Attention-Deficit/Hyperactivity Disorder Symptoms and Externalizing Progression in the LAMS Study: A Test of Trait Impulsivity Theory

Bell, Ziv; Fristad, Mary A.; Youngstrom, Eric A.; Arnold, L. Eugene; Beauchaine, Theodore P.; Findling, Robert L.; Birmaher, Boris; Horwitz, Sarah M.

doi:10.1016/j.jaac.2021.05.018

Cited by 8 publications

(6 citation statements)

References 47 publications

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“…As I emphasize herein, the utility of grand theoretical models is not in their capacity to list all possible etiological mechanisms, but rather to organize, communicate concepts and principles, stimulate thought, and generate new ideas, thereby encouraging pluralism. (Ahmad & Hinshaw, 2017;Bell et al, 2021;see Beauchaine, 2020 for a parallel model for girls). Bolded text within this figure caption indicates core DP principles.…”

Section: Developmental Psychopathology As a Metaparadigmmentioning

confidence: 99%

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Developmental psychopathology as a meta-paradigm: From zero-sum science to epistemological pluralism in theory and research

Beauchaine

2024

Dev Psychopathol

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In a thoughtful commentary in this journal a decade ago, Michael Rutter reviewed 25 years of progress in the field before concluding that developmental psychopathology (DP) initiated a paradigm shift in clinical science. This deduction requires that DP itself be a paradigm. According to Thomas Kuhn, canonical paradigms in the physical sciences serve unifying functions by consolidating scientists’ thinking and scholarship around single, closed sets of discipline-defining epistemological assumptions and methods. Paradigm shifts replace these assumptions and methods with a new field-defining framework. In contrast, the social sciences are multiparadigmatic, with thinking and scholarship unified locally around open sets of epistemological assumptions and methods with varying degrees of inter-, intra-, and subdisciplinary reach. DP challenges few if any of these local paradigms. Instead, DP serves an essential pluralizing function, and is therefore better construed as a metaparadigm. Seen in this way, DP holds tremendous untapped potential to move the field from zero-sum thinking and scholarship to positive-sum science and epistemological pluralism. This integrative vision, which furthers Dante Cicchetti’s legacy of interdisciplinarity, requires broad commitment among scientists to reject zero-sum scholarship in which portending theories, useful principles, and effective interventions are jettisoned based on confirmation bias, errors in logic, and ideology.

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Section: Developmental Psychopathology As a Metaparadigmmentioning

confidence: 99%

“…Figure2. Depiction of developmental psychopathology (DP) as a positive-sum metaparadigm, using the example of externalizing behavior development from preschool to adulthood for trait impulsive boys(Ahmad & Hinshaw, 2017;Bell et al, 2021; see Beauchaine, 2020 for a parallel model for girls). Bolded text within this figure caption indicates core DP principles.…”

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confidence: 99%

Developmental psychopathology as a meta-paradigm: From zero-sum science to epistemological pluralism in theory and research

Beauchaine

2024

Dev Psychopathol

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“…Support for impulsivity as a bridge between ADHD and ODD One element of both ADHD and ODD that may play a key role in their comorbidity and relationship with social impairment is impulsivity, which has been found to play a key role in the etiology of both disorders (Beauchaine, Zisner, & Sauder, 2017) and social impairment (Barkley, 1997). These findings have been seen in cross-sectional studies that used samples ranging from preschool through young adulthood (Martel, Gremillion, Roberts, von Eye, & Nigg, 2010;Martel, Levinson, Langer, & Nigg, 2016;Martel, Levinson, Lee, & Smith, 2017) and in longitudinal work where hyperactive/impulsive ADHD symptoms, together, predict ODD behaviors (Ahmad & Hinshaw, 2017;Bell et al, 2022;Burns & Walsh, 2002). One neurobiological theory underlying such findings is that delays in cortical maturation that characterize ADHD and associated DBD (e.g., ODD) contribute to increased levels of impulsivity particularly in adolescence (Nigg & Casey, 2005;Shaw et al, 2007).…”

