scholarly journals Childhood ADHD and Executive Functioning: Unique Predictions of Early Adolescent Depression

2021 ◽  
Author(s):  
Michelle C. Fenesy ◽  
Steve S. Lee
Keyword(s):  
Executive Functioning ◽  
Social Functioning ◽  
Structural Equation ◽  
Adolescent Depression ◽  
Rating Scales ◽  
Standardized Assessments ◽  
Early Adolescent ◽  
Equation Modeling ◽  
Childhood Adhd ◽  
Early Predictors

AbstractGiven the increasing prevalence of adolescent depression, identification of its early predictors and elucidation of the mechanisms underlying its individual differences is imperative. Controlling for baseline executive functioning (EF), we tested separate ADHD dimensions (i.e., inattention, hyperactivity-impulsivity) as independent predictors of early adolescent depression, including temporally-ordered causal mediation by academic functioning and social problems, using structural equation modeling. At baseline, participants consisted of 216 children (67% male) ages 6–9 years old with (n = 112) and without (n = 104) ADHD who subsequently completed Wave 2 and 3 follow-ups approximately two and four years later, respectively. Predictors consisted of separate parent and teacher ratings of childhood ADHD and laboratory-based assessments of key EF domains. At Wave 2, parents and teachers completed normed rating scales of youth academic and social functioning; youth completed standardized assessments of academic achievement. At Wave 3, youth self-reported depression. Baseline inattention positively predicted early adolescent depression whereas childhood hyperactivity-impulsivity and EF did not. Neither academic nor social functioning significantly mediated predictions of depression from baseline ADHD and EF. We consider prediction of early adolescent depression from inattention, including directions for future intervention and prevention research.

scholarly journals Association of ADHD and Executive Functioning With Childhood Depression

2017 ◽  
Vol 23 (11) ◽  
pp. 1368-1378 ◽  
Author(s):  
Michelle C. Fenesy ◽  
Steve S. Lee
Keyword(s):  
Executive Functioning ◽  
Structural Equation ◽  
Developmental Psychopathology ◽  
Childhood Depression ◽  
Treatment Resistance ◽  
Equation Modeling ◽  
Child Depression ◽  
Parent Ratings ◽  
Intervention Method ◽  
Independent Association

Objective: Despite its association with increased severity and treatment resistance, relatively little is known about the correlates of early-onset childhood depression. ADHD and executive functioning (EF) are each related to depression. Given their covariation, we tested the independent association of ADHD dimensions (i.e., inattention, hyperactivity) and EF with childhood depression using structural equation modeling to identify potential targets for intervention. Method: Participants were 225 five- to 10-year-old children (68% male) with ( n = 117) and without ( n = 108) ADHD. Youth completed laboratory assessments of EF, and parent, teacher, and youth reports of depression were gathered. Results: With control of EF and anxiety, across informants, inattention, but not hyperactivity, was positively related to child depression. EF was positively associated with depression according to parent ratings only. Conclusion: We consider the association of inattention and EF with childhood depression, including implications for intervention and prevention from a developmental psychopathology framework.

scholarly journals Early Predictors of Long-Term Disability After Injury

2003 ◽  
Vol 12 (3) ◽  
pp. 197-205 ◽  
Author(s):  
Therese S. Richmond ◽  
Donald Kauder ◽  
Janice Hinkle ◽  
Justine Shults
Keyword(s):  
At Risk ◽  
Structural Equation Modeling ◽  
Psychological Distress ◽  
Structural Equation ◽  
Equation Modeling ◽  
Specific Information ◽  
Care Providers ◽  
Early Predictors ◽  
Patients At Risk

