Conceptualizing Callous-Unemotional Traits in Preschool through Confirmatory Factor and Network Analysis

Bansal, Pevitr S.; Goh, Patrick K.; Lee, Christine A.; Martel, Michelle M.

doi:10.1007/s10802-019-00611-9

Cited by 30 publications

(39 citation statements)

References 50 publications

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“…The findings of the present study also partially agree with the findings of Bansal et al (2020) using an English‐speaking preschool sample, that Item 12 was the most central feature of CU traits when using the ICU. While it was not highlighted in Bansal et al (2020), the centrality of Item 18 (“Shows no remorse”) in the current study also supports previous speculation that CU traits are associated with abnormalities in processing punishment information, causing an individual to develop a reward‐dominant style (Frick et al, 2003). The abnormality of reward/punishment cues has also been found to be closely related to dysfunction of the amygdala (Schoenbaum & Roesch, 2005).…”

Section: Discussionsupporting

confidence: 92%

“…The stability of the findings and networks is also crucial for the clinical interpretation being able to properly diagnose and target treatments. The current study findings, which used samples different to that used in the previous study (Bansal et al, 2020), and the stability of the networks increases our confidence in the robustness and generalizability of the network structures.…”

Section: Discussionmentioning

confidence: 57%

“…Identifying nodes' centrality also has clinical utility in designing target interventions (Borsboom & Cramer, 2013). Bansal et al (2020) performed an initial investigation on the network structure of CU traits in a sample of preschool children in the United States (M age = 4.76, N = 104). They identified four items that can be used to assess callousness, are which were located at the most central point of the CU traits network.…”

Section: Introductionmentioning

confidence: 99%

“…This may be a result of cross-cultural differences in social norms on emotional expressions (Shou et al, 2020). Furthermore, the stability of the network can be questionable in Bansal et al (2020) given its small sample size (N = 104). Bansal et al (2020) also did not carry out an accuracy analysis to examine the stability of the network structure.…”

Section: Introductionmentioning

confidence: 99%

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Core features of callous–unemotional traits: Network analysis of the inventory of callous–unemotional traits in offender and community samples

et al. 2020

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Objective: Callous-unemotional (CU) traits have been added as a specifier labeled with "Limited Prosocial Emotion" used to diagnose conduct disorder in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. However, little is known about the core features of CU traits. Thus, this study aimed to identify the most central component of CU traits from a network perspective. Method: Network analysis was applied to investigate the network structure of CU traits operationalized by the Inventory of Callous-Unemotional Traits in a sample of juvenile offenders (M age = 17.14, N = 609) and community youths (M age = 10.82, N = 487).Results: Our findings showed that items assessing callousness are the most central in the network across both samples. Also, the unemotional items were found to be located at a peripheral position, with fewer links apparent to callousness and uncaring items.Conclusions: Callousness might be the key feature of CU traits in youths. Our findings further advance the general understanding about the core features of CU traits in clinical practice.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Core features of callous–unemotional traits: Network analysis of the inventory of callous–unemotional traits in offender and community samples

et al. 2020

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“…The factor structure of the ICU has been widely studied, but in many studies only on youth and adolescent samples (e.g., [18,22,23]). Although CU traits are often analyzed in childhood, factor-analytic studies involving younger children at preschool age are rare (e.g., [12,13,24]). Additionally, there are inconsistencies in the specification of the construct of CU traits using the ICU in samples of children and adolescents.…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing callous-unemotional traits in preschoolers: Associations with social-emotional competencies and aggressive behavior

Zumbach

Rademacher

Koglin

2021

Child Adolesc Psychiatry Ment Health

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Background Extensive empirical evidence suggests that high Callous-Unemotional (CU) traits in childhood and adolescence can reliably identify individuals at risk for antisocial outcomes. The present study addresses research gaps by investigating the factor structure of CU traits in children at preschool age. Methods The sample includes 371 children (49.6% female, M age = 4.7, SD = 0.69). Using the Inventory of Callous-Unemotional-Traits (ICU), six alternative confirmatory factor analyses were conducted to find the best fitting model for our preschool sample. Children’s level of emotional competence and aggressive behavior was assed using a German questionnaire, the Behavior Rating Scales for Preschoolers (Verhaltensskalen für das Kindergartenalter, VSK) in a preschool teachers’ rating. Post hoc cluster analytic strategies and ANOVA were applied to identify groups of children with regard to their combination of social-emotional competences and CU traits, and to examine associations with aggressive behavior. Results Results indicate that a two-factor model revealed the best fit to our data, including a callous and an uncaring factor using 12 of the original 24 ICU items. Cluster analytic strategies reveal a risk group of children demonstrating high rates of callousness and uncaring combined with weak emotion knowledge/empathy and social competence. ANOVA shows that children in the risk group demonstrate the highest levels of aggressive behavior. Conclusions Group characteristics indicate that the construct of CU traits in early childhood may be nothing other than a social-emotional developmental deficit.

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More similar than different: Characterizing special interests in autistic boys and girls based on caregiver report

Brown,

Bernardin,

Beauchamp

et al. 2024

Autism Research

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Almost all autistic youths have special interests (SIs), which are focused, intense areas of passion and interest in a particular topic. Emerging research suggests that there are gender differences in SIs among autistic youth; however, commonly used measures that assess for the presence of SIs may not fully capture the granular nature of those differences between autistic boys and girls. Characterizing these differences is important for autism identification in girls, as SIs in autistic girls may often be overlooked by caregivers, teachers, and clinicians due to their more “typical” and more socially oriented content areas compared to autistic boys. This study therefore aimed to more fully characterize gender differences in SIs using a newly developed caregiver‐report measure of SIs (the Special Interests Survey; SIS). Caregivers of 1921 autistic youth completed the SIS. Analyses revealed many similarities between boys and girls; there were no gender differences in mean age SI onset, caregivers' perceptions of uniqueness or interferences of endorsed SIs, or duration of previous SIs. There were gender differences in endorsement of less than half (39%) of the SI categories measured, and there were minor differences in the number of endorsed current and past SIs. Categories with significant gender differences fell along typical gender lines (e.g., more boys interested in math and construction, more girls interested in animals and arts/crafts). This study extends the growing literature on SIs and gender differences in autism and has important implications for supporting autistic youth and their families.

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Conceptualizing Callous-Unemotional Traits in Preschool through Confirmatory Factor and Network Analysis

Cited by 30 publications

References 50 publications

Core features of callous–unemotional traits: Network analysis of the inventory of callous–unemotional traits in offender and community samples

Core features of callous–unemotional traits: Network analysis of the inventory of callous–unemotional traits in offender and community samples

Conceptualizing callous-unemotional traits in preschoolers: Associations with social-emotional competencies and aggressive behavior

More similar than different: Characterizing special interests in autistic boys and girls based on caregiver report

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