axis I disorders, and Borderline and Antisocial Personality Disorders. The purpose was to examine whether dysfunctional anger met criteria necessary to be considered a valid diagnostic category. Results showed that high trait anger was not fully accounted for by any particular Axis I diagnosis, or any set of Axis I diagnoses, or by the combination of Axis I diagnoses and Borderline and Antisocial PDs. Trait anger also accounted for significant amounts of unique variance in several indicators of psychiatric impairment and psychosocial functioning. We describe the anger disorder diagnoses of Eckhardt and Deffenbacher (Anger disorders: Definition, diagnosis and treatment. Taylor & Francis, Bristol, PA, 1995), and discuss the implications of those diagnoses for the practice of REBT and CBT.

Child,Adolescent and Adult Psychiatric Disorders in Africa: Implications for Psychological Interventions

The authors start by critically discussing some core features of Western psychiatric diagnosis, and present the cultural formulation as one approach to ensure that the cultural aspects of the diagnostic process are addressed, followed by a summary of what is known about the causes of psychiatric disorder. Five arguments are presented that provide support for the importance of psychiatric disorders in Africa: prevalence rates are high; psychiatric disorder is associated with a considerable burden from disability; in most cases, adults with psychiatric disorders experienced the onset of their disorder in childhood or youth; psychiatric disorders are strongly associated with medical conditions; and effective interventions exist for the majority of people suffering from psychiatric disorders. Against this background, current mental health services in Africa are reviewed. Finally, some suggestions are provided for how those providing psychological interventions can contribute to addressing the challenges posed by psychiatric disorders in Africa.     

Emotion Regulation in Youth with Emotional Disorders: Implications for a Unified Treatment Approach

Given the relationship between internalizing disorders and deficits in emotion regulation in youth, the emotion science literature has suggested several avenues for increasing the efficacy of interventions for youth presenting with anxiety and depression. These possibilities include the identification and addition of emotion-regulation skills to existing treatment packages and broadening the scope of those emotions addressed in cognitive-behavioral treatments. Current emotion-focused interventions designed to meet one or both of these goals are discussed, and the developmental influences relevant to the selection of emotion-focused treatment goals are explored using the framework of a modal model of emotion regulation. These various lines of evidence are woven together to support the utility of a novel emotion-focused, cognitive-behavioral intervention, the Unified Protocol for the Treatment of Emotional Disorders in Youth, a transdiagnostic treatment protocol that aims to treat the range of emotional disorders (i.e., anxiety and depression) simultaneously. Avenues for future directions in treatment outcome and assessment of emotion regulation are also discussed.     

发展性阅读障碍的视听时间敏感性缺陷及其脑神经机制

阅读是一个视听加工过程,阅读障碍的产生可能是过程中视听时间敏感性缺陷的结果。视听时间敏感性指个体对视觉和听觉刺激出现时间的感知能力,可通过同时性判断、时间顺序判断和视听整合考察。研究发现,阅读障碍者在这一能力上表现出行为和脑层面异常。而这些研究多是拼音文字背景,汉语文字下该领域研究相当少。未来需要丰富实验设计,扩大对汉语背景下视听时间敏感性研究,并以此开发干预手段,为阅读障碍的机制和治疗提供借鉴。     

Individual Variation in Psychological and Psychomotor Symptoms Following Smoking Cessation: The Implications for Treatment

Some commonly experienced signs and symptoms occur during abstinence from tobacco, but specific signs and symptoms and their intensity vary greatly from individual to individual. The aim of this study was to re-examine psychological and psychomotor symptoms in smokers in the general population, and to explore the individual variation in these. Quitting smokers (n = 123) reported their experiences pre- and post-cessation, on a questionnaire developed for the study. Analysis of variance and frequency analysis showed significant decreases between pre- and post-cessation on positive experiences (F = 9.81, p<0.0001) but no significant change on negative experiences, suggesting a loss of pleasure rather than increased negative affect upon quitting. The variance of the pre- to post-cessation difference score suggested wide variation in the reporting of withdrawal symptoms. These results lead us to consider the implications for treatment, using cognitive therapies and moderating the significant emphasis that is at present put on withdrawal.     