• Background Improving outcomes after serious injury is important to patients, patients’ families, and healthcare providers. Identifying early risk factors for long-term disability after injury will help critical care providers recognize patients at risk. • Objectives To identify early predictors of long-term disability after injury and to ascertain if age, level of disability before injury, posttraumatic psychological distress, and social network factors during hospitalization and recovery significantly contribute to long-term disability after injury. • Methods A prospective, correlational design was used. Injury-specific information on 63 patients with serious, non–central nervous system injury was obtained from medical records; all other data were obtained from interviews (3 per patient) during a 2½-year period. A model was developed to test the theoretical propositions of the disabling process. Predictors of long-term disability were evaluated using path analysis in the context of structural equation modeling. • Results Injuries were predominately due to motor vehicle crashes (37%) or violent assaults (21%). Mean Injury Severity Score was 13.46, and mean length of stay was 12 days. With structural equation modeling, 36% of the variance in long-term disability was explained by predictors present at the time of injury (age, disability before injury), during hospitalization (psychological distress), or soon after discharge (psychological distress, short-term disability after injury). • Conclusions Disability after injury is due partly to an interplay between physical and psychological factors that can be identified soon after injury. By identifying these early predictors, patients at risk for suboptimal outcomes can be detected.

The Influence of Access to General Education Curriculum on Alternate Assessment Performance of Students With Significant Cognitive Disabilities

2006 ◽  
Vol 28 (2) ◽  
pp. 181-194 ◽  
Author(s):  
Andrew T. Roach ◽  
Stephen N. Elliott
Keyword(s):  
General Education ◽  
Student Performance ◽  
Structural Equation ◽  
Rating Scales ◽  
Cognitive Disabilities ◽  
Alternate Assessment ◽  
Equation Modeling ◽  
Latent Factor ◽  
Support Materials ◽  
Significant Cognitive Disabilities

The primary purpose of this investigation was to understand the influence of access to the general curriculum on the performance of students with significant cognitive disabilities, as measured by the Wisconsin Alternate Assessment (WAA) for Students with Disabilities. Special education teachers (N = 113) submitted case materials for students with significant disabilities who were assessed using the WAA. Cases included WAA rating scales, students’ individualized education programs (IEPs), and a curricular access questionnaire. Structural equation modeling was used to examine the influence of curricular access on students’ WAA performance. Students’ scores on the WAA Reading, Language Arts, and Mathematics scales were included in the model as the indicators for the latent factor—student performance. Student grade level, teacher reports of students’ curricular access, percentage of academic focused IEP goals, and time spent in general education settings were included as predictors of students’ performance. Results indicated the model accounted for 41% of the variance in the latent factor of student performance. Implications of these results are discussed for the validity of WAA scores and the design of professional development and teacher support materials.

scholarly journals Negative Impacts of Self-Stigma on the Quality of Life of Patients in Methadone Maintenance Treatment: The Mediated Roles of Psychological Distress and Social Functioning

2019 ◽  
Vol 16 (7) ◽  
pp. 1299 ◽  
Author(s):  
Ching-Ming Cheng ◽  
Chih-Cheng Chang ◽  
Jung-Der Wang ◽  
Kun-Chia Chang ◽  
Shuo-Yen Ting ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Psychological Distress ◽  
Social Functioning ◽  
Methadone Maintenance Treatment ◽  
Structural Equation ◽  
Maintenance Treatment ◽  
Methadone Maintenance ◽  
Equation Modeling ◽  
Heroin Users

A sample of heroin users (n = 250) in methadone maintenance treatment (MMT) was used in this cross-sectional study to clarify the mechanisms of the effects of stigma on quality of life (QoL) through psychological distress and social functioning. All the participants had their self-stigma, psychological distress, social functioning, and QoL measured. Psychological distress and social functioning were proposed to be mediators between self-stigma and QoL. Several linear models using structural equation modeling were conducted to examine the mediated effects. The negative effects of self-stigma on QoL were significantly mediated by psychological distress, as self-stigma directly and significantly influenced psychological distress, but not social functioning. This study demonstrated a linear model describing the effects of self-stigma on QoL for opioid-dependent individuals; psychological distress was also an important mediator between self-stigma and their QoL. Clinicians were able to notice the importance of reducing self-stigma for opioid-dependent individuals according to the following results: higher levels of self-stigma were associated with high psychological distress, decreased social functioning, and impaired QoL. Our mediation findings suggest that treating psychological distress is better than treating social functioning if we want to eliminate the effects of self-stigma on QoL for heroin users.

