Psychological Distancing in the Development of Executive Function and Emotion Regulation

2010 ◽  
pp. 336-356 ◽  
Author(s):  
Gerald F. Giesbrecht ◽  
Ulrich Müller ◽  
Michael R. Miller
Keyword(s):  
Emotion Regulation ◽  
Executive Function

Neurobiological Mechanisms of Psychopathology and Treatment Action

2018 ◽  
Author(s):  
Theodore P. Beauchaine ◽  
Aimee R. Zisner ◽  
Elizabeth P. Hayden
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Treatment Response ◽  
Trait Anxiety ◽  
Environmental Influence ◽  
Externalizing Disorders ◽  
Psychosocial Treatment ◽  
Childhood And Adolescence ◽  
Trait Impulsivity ◽  
Heterotypic Continuity

In recent years, it has become increasingly clear that common forms of psychopathology derive from complex interactions among neurobiological vulnerabilities and environmental adversities. These interactions can alter neurobehavioral development to yield progressively intractable forms of psychopathology across childhood and adolescence. This chapter focuses on neurobiological mechanisms of trait impulsivity, trait anxiety, stress reactivity, and emotion regulation/executive function. How these traits confer vulnerability to externalizing disorders, internalizing disorders, heterotypic comorbidity, and heterotypic continuity is described. Next, neurobiological mechanisms of treatment response are considered. Trait impulsivity and trait anxiety are highly heritable and derive initially from subcortical structures that mature early in life. In contrast, emotion regulation and executive function, which modulate trait impulsivity and trait anxiety, are more sensitive to environmental influence and derive from cortical structures that mature into young adulthood. Neurobiological mechanisms of psychosocial treatment response are represented largely in the cortex and its neuromodulatory connections with the subcortex.

scholarly journals Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Autism ◽  
2017 ◽  
Vol 22 (8) ◽  
pp. 898-906 ◽  
Author(s):  
Brenna B Maddox ◽  
Patrick Cleary ◽  
Emily S Kuschner ◽  
Judith S Miller ◽  
Anna Chelsea Armour ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Executive Function ◽  
Intellectual Disability ◽  
Social Skills ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Environmental Demands

Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child’s “lagging skills.” The primary Collaborative and Proactive Solutions lagging skills—executive function, emotion regulation, language, and social skills—are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6–15 years) completed measures of their children’s challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants’ challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child’s lagging skills.

Differentiating Symptoms of ADHD in Preschoolers: The Role of Emotion Regulation and Executive Function

2020 ◽  
pp. 108705471989685
Author(s):  
Taylor D. Landis ◽  
Alexis M. Garcia ◽  
Katie C. Hart ◽  
Paulo A. Graziano
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Individual Differences ◽  
Task Performance ◽  
Externalizing Behavior ◽  
Adhd Symptoms ◽  
Regression Analyses ◽  
Oppositional Defiant ◽  
Inattention And Hyperactivity

Objective: This study examined the extent to which individual differences in executive function (EF) and emotion regulation (ER) were uniquely associated with inattention and hyperactivity symptoms of ADHD, respectively. Method: Participants included 249 preschool children with at-risk or clinically elevated levels of externalizing behavior problems (EBPs). Results: Regression analyses were conducted examining the association between EF and ER—as reported by parents/teachers and assessed via child task performance—and hyperactivity and inattention. Even after accounting for IQ, age, sex, and severity of oppositional defiant disorder, greater levels of parent/teacher-reported EF problems and worse EF performance were associated with greater inattention. In addition, better observed ER was associated with lower inattention. Conversely, greater levels of parent/teacher-reported EF problems and worse parent/teacher-reported ER were associated with greater hyperactivity. Conclusion: Our findings suggest that underlying deficits in EF and ER do differentially relate to ADHD symptoms.

Delay of gratification in preschoolers with and without autism spectrum disorder: Individual differences and links to executive function, emotion regulation, and joint attention

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1720-1731 ◽  
Author(s):  
Laudan B Jahromi ◽  
Yanru Chen ◽  
Andrew J Dakopolos ◽  
Alice Chorneau
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Executive Function ◽  
Individual Differences ◽  
Joint Attention ◽  
Children With Autism ◽  
Delay Of Gratification ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Strategies

