Heterogeneous classes of co-occurring externalizing symptoms in a sample of youth referred for anxiety disorders

Williams, Sandra; Dahan, Jessica; Silverman, Wendy K.; Pettit, Jeremy W.

doi:10.1016/j.janxdis.2013.02.014

Cited by 11 publications

(10 citation statements)

References 41 publications

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“…Therefore, the combination of children with ASD’s behavioural symptoms in addition to core social impairments might pace additional strain on parenting, and there is a need to better understand the association between co-occurring behavioural symptoms and parenting styles within the family system. The childhood anxiety literature shows high co-occurrence with externalising symptoms as well (Biederman et al, 2001; Williams, Dahan, Silverman, & Pettit, 2013). We are unaware, however, of how parents of children with ASD and parents of anxious children may vary in their parenting depending on occurrence (or not) of children’s co-morbid symptoms.…”

Section: Parent Symptoms and Child Internalising And Externalising Symentioning

confidence: 99%

Parenting a Child with ASD: Comparison of Parenting Style Between ASD, Anxiety, and Typical Development

Ventola

Lei

Paisley

et al. 2017

J Autism Dev Disord

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Parenting children with ASD has a complex history. Given parents’ increasingly pivotal role in children’s treatment, it is critical to consider parental style and behaviours. This study (1) compares parenting style of parents of children with ASD, parents of children with anxiety disorders, and parents of typically developing (TD) children and (2) investigates contributors to parenting style within and between groups. Parents of children with anxiety had a distinct parenting style compared to ASD and TD parents. Unique relationships between child symptoms and parenting behaviours emerged across the three groups. Understanding factors that impact parenting between and within clinical groups can guide the development of interventions better tailored to support the needs of parents, particularly parents of children with ASD.

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Section: Parent Symptoms and Child Internalising And Externalising Symentioning

confidence: 99%

Parenting a Child with ASD: Comparison of Parenting Style Between ASD, Anxiety, and Typical Development

Ventola

Lei

Paisley

et al. 2017

J Autism Dev Disord

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“…Externalizing symptoms, specifically rule breaking behaviors, moderated only the parent rated child anxiety, predicting more severe anxiety following CBT but did not significantly affect child or IE rated outcomes. Previous investigations of child externalizing comorbidity as a predictor of child anxiety outcomes did not report significant findings (Kendall, Brady, & Verduin, 2001; Manassis et al, 2002; Southam-Gerow et al, 2001a), and the clinical presentation of externalizing symptoms in children with anxiety disorders is quite heterogeneous (Williams, Dahan, Silverman, & Pettit, 2013). The present findings, showing a moderator role for externalizing symptoms, highlight the importance of assessing externalizing symptoms prior to CBT.…”

Section: Discussionmentioning

confidence: 89%

Monotherapy Insufficient in Severe Anxiety? Predictors and Moderators in the Child/Adolescent Anxiety Multimodal Study

Taylor

Lebowitz

Jakubovski

et al. 2017

Journal of Clinical Child & Adolescent Psychology

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This secondary analysis of the Child/Adolescent Anxiety Multimodal Study (CAMS) used baseline patient characteristics to identify prognostic subgroups of children based on likelihood of remission. We also investigated predictors and moderators of outcome. CAMS randomized 488 youths with generalized, social, and separation anxiety disorders to cognitive behavioral therapy (CBT), sertraline, both, or pill placebo. Outcomes were Week 12 child, parent, and independent evaluator (IE) ratings of child anxiety. We used receiver operating characteristics analysis and stepwise regression to identify predictors and moderators of outcome. Severe anxiety, lower socioeconomic status, and comorbid obsessive-compulsive disorder predicted higher IE-rated anxiety posttreatment; child-rated social anxiety predicted poorer outcomes reported by all informants. Regarding moderators, Hispanic ethnicity predicted higher IE-rated anxiety after CBT and higher parent-rated anxiety after sertraline. In youths with severe anxiety (Pediatric Anxiety Rating Scale ≥ 20, <italic>n</italic> = 220), combination treatment increased remission (relative risk [RR] = 2.85, <italic>p</italic> < .001), 95% confidence interval (CI) [1.51, 5.39], whereas CBT (RR = 1.55, <italic>p</italic> = .20), 95% CI [0.77, 3.10], and sertraline (RR = 1.27, <italic>p</italic> = .53), 95% CI [0.59, 2.73], did not significantly increase remission relative to placebo. These are the first findings demonstrating that a combination of CBT and a selective serotonin reuptake inhibitor, not monotherapy, is likely key for achieving remission in severe anxiety. CAMS was not powered to detect treatment efficacy after stratification by anxiety severity, so further research is needed regarding effective treatments in severe anxiety. Our main effect findings suggest youth with severe anxiety (especially social phobia), low socioeconomic status and obsessive-compulsive disorder benefit less from current first-line treatments relative to other anxious youth. ClinicalTrials.gov: NCT00052078.