Benefits of recreational dance and behavior analysis for individuals with neurodevelopmental disorders: A literature review

Dance can be an entertaining experience that offers multiple benefits for those who participate. Unlike typically developing populations, studies examining benefits of recreational dance for individuals with neurodevelopmental disorders are limited. In this review, we conducted a literature search, where “dance” was cross‐listed with all neurodevelopmental disorders across five databases, yielding 19 articles. Twelve studies involved children and youth with neurodevelopmental disorders aged 3–19 years, two studies included both adolescents and adults aged 14–22 years, and five studies included adults aged 20–65 years. Given the effectiveness of applied behavior analysis in enhancing skill development, it is encouraging that eight studies explicitly identified behavioral components. Results suggest potential benefits of recreational dance across studies using self‐report and objective measures, but limited research with sound methodology exists. There is a need for controlled research with measurable outcomes to evaluate programs tailored to these populations to improve core challenges and secondary outcomes such as quality of life.     

Individual differences in patterns of developmental opportunity and constraint during COVID-19: Implications for longitudinal well-being

Individual differences in sociodemographic characteristics and trait-like perceptions of opportunities and constraints may shape how people respond to adversities such as the COVID-19 pandemic. However, little is known about how these factors combine to form multifaceted profiles of developmental opportunity and constraint or the implications of such profiles for longitudinal well-being following major life stressors. Using 1-year data from a national sample of U.S. adults (n = 293), we identified profiles based on relevant sociodemographic characteristics (age, socioeconomic status, chronic conditions, functional status) and trait-like perceptions of opportunity and constraints (perceived mastery, perceived constraints). Results of latent profile analyses showed that three common profiles emerged at pandemic onset (veridical opportunity, perceived constraints, perceived opportunity). Subsequent latent growth models showed that, despite reporting more sociodemographic constraints, the perceived opportunity profile exhibited better 1-year emotional well-being (positive and negative affect) during the pandemic than the perceived constraints profile. Findings advance the literature by identifying multifaceted individual differences in profiles of developmental opportunity and constraint and by showing these profiles have consequences for longitudinal well-being following the pandemic onset.     

Repetitive Behavior in Neurodevelopmental Disorders: Clinical and Translational Findings

Repetitive behavior refers to a highly heterogeneous set of responses associated with a wide range of conditions, including normative development. Treatment studies for aberrant repetitive behavior are limited although one promising approach involves conceptualizing such behavior as a generalized inflexibility or lack of variability in responding. Relatively little is known about the neurobiological mechanisms that mediate the development and expression of repetitive behavior, information critical to the design of effective pharmacotherapies, early interventions, and prevention strategies. We will review clinical findings in repetitive behavior as well as findings from animal models highlighting environmental factors and the role of cortical-basal ganglia circuitry in mediating the development and expression of these behaviors. Findings from animal models have included identification of a specific neural pathway important in mediating repetitive behavior. Moreover, pharmacological studies that support the importance of this pathway have led to the identification of novel potential therapeutic targets. Expanding the evidence base for environmental enrichment-derived interventions and focusing on generalized variability in responding will aid in addressing the broader problem of rigidity or inflexibility.     

认知能力的毕生发展及其分离性和个体差异性研究

研究认知能力毕生发展过程及其分离性和个体差异性的变化。被试 1 993名 (1 0 - 90岁 ) ,完成加工速度、工作记忆、心算、空间表象和记忆再认等认知测验。结果表明 :1 )认知能力发展的发展在 1 6 - 1 9岁组达到高峰 ,2 0岁后随增龄而逐渐下降 ,不同认知能力发展的分离性在 60岁后明显增大 ;2 )几乎所有测验的个体差异性在 2 0岁之前随增龄而减小 ,在 2 0岁之后随增龄而增大 ;3)教育因素对认知能力老化过程的分离性和个体差异性有明显影响。     