This study examined delay of gratification behaviors in preschool-aged children with and without autism spectrum disorder. Recent research has found that elementary-aged children with autism spectrum disorder showed challenges with delay of gratification and that there were individual differences in terms of children’s behaviors during the wait. We extend this work to a younger sample of children with autism spectrum disorder to understand whether these difficulties emerge by the preschool years. Moreover, we assessed whether individual differences in other key self-regulatory capacities (i.e. effortful control, emotion regulation, executive function, and joint attention) were related to delay of gratification wait durations or behavioral strategies. Findings revealed that preschoolers with autism spectrum disorder waited for a shorter duration, demonstrated more temptation-focused behaviors, and expressed less positive affect than their typical peers during the delay of gratification task. At the full-sample level, individual differences in children’s temptation-focused behaviors (i.e. visual attention and verbalizations focused on the temptation) were related to children’s executive function, joint attention, and parents’ ratings of emotion regulation. When we examined associations within groups, the associations were not significant for the autism spectrum disorder group, but for typically developing children, there was a positive association between temptation-focused behaviors and emotion regulation.

Executive Function and Emotion Regulation Strategy Use in Adolescents

2015 ◽  
Vol 5 (1) ◽  
pp. 50-55 ◽  
Author(s):  
Crystal Lantrip ◽  
Peter K. Isquith ◽  
Nancy S. Koven ◽  
Kathleen Welsh ◽  
Robert M. Roth
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Strategy Use ◽  
Emotion Regulation Strategy

scholarly journals Structural and diffusion weighted brain imaging biomarkers for ADHD and its symptomology in very young (4–7-year-old) children

2021 ◽  
Author(s):  
Ilke Oztekin ◽  
Dea Garic ◽  
Mark Finlayson ◽  
Paulo Graziano ◽  
Anthony Steven Dick
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Brain Imaging ◽  
Diagnostic Category ◽  
Teacher Ratings ◽  
Developmental Trajectory ◽  
Imaging Biomarkers ◽  
Impulsive Behavior ◽  
Diffusion Weighted ◽  
And Diffusion

The current study aimed to identify the key neurobiology of Attention-Deficit/Hyperactivity Disorder (ADHD), as it relates to ADHD diagnostic category and symptoms of hyperactive/impulsive behavior and inattention. To do so, we adapted a predictive modeling approach to identify the key structural and diffusion weighted brain imaging measures, and their relative standing with respect to teacher ratings of executive function – EF (measured by the Metacognition Index of the Behavior Rating Inventory of Executive Function– BRIEF), negativity and emotion regulation – ER, (measured by the Emotion Regulation Checklist, ERC), in a critical young age range (ages 4 to 7, mean age 5.52 years, 82.2% Hispanic/Latino), where initial contact with educators and clinicians typically take place. Teacher ratings of EF and ER were predictive of both ADHD diagnostic category and symptoms of hyperactive/impulsive behavior and inattention. Among the neural measures evaluated, the current study identified the critical importance of the largely understudied diffusion weighted imaging measures for the underlying neurobiology of ADHD and its associated symptomology. Specifically, our analyses implicated the inferior frontal gyrus, the pericallosal sulcus, and the caudate as critical predictors of ADHD diagnostic category and its associated symptomology, above and beyond teacher ratings of EF and ER. Collectively, the current set of findings have implications for theories of ADHD, the relative utility of neurobiological measures with respect to teacher ratings of EF and ER, and the developmental trajectory of its underlying neurobiology.

scholarly journals Threat-Modulation of Executive Functions—A Novel Biomarker of Depression?

2021 ◽  
Vol 12 ◽  
Author(s):  
Jari Peräkylä ◽  
Kaija Järventausta ◽  
Piia Haapaniemi ◽  
Joan A. Camprodon ◽  
Kaisa M. Hartikainen
Keyword(s):  
Working Memory ◽  
Emotion Regulation ◽  
Executive Function ◽  
Executive Functions ◽  
Cognitive Performance ◽  
Performance Measures ◽  
Cognitive Outcome ◽  
Objective Measures ◽  
Depression Severity ◽  
The Impact

