The DSM-5 Limited Prosocial Emotions Specifier for Conduct Disorder: Comorbid Problems, Prognosis, and Antecedents

Colins, Olivier F.; Fanti, Kostas A.; Andershed, Henrik

doi:10.1016/j.jaac.2020.09.022

Cited by 38 publications

(18 citation statements)

References 47 publications

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“… 1. To illustrate the overlap between dimensions of psychopathy and criteria for childhood disruptive behavior disorders, a recent study by Colins et al (2020) administered a commonly used measure of psychopathic traits in children and adolescents and reported that the correlation between impulsive lifestyle dimension of psychopathy with a measure of ADHD symptoms was r = .84 ( p < .001). Furthermore, five of the nine items used to assess the interpersonal dimension of psychopathy were related to lying and conning other people (i.e., “Lies often to avoid problems,” “seems to lie more than other children of the same age,” often lies to get what he/she wants,” “to frequently lie seems to be completely normal for him/her,” “to get people to do what he/she wants, he/she often finds it efficient to con them”).…”

mentioning

confidence: 99%

A Comparison of Parent, Teacher, and Youth Ratings on the Inventory of Callous–Unemotional Traits

2021

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The current study compared the validity of self-, parent-, and teacher-report versions of the Inventory of Callous–Unemotional Traits (ICU), a widely used measure of callous–unemotional (CU) traits, at several different ages. Participants ( N = 236, 60.6% girls) were children in Grades 3, 6, and 8 ( Mage = 11.55, SD = 2.23) from a public school system in the southern United States. We tested the association of all three ICU versions with several validators: parent- and teacher-reported conduct problems, peer nominations of characteristics associated with CU traits, and sociometric peer nominations of social preference. Results revealed an interaction between the ICU version and grade in the overall level of CU traits reported, with teacher-report leading to the highest ratings in sixth grade and being higher than parent-report in third grade. Furthermore, the validity of the different versions of the ICU varied somewhat across grades. Specifically, findings support the validity of both teacher- and self-report in third grade, but self-report was the only version to show strong validity in the eighth grade.

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confidence: 99%

A Comparison of Parent, Teacher, and Youth Ratings on the Inventory of Callous–Unemotional Traits

2021

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“…Specifically, one aspect of prosociality, that is limited prosocial emotions, was recently introduced as a specifier of conduct disorder to the DSM-5 and ICD-11 (Colins et al, 2021). Limited prosocial emotions are a key feature of callous-unemotional traits (a precursor or marker of psychopathic traits) which have been linked to difficulties with associating harmful behaviours with negative emotional cues from the environment, leading to children failing to recognise that their behaviour may harm others (Colins et al, 2021). While children with low CU traits would modulate their own behaviours in response to cues from their environment, children with high CU traits are likely to miss out on the modulation of their behaviours, putting them at risk for the development of continuous and severe behavioural issues (Waller et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Alternatively, it may be that the bidirectional associations between conduct problems and prosociality observed here reflect the strong links between conduct problems and psychopathy. Specifically, one aspect of prosociality, that is limited prosocial emotions, was recently introduced as a specifier of conduct disorder to the DSM-5 and ICD-11 (Colins et al, 2021 ). Limited prosocial emotions are a key feature of callous-unemotional traits (a precursor or marker of psychopathic traits) which have been linked to difficulties with associating harmful behaviours with negative emotional cues from the environment, leading to children failing to recognise that their behaviour may harm others (Colins et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Within-person Relations between Domains of Socio-emotional Development during Childhood and Adolescence

