Inconsistencies between Subjective Reports of Cognitive Difficulties and Performance on Cognitive Tests are Associated with Elevated Internalising and Externalising Symptoms in Children with Learning-related Problems

Williams, Kira L.; Holmes, Joni; Farina, Francesca R; Vedechkina, Maria; Bennett, Marc

doi:10.1007/s10802-022-00930-4

Cited by 7 publications

(3 citation statements)

References 89 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Though the caregiver measures used in this study have been found to have good reliability, further study would benefit from understanding the psychological mechanisms which are associated with these co-occurring characteristics. Performing cognitive tasks (in addition to rating scales) to compare the findings in relation to reporting by caregivers, non-clinical, and clinical professionals could provide a more robust understanding of the psychological mechanisms underpinning the challenges experienced [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

Heated Behaviour in the Classroom for Children with FASD: The Relationship between Characteristics Associated with ADHD, ODD and ASD, Hot Executive Function and Classroom Based Reward Systems

Carrick

Hamilton

2023

Children

View full text Add to dashboard Cite

Possession of characteristics related to Attention Deficit Hyperactive Disorder, Oppositional Defiance Disorder, and Autism Spectrum Disorder in children prenatally exposed to alcohol contributes to challenges within the diagnostic pathway for Foetal Alcohol Spectrum Disorder (FASD). The presentation of these characteristics, though problematic for the children affected, may not result in referral for diagnosis; focusing on diagnostic thresholds masks the dimensional nature of these characteristics. Children with traits which are undiagnosed may not receive effective support and are often identified as exhibiting challenging behaviour. In the UK, children with undiagnosed Special Educational Needs (SEN) are more likely to experience school exclusion. Common across each condition are challenges to executive function associated with emotional regulation (hot-executive function). This study explored the relationship between characteristics of Attention Deficit Hyperactive Disorder, Oppositional Defiance Disorder, Autistic-Like Traits, and hot executive functions on the helpfulness of reward-based interventions for children with suspected or diagnosed FASD. Data were collected online using caregiver referral questionnaire screeners for each measure (Child Autism Quotient Questionnaire, Vanderbilt ADHD Parental Rating Scale and The Childhood Executive Functioning Inventory) for children aged 6–12 years with suspected or diagnosed FASD (n = 121). Between-group comparisons showed no significant difference in the reporting of Attention Deficit Hyperactive Disorder characteristics, Oppositional Defiance Disorder characteristics, Autistic-Like Traits, and executive function, regardless of diagnostic state. Multiple regression analyses indicated that these personality characteristics and executive functions were associated with the perception of the reward system helpfulness. However, this pattern was qualified by both the type of hot executive function challenged (significant for Regulation not Inhibition) and whether the child had an FASD diagnosis. Thus, a dimensional approach may strengthen our understanding of the child’s classroom experience and help overcome barriers to effective intervention and support.

show abstract

Section: Discussionmentioning

confidence: 99%

Heated Behaviour in the Classroom for Children with FASD: The Relationship between Characteristics Associated with ADHD, ODD and ASD, Hot Executive Function and Classroom Based Reward Systems

Carrick

Hamilton

2023

Children

View full text Add to dashboard Cite

show abstract

“…Joni's research group uses the core principles of empirical psychological research to provide mechanistic accounts of child development and understand childhood neurodevelopmental differences from a transdiagnostic perspective (e.g. Astle et al, 2018; 2022; Bathelt et al, 2018; Guy et al, 2022; Holmes et al, 2019; 2020; 2021; 2022; Mareva et al, 2019; 2023; Siugzdaite et al, 2020; Williams et al, 2022). Punit's research group focuses on neurodiversity in adulthood, including a pioneering body of work testing the strengths putatively associated with neurodivergence (e.g.…”

Section: Generalist Editorsmentioning

confidence: 99%

Neurodiversity: Towards an interdisciplinary approach

Shah,

Holmes

2023

Neurodiversity

Self Cite

View full text Add to dashboard Cite

The concept of neurodiversity is exerting a powerful influence in academia and the real world. There has been a sharp increase in publications referring to 'neurodiversity' since 2000 (Figure 1), many people now identify as 'neurodivergent', and there are worldwide public initiatives such as Neurodiversity Celebration Week that actively promote the concept. In light of this growth, we are pleased to announce the launch of Neurodiversitya new journal that will focus on interdisciplinary approaches to improving understanding of neurodiversity and its application in realworld settings. Following in the spirit of the emergence of the neurodiversity concept from the autism rights movement, Neurodiversity represents an exciting new addition to Sage academic journals, like Autism, dedicated to advancing understanding and improving the lives of neurodivergent people.The concept of neurodiversity has immense potential, both to revolutionise our understanding of neurodevelopmental differences across the lifespan, and as a powerful force for positive social change (see Sonuga- Barke &Thapar, 2021 andShaw et al., 2021 for recent discussions). Yet there remain large knowledge gapsin research, practice and in interpretationthat must be addressed if we are to realise its full potential. An interdisciplinary approach is critical if we are to achieve this. Neurodiversity aims to lead this endeavour by bringing together theoretical and empirical work from a range of disciplines into the same outlet, and working closely with the neurodivergent community, to foster a truly cross-disciplinary, internationally collaborative, understanding of neurodiversity. Working closely with Sage to achieve this overarching goal, we have already taken several important steps to build a strong foundation from which to launch the journal. Diverse editorial boardWorking with Sage, we have recruited an exciting and diverse Editorial Board, including many internationally leading academics and clinician scientists who have championed the neurodiversity concept for understanding