Background: Alterations in executive functions, emotion regulation, and their interaction are common concomitants of depression. Executive dysfunction frequently lingers after treatment, has adverse effects on daily life, and predisposes to recurrence of depression. Yet, sensitive measures of executive function for reliable assessment of cognitive outcomes are still lacking in clinical practice. To better understand the impact of depression and its most effective treatment, electroconvulsive therapy (ECT), on cognition, we assessed executive functions pre- and post-ECT and whether objective measures reflecting alterations in emotion–executive function interaction correlate with depression severity or with cognitive outcome.Methods: Executive functions were assessed in 21 patients with major depressive disorder (MDD) before and after ECT using subjective measures from the Behavior Rating Inventory of Executive Function—Adult version (BRIEF-A) and objective cognitive performance measures derived from computer-based test of executive function, Executive Reaction Time (RT) Test. In addition, we created novel indices reflecting emotional modulation of cognitive performance by subtracting different performance measures in the context of neutral distractors from those in the context of threat-related distractors. We correlated these indices with Beck Depression Inventory (BDI) and BRIEF-A scores.Results: Depression was significantly alleviated, and executive functions improved post-ECT, as seen in reduced BDI scores, BRIEF-A scores, and number of errors in Executive RT Test. Pre-ECT BDI scores correlated with threat modulation of RT (tmRT) and threat modulation of working memory (tmWM). Post-ECT tmRT correlated with several Behavioral Regulation scales and tmWM with several Metacognition scales of BRIEF-A.Conclusion: While caution is warranted, results from both subjective and objective measures suggest that ECT significantly improves executive functions and emotion regulation along with alleviation of depression. Novel indices derived from threat modulation of executive function and working memory show promise as objective biomarkers of depression severity pre-ECT and cognitive outcome post-ECT with potential for guiding depression treatments.

Abstract P584: Sleep in Pediatric Stroke Study (SleePSS): Neuroimaging and Neurocognitive Correlates of Sleep Health in Pediatric Stroke

Stroke ◽  
2021 ◽  
Vol 52 (Suppl_1) ◽  
Author(s):  
Mahmoud Slim ◽  
Robyn Westmacott ◽  
Anissa Mumin ◽  
INDRA NARANG ◽  
Shelly Weiss ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
White Matter ◽  
Blood Vessels ◽  
Pediatric Stroke ◽  
Whole Brain ◽  
Visual Spatial ◽  
Obstructive Sleep ◽  
Increased Risk ◽  
Abnormal Sleep

Introduction: Pediatric arterial ischemic stroke (AIS) is a serious cause of lifelong neurological and cognitive disabilities. Although they are at increased risk of obstructive sleep apnea (OSA), children with AIS may have abnormal sleep indices even in the absence of OSA diagnosis. This can adversely affect their blood vessels health (impaired cerebrovascular reactivity, CVR) and can lead to neurocognitive impairments. Therefore, we aimed to investigate the association of cerebral blood vessels health with polysomnographic measures and cognitive function in children with AIS. Hypothesis: Quantitative measure of negative CVR, i.e. fractional negativity (fneg) and negative CVR correlate significantly with abnormal overnight oxygen and carbon dioxide levels in children with AIS, even in the absence of OSA. Methods: We conducted a single-centre cross-sectional study in children with AIS aged between 8 and 18 years old and who were not at risk of OSA (i.e., pediatric sleep questionnaire score<0.33). All children were evaluated using: (1) Non-invasive Blood Oxygen Level Dependent magnetic resonance imaging to study CVR. (2) An overnight polysomnography (3) Comprehensive evaluation of intellectual abilities, attention and executive function. Results: Ten children with AIS (40% males; median age: 14.3 years) were included after a median of 8.8 years following stroke onset. None of the children was diagnosed with OSA. We found significant correlations between fneg and minimum oxygen saturation during REM sleep (r=0.81, r=0.68 and r=0.76 in grey matter, white matter and whole brain, respectively; p<0.05). The whole brain mean negative CVR correlated significantly with the visual spatial, fluid reasoning, and emotion regulation indices (r=-0.82, -0.8, and 0.75, respectively, p<0.05). Mean negative CVR in white matter correlated significantly with the indices of executive function (emotion regulation, cognitive regulation and global executive composite scores, r=0.72-0.76, p<0.05). Conclusion: Impaired CVR in children with AIS correlates with abnormal sleep indices even in the absence of OSA diagnosis. This can potentially result in cognitive difficulties, the majority of which remain not fully explained by stroke-related factors.

Trauma and the Middle School Brain

2021 ◽  
pp. 66-86
Author(s):  
Cheryl A. Robertson ◽  
Chelsea L. Robertson
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Instructional Practices ◽  
Childhood Trauma ◽  
Developmental Trajectories ◽  
Academic Setting ◽  
High Expectations ◽  
Stimulus Variation ◽  
Trauma Informed ◽  
Trauma Histories

This chapter examines the effect of trauma on brain development and the subsequent impact in the academic setting. Childhood trauma is overwhelmingly common and has repeatedly been noted to have serious detrimental effects on children's developmental trajectories. Adolescents with trauma histories have a number of affected skills of which educators need to be especially aware. These skills include learning, memory, executive function, and emotion regulation. Fortunately, educators have a number of instructional practices at their disposal to help children with trauma histories, including classroom-level strategies like stimulus variation and structure and routine, coupled with high expectations. It is suggested that trauma-informed practices be implemented at the classroom and school-wide levels.

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