论精神障碍患者的社会保障及发展思路

目前精神障碍群体的生存状况不容乐观,群体人数众多,社会保障严重缺失,而导致其发生的原因,除了传统的家庭责任观念外,社会保障制度设计缺乏总体规划、资金投入不足、运用低效等也是重要的因素。鉴于此,提出了精神障碍群体社会保障发展的思路,一是树立家庭、国家、社会责任共担的理念;二是坚持一般性制度安排与专项制度安排相结合的原则;三是加大投入并充分利用社会资源;四是加强保障制度的立法工作,完善社会保障相关政策法规,以期加强和完善这一特殊群体的社会保障制度。     

人类积极发展的资源模型——积极青少年发展研究的一个重要取向和领域

积极青少年发展观(Positive Youth Development Perspective,PYD)自20世纪90年代出现以来迅速推动了发展心理学知识的创新与应用,其中发展资源框架(The Developmental Assets Framework)是研究者进行深入探讨与应用研究的一个重要模型.发展资源是指一系列能够有效促进所有青少年获得健康发展结果的相关经验、关系、技能和价值观,本文在这一概念的基础上介绍了发展资源模型的结构、构建与发展基础以及基于该模型的重要假设及实证研究,并在综述研究的基础上探讨了资源模型的未来研究方向.     

Development of a Unified Protocol for the Treatment of Emotional Disorders in Youth

This study evaluated the efficacy of the Mind Reading interactive computer software to remediate emotion recognition deficits in children with autism spectrum disorders (ASD). Six unmedicated children with ASD and 11 unmedicated non-clinical control subjects participated in the study. The clinical sample used the software for five sessions. The control sample was evaluated only on pre- and post-test performance to assess practice effects. Results showed that participants with ASD scored significantly higher on the posttest than on the pretest. As level of emotion difficulty increased, mean scores on the pretest decreased, indicating that difficulty level had a valid effect. The Mind Reading computer software appears to significantly improve the emotion recognition abilities in children with ASD.     

儿童认知发展研究的前沿与动向

近一二十年,得益于认知发展理论的进步和研究方法的新发展,儿童认知发展研究取得了长足的进步。这体现在婴儿研究方兴未艾,一些新课题的出现使一些传统的研究领域重新恢复了活力。同时．发展认知神经科学和认知行为遗传学这两个边沿交叉学科研究蓬勃发展,应用认知发展心理学研究迅速发展,对认知发展心理学研究均产生了巨大的影响。     

青少年创造性发展及其脑机制研究进展

青少年时期是创造性发展的关键阶段,探明青少年创造性发展规律及其神经机制对于培养和激发个体的创新潜能具有重要意义。本文综述了青少年创造性发展及其脑机制的研究进展,分别对青少年创造性思维发展趋势、影响因素及其相应的脑机制展开综述,并在此基础上进行了展望。总体而言,青少年时期创造性思维发展呈现出两个波峰(11~13岁,15~16岁)的发展趋势;青少年创造性发展受外部原生家庭教养方式和学校教师激励以及内部情绪动机和自我管理能力的影响较大;前额叶对青少年创造性发展具有重要作用,这可能与该脑区涉及执行控制功能有关。针对青少年创造性发展的教育干预以及大脑可塑性可能成为该领域的研究热点;而大样本纵向跟踪多模态脑影像数据库的建立可为相关研究提供重要支持。     

Understanding and addressing pseudoscientific practices in the treatment of neurodevelopmental disorders: Considerations for applied behavior analysis practitioners

Pseudoscientific practices are commonly used and promoted in the field of developmental disabilities. Behavior analysts should anticipate encountering such treatments in practice and understand their ethical obligations with regard to these practices. Thoughts on why pseudoscientific practices are frequently sought are presented for context in understanding this complex issue. This discussion will serve to prepare behavior analysts for how to address situations in which clients may ask behavior analysts to use pseudoscientific practices. Additionally, this discussion covers arguments for the dangers of using pseudoscientific practices, a guide to resources for information on evidence‐based practice and ethics, and ideas on how to handle a situation in which a parent or caregiver asks the behavior analyst to integrate a pseudoscientific approach into the treatment of a child with a neurodevelopmental disorder.