scholarly journals Impact of Puberty and Age on Adolescent Inhibition Over Time

2019 ◽  
Vol 34 (6) ◽  
pp. 840-840
Author(s):  
J Harrison ◽  
M Wong ◽  
S McManimen
Keyword(s):  
Structural Equation Modeling ◽  
Reaction Time ◽  
Structural Equation ◽  
Early Adolescent ◽  
Equation Modeling ◽  
Chronological Age ◽  
P 75 ◽  
Stop Signal Reaction Time ◽  
Over Time ◽  
Time Point

Abstract Objective We measured how puberty impacted inhibition over three years. We hypothesized that age and puberty development would predict inhibition at each time point. Results revealed differential effects of puberty and age over time. Method Participants from Southern Idaho were 245 adolescents at Time 1 (T1) (M = 10.4, SD = 1.5, 50% female, 64% Caucasian), 196 adolescents at Time 2 (T2) (M = 11.8, SD = 1.5, 50% female, 81% Caucasian), and 87 adolescents at Time 3 (T3) (M = 13, SD = 1.5, 56% female, 82% Caucasian). Participants completed a physical exam with a registered nurse, which included the Tanner Scale (Apter & Hermanson, 2002; Tinggaard et. al., 2012) and the Puberty Development Scale (Petersen et al., 1988). Inhibition was assessed using stop-signal reaction time (SSRT) within the Stop-it Task (Logan, Cowan, & Davis, 1984). Results Using structural equation modeling, for T1, the overall model demonstrated a good fit, χ2(3) = 1.23, p = .75, RMSEA = .00, CFI = 1.00, TLI = 1.04. Puberty significantly predicted inhibition (β = -.21, p < .05), i.e., higher puberty scores predicted stronger inhibition. However, age was not a significant predictor. At T2, the model demonstrated a good fit, χ2(7) = 7.77, p = .35, RMSEA = .03, CFI = 1.00, TLI = .99. Age significantly predicted inhibition (β=-.39, p < .001). However, puberty was not a significant predictor. In T3, neither age nor puberty predicted inhibition. Conclusions Our results indicate that early adolescent increases in inhibition may be due to puberty development rather than age. As one ages, puberty has less effect, and chronological age becomes more significant. Finally, in mid-adolescence, neither age nor puberty significantly affects inhibition. These findings highlight the changing effects of age and puberty on inhibitory control across adolescence.

Trauma and Maternal Caregivers as Risks for Executive Function Deficits Among Youth Who Have Sexually Harmed

Sexual Abuse ◽  
2021 ◽  
pp. 107906322098828
Author(s):  
Adam Brown ◽  
Jamie Yoder ◽  
Kristina Fushi
Keyword(s):  
Structural Equation Modeling ◽  
Executive Functioning ◽  
Indirect Effects ◽  
Structural Equation ◽  
Maternal Attachment ◽  
Equation Modeling ◽  
Direct And Indirect Effects ◽  
Trauma Symptoms ◽  
Maternal Caregivers ◽  
Executive Functioning Deficits

Despite robust research linking trauma events to the commission of sexual harm by youth, the majority of victims do not become victimizers, imploring us to study potential interceding influences. Some research indicates that intermediary factors like attachment characteristics, trauma symptomatology, and executive functioning may be critical in understanding sexual harm committed by youth. This study explored relationships between trauma events, trauma symptoms, and attachment characteristics, and their relationship to executive functioning in a sample of 196 youth who committed sexual harm. Results revealed bivariate associations between trauma events, symptomatology, and maternal attachment characteristics. Structural equation modeling revealed numerous direct and indirect effects on the path to deficits in executive functioning, and that sexual abuse, above and beyond other forms of traumatic events, contributed to executive functioning deficits via trauma symptoms. The results are contextualized and implications are discussed.