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“…Diversos estudos encontraram em crianças com TDAH dificuldades nas habilidades sociais de asserção (Feldman, Tung, & Lee, 2017;Gewirtz, Stanton-Chapman, & Reeve, 2009;Russo, Arteaga, Rubiales, & Bakker, 2015), autocontrole (Cheung, Siu, & Brown, 2017;Dahan, Silverman, & Pettit, 2013;Feldman et al, 2017;Owens & Hinshaw, 2016;Rosen et al, 2014;Williams et al, 2013;Puentes et al, 2014), cooperação (Feldman et al, 2017;Williams et al, 2013;Gewirtz et al, 2009) Cinco estudos tiveram como foco intervenções junto às crianças com TDAH. Os resultados evidenciaram após intervenção diminuição dos sintomas de TDAH (Hannesdottir, Ingvarsdottir, & Bjornsson, 2017;Silverstein et al, 2015), habilidades sociais aprimoradas (Hannesdottir, et al, 2017;Silverstein et al, 2015;Guli, Semrud-Clikeman, Lerner, & Britton, 2013;Fisher & Haufe, 2009;Pelham et al, 2016), e melhor regulação emocional (Hannesdottir et al, 2017).…”

Section: Estudos Que Avaliaram As Habilidades Sociais De Crianças Com Tdahunclassified

Habilidades Sociais em Crianças com TDAH: uma revisão de literatura

Abrahão

Elias

2021

ctc

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O presente estudo teve por objetivo realizar uma revisão da literatura sobre habilidades sociais (HS) em crianças com Transtorno de Déficit de Atenção/Hiperatividade (TDAH), considerando o período de dez anos. Para tanto foram consultadas as bases de dados LILACS, PsycInfo, SciElo, Eric e Pepsic. A metodologia foi de revisão de literatura, baseada no Reporting Items for Systematics Review and Meta-Analysis (PRISMA), com análise temática e de nuvem de palavras com o auxílio do software Iramuteq. Foram consultados na íntegra 34 estudos, divididos em duas categorias: Avaliação das HS de crianças com TDAH e Caracterização HS após intervenção dirigidas às crianças, pais e professores. Os resultados indicaram ausência de regularidade nas publicações; poucos estudos nacionais; predomínio de estudos empíricos, apenas alguns randomizados; tendência do uso de multi-informantes; instrumento SSRS (Social Skills Rating System) utilizado frequentemente e; déficits nas HS de asserção, autocontrole, empatia, cooperação e responsabilidade. A análise de nuvem de palavras evidenciou presença de problemas de comportamento; dificuldades acadêmicas, domésticas e com pares; promoção de repertório comportamental após intervenção; e ausência de intervenções dirigidas à professores. Tendências e limitações foram exploradas, no entanto, indica-se a inserção de outras fontes de dados.

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Heterogeneous classes of co-occurring externalizing symptoms in a sample of youth referred for anxiety disorders

Cited by 11 publications

References 41 publications

Parenting a Child with ASD: Comparison of Parenting Style Between ASD, Anxiety, and Typical Development

Parenting a Child with ASD: Comparison of Parenting Style Between ASD, Anxiety, and Typical Development

Monotherapy Insufficient in Severe Anxiety? Predictors and Moderators in the Child/Adolescent Anxiety Multimodal Study

Habilidades Sociais em Crianças com TDAH: uma revisão de literatura

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