Section: Introductionmentioning

confidence: 98%

Impulsivity as key bridge symptoms in cross‐sectional and longitudinal networks of ADHD and ODD

Bansal

Goh

Southward

et al. 2023

Child Psychology Psychiatry

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BackgroundImpulsivity is viewed as key to attention‐deficit/hyperactivity disorder (ADHD) and disruptive behavior disorders (DBD). Yet, to date, no work has provided an item‐level analysis in longitudinal samples across the critical developmental period from childhood into adolescence, despite prior work suggesting items exhibit differential relevance with respect to various types of impairment. The current study conducted a novel longitudinal network analysis of ADHD and oppositional defiant disorder (ODD) symptoms between childhood and adolescence, with the important applied prediction of social skills in adolescence.MethodsParticipants were 310 children over‐recruited for clinical ADHD issues followed longitudinally for six years in total with gold standard diagnostic procedures and parent and teacher ratings of symptoms and social outcomes.ResultsFindings from baseline, Year 3, and Year 6 suggested Difficulty waiting turn, Blurts, and Interrupts/intrudes were key bridge items across cross‐sectional and longitudinal parent‐reported DBD networks. Furthermore, shortened symptom lists incorporating these symptoms were stronger predictors of teacher‐rated social skills 5 years later compared to total DBD scores.ConclusionsSuch findings are consistent with the trait impulsivity theory of DBD and ADHD and may inform useful screening tools and personalized intervention targets for children at risk for DBD during adolescence.

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“…Romero-López et al (2017) found a positive correlation between EF deficits and coercive or disruptive behavior, poor impulse inhibition, and aggression. These externalizing behaviors are present in oppositional defiant disorder (ODD) and conduct disorder (CD) and have been linked to a greater likelihood of developing a substance use disorder (SUD) (Bell et al, 2022). In addition, EF deficits in ADHD have been associated with emotional regulation difficulties and the development of anxiety, depression, and eating disorders (Predescu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Treating Executive Function in Youth With Attention Deficit Hyperactivity Disorder: A Review of Pharmacological and Non-Pharmacological Interventions

Wilens,

Stone,

Lanni

et al. 2024

J Atten Disord

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Introduction: Executive function (EF) deficits are common in youth with ADHD and pose significant functional impairments. The extent and effect of interventions addressing EF in youth with ADHD remain unclear. Methods: We conducted a systematic literature review using PRISMA guidelines. Included studies were randomized controlled trials of interventions to treat EF in youth with ADHD. Results: Our search returned 136 studies representing 11,443 study participants. We identified six intervention categories: nonstimulant pharmacological ( N = 3,576 participants), neurological ( N = 1,935), psychological ( N = 2,387), digital ( N = 2,416), physiological ( N = 680), and combination ( N = 366). The bulk of the evidence supported pharmacological interventions as most effective in mitigating EF, followed by psychological and digital interventions. Conclusion: A breadth of treatments exists for EF in youth with ADHD. Pharmacological, psychotherapeutic, and digital interventions had the most favorable, replicable outcomes. A lack of outcome standardization across studies limited treatment comparison. More data on the persistence of intervention effects are necessary.

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Attention-Deficit/Hyperactivity Disorder Symptoms and Externalizing Progression in the LAMS Study: A Test of Trait Impulsivity Theory

Cited by 8 publications

References 47 publications

Developmental psychopathology as a meta-paradigm: From zero-sum science to epistemological pluralism in theory and research

Developmental psychopathology as a meta-paradigm: From zero-sum science to epistemological pluralism in theory and research

Impulsivity as key bridge symptoms in cross‐sectional and longitudinal networks of ADHD and ODD

Treating Executive Function in Youth With Attention Deficit Hyperactivity Disorder: A Review of Pharmacological and Non-Pharmacological Interventions

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