Speyer

Hall

Ushakova

et al. 2022

Res Child Adolesc Psychopathol

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Adolescence is a critical period in the development of mental health with nearly 1 in 5 adolescents suffering from mental health problems and more than 40 percent of these experiencing at least one co-occurring mental health disorder. This study investigates whether there are differences in the relations between key dimensions of child and adolescent mental health in adolescence compared to childhood. Mental health and related socio-emotional traits were measured longitudinally at ages 4, 7, 8, 9, 11, 13, and 16 in the Avon Longitudinal Study of Parents and Children (N = 11279) using the Strengths and Difficulties Questionnaires. Graphical Vector Autoregression models were used to analyse the temporal within-person relations between conduct problems, emotional problems, hyperactivity/inattention, peer problems and prosociality across childhood (ages 4 to 9) and adolescence (11 to 16). Results suggest that adolescence is characterised by an increase in the number and strength of temporal relations between socio-emotional difficulties. In particular, in adolescence there were bidirectional connections between peer problems and emotional problems, between conduct problems and hyperactivity/inattention and between prosociality and conduct problems as well as hyperactivity/inattention. In childhood, conduct problems and prosociality were reciprocally related. Results also suggested peer problems as a potential mediating factor between conduct and emotional problems in childhood. Overall, this study suggests that different domains of socio-emotional development influence each other over development. Adolescence is characterised by an increase in temporal connections, which may be one factor underlying the increased vulnerability to the onset of mental health problems during that period.

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“…We considered several child-specific and peer processes as potential external validators of identified profiles. Specifically, we examined CU behaviors, given that the presence of CU traits with conduct problems may represent a distinct subtype of youth who are at increased risk for a more severe and persistent trajectory of conduct problems and antisocial behavior, higher levels of negative contextual correlates, and less responsiveness to intervention than youth with conduct problems without CU traits (Colins, Fanti, & Andershed, 2020;Fanti & Kimonis, 2013;Frick, 2012;Pardini, Stepp, Hipwell, Stouthamer-Loeber, & Loeber, 2012). More specifically for the present study, the relations among conduct problems and the neurobiological and cognitive factors that we considered often vary based on the presence of CU traits, suggesting that CU traits may indicate differential risk (Blair, 2015;Frick, 2012;Hwang et al, 2016;Lozier et al, 2014;Martin-Key et al, 2018).…”

Section: Potential External Validators For Conduct Problem Profilesmentioning

confidence: 99%

Conduct problems among children in low-income, urban neighborhoods: A developmental psychopathology- and RDoC-informed approach

et al. 2021

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Conduct problems are associated with numerous negative long-term psychosocial sequelae and are among the most frequent referrals for children's mental health services. Youth residing in low-income, urban communities are at increased risk for conduct problems, but not all youth in these environments develop conduct problems, suggesting heterogeneity in risk and resilience processes and developmental pathways. The present study used a developmental psychopathology- and Research Domain Criteria (RDoC)-informed approach for conceptualizing risk and resilience for conduct problems among children from low-income, urban neighborhoods. Participants were 104 children (M = 9.93 ± 1.22 years; 50% male; 96% African American, 4% Latinx). We assessed four constructs reflecting cognitive and neurobiological processes associated with conduct problems using multiple levels of analysis and informants: autonomic nervous system reactivity, limbic system/orbitofrontal cortical functioning, dorsolateral prefrontal cortical functioning, and conduct problems. Latent profile analysis identified four profiles: typically developing (TD, n = 34); teacher-reported conduct problems (TCP, n = 14); emotion processing (EP, n = 27); and emotion expression recognition (EER, n = 29). External validation analyses demonstrated that profiles differed on various indices of conduct problems in expected ways. The EP profile exhibited lower levels of emotional lability and callous–unemotional behaviors, and higher levels of prosocial behavior. The TD profile demonstrated elevated emotional lability. Implications for etiological and intervention models are presented.

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The DSM-5 Limited Prosocial Emotions Specifier for Conduct Disorder: Comorbid Problems, Prognosis, and Antecedents

Cited by 38 publications

References 47 publications

A Comparison of Parent, Teacher, and Youth Ratings on the Inventory of Callous–Unemotional Traits

A Comparison of Parent, Teacher, and Youth Ratings on the Inventory of Callous–Unemotional Traits

Within-person Relations between Domains of Socio-emotional Development during Childhood and Adolescence

Conduct problems among children in low-income, urban neighborhoods: A developmental psychopathology- and RDoC-informed approach

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