An SEM Assessment of the Internal Structure and Predictive Validity of the Abbreviated Early Adolescent HOME Inventory

Assessment ◽  
2018 ◽  
Vol 27 (6) ◽  
pp. 1285-1299
Author(s):  
Samuel B. Green ◽  
Amy L. Pennar ◽  
Robert H. Bradley
Keyword(s):  
Internal Structure ◽  
Youth Development ◽  
Structural Equation ◽  
Self Control ◽  
Early Adolescent ◽  
Equation Modeling ◽  
General Factor ◽  
Maladaptive Behaviors ◽  
Early Child Care ◽  
Content Domain

The Home Observation for Measurement of the Environment (HOME) Inventory is designed to assess the quality and quantity of support, stimulation, and structure provided to children in the home environment. HOME has been widely used for research and applied purposes. We focused on an abbreviated version of the Early Adolescent HOME (EA-HOME-A) that was administered to 15-year-old adolescents and their parents ( N = 958) as part of the NICHD (National Institute of Child Health and Human Development) Study of Early Child Care and Youth Development. Our study had two objectives. First, we hypothesized and tested a bifactor model that specified a general factor in support of the use of the HOME total score and group factors for subsets of items in support of the content domain scores. Second, we applied structural equation modeling to relate the EA-HOME-A factors to outcome factors assessing maladaptive behaviors, autonomy, self-control, and cognitive–academic performance. The results supported the construct validity of the EA-HOME-A with respect to its internal structure as well as its correlates.

Symptoms of Posttraumatic Stress and Sexual Concerns: The Intermediary Effects of Executive Functioning on Profiles of Youth Who Have Sexually Harmed

2021 ◽  
pp. 088626052110500
Author(s):  
Adam Brown ◽  
Jamie Yoder
Keyword(s):  
General Population ◽  
Executive Functioning ◽  
Indirect Effects ◽  
Structural Equation ◽  
Children And Youth ◽  
Equation Modeling ◽  
Direct And Indirect Effects ◽  
Trauma Symptoms ◽  
Sexual Delinquency ◽  
Sexual Concerns

There are demonstrated links in the general population between developmental adversity, associated trauma symptoms, and executive functioning difficulties in children and youth. However, research on links among these indicators and their relationship to antisocial behavior more broadly in samples of youth who have sexually harmed is only beginning to emerge. Some research indicates that intermediary factors like sexual concerns may be critical in understanding this population. This study explored relationships between trauma symptoms, sexual concerns, executive functioning, and their relationship to non-sexual delinquency in a sample of 196 youth who committed sexual harm. Structural equation modeling revealed numerous direct and indirect effects on the path to delinquency and that executive functioning plays a key role among those with serious sexual concerns. The results are contextualized and implications are discussed.

Focusing too much on individualistic achievement may generate stress and negative emotion: Social rank theory perspective

2019 ◽  
pp. 135910531986465
Author(s):  
Wai S Tse ◽  
Alyson J Bond
Keyword(s):  
Negative Affect ◽  
Social Functioning ◽  
Structural Equation ◽  
Negative Emotion ◽  
Social Rank ◽  
Equation Modeling ◽  
Personal Resources ◽  
Daily Stress ◽  
Advantages And Disadvantages ◽  
Modeling Analysis

Individualistic achievement personality has been found to increase personal resources and reduce negative emotions. Whether individualistic achievement is protective against stress or negative emotion or indeed stress generating remains uncertain. The present study examined three models proposed to explain the interrelationship between individualistic achievement, personal resources, daily stress, and negative emotion. One hundred eighteen volunteers (aged 18–59 years; 39 males) were recruited from the community. On the first day of the study, they received copies of a questionnaire measuring daily stress to complete for the next 14 days. On the last day of the study, they filled in questionnaires measuring positive and negative affect, depression, social functioning and individualistic achievement personality. Individualistic achievement was significantly associated with positive affect and social functioning but not with negative affect, depression, and average daily stress. Structural equation modeling analysis showed a significant fit for a model indicating that individualistic achievement personality scores would be positively associated with both personal resources and daily stress, and subsequently personal resources would be negatively associated with negative emotion and daily stress positively associated with negative emotion. Individualistic achievement may be related to both advantages and disadvantages. Further investigation of the nature of individualistic achievement is warranted.

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