show abstract

“…This unique transdiagnostic paediatric sample provides an opportunity to study the factors (genetics and environmental) and mechanisms that drive diversity in neurodevelopment, independent of categorical diagnoses and their co-occurrence. The CALM cohort is a well-characterised sample from the point of view of behavioural features (Bryant et al, 2020; Holmes, Mareva, et al, 2021; Mareva et al, 2023; Williams et al, 2022), dimensions of cognitive and executive functions (Bathelt et al, 2018; Holmes, Guy, et al, 2021; Mareva & Holmes, 2019), dimensions of mental health (Guy et al, 2022; Holmes, Mareva, et al, 2021), and neuroimaging (Akarca et al, 2021; Siugzdaite et al, 2020). The current paper addresses the question of whether and how Attention-Deficit/Hyperactivity Disorder (ADHD) and Intelligence PGS are associated with relevant neurodevelopmental characteristics within the transdiagnostic CALM sample.…”

Section: Introductionmentioning

confidence: 99%

ADHD and Intelligence polygenic scores and their associations with dimensional developmental characteristics within a paediatric transdiagnostic cohort

Santangelo,

Ohlei,

Mareva

et al. 2023

Preprint

Self Cite

View full text Add to dashboard Cite

BackgroundCommon genetic variants make a significant contribution to dimensional neurodevelopmental characteristics such as ADHD symptoms and cognitive abilities. The relevance and structure of these associations within a transdiagnostic sample referred for difficulties in cognition, attention and learning has not been demonstrated.MethodsPolygenic scores (PGS) derived from recent genome-wide association study (GWAS) data on ADHD and Intelligence were calculated from genome-wide genotyping data for 524 children and young people referred to the Centre for Attention, Learning and Memory (CALM). PGS-trait associations were tested via linear regression analyses, for a range of neurodevelopmental characteristics, and factor scores from a hierarchical model of psychopathology. Associations were explored with and without co-varying for socio-economic status (SES).ResultsWe found the expected associations within the sample between ADHD-PGS and ADHD symptom dimensions, and between Intelligence-PGS and IQ test scores. ADHD-PGS were also associated with broader externalising behaviours and with verbal intelligence, but the latter only if SES was not included as a covariate. Examining associations with hierarchical factor scores, we found a relationship between ADHD-PGS and a general mental health factor, externalising factor, and social maladjustment factor, however these associations did not survive co-variation for SES and correction for multiple comparisons. The Intelligence-PGS showed significant associations only with verbal and non-verbal cognitive skills, which were independent of SES; and no links were observed with ADHD traits or mental health factor scores.ConclusionOur finding suggest that PGS derived from previous GWAS have research utility for paediatric transdiagnostic samples, showing both specific and general associations with neurodevelopmental traits. Future studies investigating PGS and cognitive and neural correlates within this cohort, as well as gene-by-environment interactions, may contribute to our understanding of developmental pathways and risk-resilience mechanisms in child mental health.Key pointsCommon polygenic variation, quantified by PolyGenic Scores (PGS), contributes to dimensional neurodevelopmental characteristics. However, PGS relevance has not been demonstrated in a paediatric transdiagnostic sample.We studied the associations between neurodevelopmental dimensions and ADHD PGS or Intelligence PGS, within a cohort of children referred for difficulties in cognition, attention and/or learning.ADHD-PGS contributed to ADHD symptoms, as well as to externalizing behaviours, verbal intelligence, and hierarchical factors of mental health, with some of these associations being influenced by socioeconomic status (SES).Intelligence-PGS in contrast, showed associations only with cognitive skills (verbal and non-verbal IQ), which were independent of SES; and did not link with ADHD traits or mental health factor scores.Further research building on these findings will contribute to our understanding of developmental pathways and risk-resilience mechanisms in child mental health.

show abstract

Inconsistencies between Subjective Reports of Cognitive Difficulties and Performance on Cognitive Tests are Associated with Elevated Internalising and Externalising Symptoms in Children with Learning-related Problems

Cited by 7 publications

References 89 publications

Heated Behaviour in the Classroom for Children with FASD: The Relationship between Characteristics Associated with ADHD, ODD and ASD, Hot Executive Function and Classroom Based Reward Systems

Heated Behaviour in the Classroom for Children with FASD: The Relationship between Characteristics Associated with ADHD, ODD and ASD, Hot Executive Function and Classroom Based Reward Systems

Neurodiversity: Towards an interdisciplinary approach

ADHD and Intelligence polygenic scores and their associations with dimensional developmental characteristics within a paediatric transdiagnostic cohort

Contact Info

Product

Resources

About