scholarly journals Psychiatric Characteristics Across Individuals With PTEN Mutations

2021 ◽  
Vol 12 ◽  
Author(s):  
Morgan Steele ◽  
Mirko Uljarević ◽  
Gaëlle Rached ◽  
Thomas W. Frazier ◽  
Jennifer M. Phillips ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Autism Spectrum ◽  
Significant Group ◽  
Aberrant Behavior Checklist ◽  
Co Morbidity ◽  
High Prevalence ◽  
Post Hoc ◽  
Behavior Profiles ◽  
Internalizing And Externalizing

Germline heterozygous PTEN mutations have been associated with high prevalence of autism spectrum disorder (ASD) and elevated rates and severity of broadly defined behavioral problems. However, limited progress has been made toward understanding whether PTEN mutation is associated with specific psychiatric co-morbidity profiles when compared to idiopathic ASD. The current study aimed to utilize a cross-measure approach to compare concurrent psychiatric characteristics across children and adolescents with PTEN mutation with (PTEN-ASD; n = 38) and without ASD (PTEN-No ASD; n = 23), and ASD with macrocephaly but no PTEN mutation (macro-ASD; n = 25) using the Child Behavior Checklist (CBCL) and the Aberrant Behavior Checklist (ABC). There were significant group effects for the CBCL Internalizing and Externalizing broad symptom score, the majority of specific CBCL syndrome scores, and all ABC subscale scores. Post-hoc comparisons revealed greater behavioral symptoms in the ASD groups (PTEN-ASD and macro-ASD) compared to the PTEN-no ASD group on nearly all subtest scores examined. There were no statistically significant differences between the PTEN-ASD and macro-ASD groups; however, there was a trend for the macro-ASD group showing higher levels of aggressive behaviors. Our findings provide evidence of specific behavior profiles across PTEN-No ASD, PTEN-ASD, and macro-ASD groups and highlight the importance of early identification of behavioral vulnerabilities in individuals with PTEN mutations in order to provide access to appropriate evidence-based interventions.

scholarly journals Effects of Twin Separation in Primary School

2005 ◽  
Vol 8 (4) ◽  
pp. 384-391 ◽  
Author(s):  
Marieke van Leeuwen ◽  
Stéphanie M. van den Berg ◽  
Toos C. E. M. van Beijsterveldt ◽  
Dorret I. Boomsma
Keyword(s):  
Academic Achievement ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Long Term Effects ◽  
Internalizing And Externalizing Problems ◽  
Long Run ◽  
Internalizing And Externalizing

AbstractWe studied the short- and long-term effects of classroom separation in twins on behavior problems and academic performance. Short-term effects were studied at age 7 in twins separated at age 5 and long-term effects at age 12 in twins who had been separated or together most of the time at school. Behavior problems were rated by mothers (Child Behavior Checklist at ages 3, 7 and 12) and teachers (Teacher Report Form at ages 7 and 12). Academic achievement was measured at age 12 using a national academic achievement test (CITO). At age 7, twins from separated pairs had more internalizing and externalizing problems than non- separated twins, as rated by both mothers and teachers. Only for the maternal ratings of internalizing problems, however, could these effects be attributed to the separation itself and not to preexisting problems (at age 3) between separated and nonseparated twins. Long-term effects of separation were significant for maternal and teacher ratings of internalizing and externalizing problems, but these effects could be explained by preexisting differences between separated and nonseparated groups. There were no differences in academic achievement between the separated and nonsepa- rated group. These results suggest that the decision to separate twins when they go to school is based in part on the existing behavioral problems of the twins and that, in the long run, separation does not affect problem behavior or academic achievement. The findings were the same for monozygotic and dizygotic twins.

scholarly journals Effects of Sleep Disturbances on Behavioral Problems in Preschool Children With Autism Spectrum Disorder

2021 ◽  
Vol 11 ◽  
Author(s):  
Ying Wang ◽  
Jingjing Lin ◽  
Ying Zeng ◽  
Yanan Liu ◽  
Yamin Li ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Behavioral Problems ◽  
Sleep Disturbances ◽  
Child Behavior Checklist ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sleep Habits ◽  
Children With Asd

Study Objectives: This study aims to identify the characteristic sleep disturbances that affect behavioral problems in children with autism spectrum disorder (ASD), providing a potential direction for sleep and behavioral intervention in ASD.Methods: The data of 513 children with ASD and 246 typically developing (TD) children aged between 2 and 5 years old were collected. The behavior performance of preschool children was assessed using the Child Behavior Checklist for 1.5–5.0 years old. The Children's Sleep Habits Questionnaire (CSHQ) was used to measure the sleep status of the children, and the Social Responsiveness Scale was used to measure the severity of disorder. Linear regression analysis was performed to examine the effects of sleep disturbances on behavioral problems, and independent-sample t-test was performed to compare the mean of the samples.Results: Compared to TD children, children with ASD had longer sleep onset delay and more night awakenings. The parasomnias score (a subscale of the CSHQ) was significantly associated with the internalizing (β = 0.113, P = 0.010), externalizing (β = 0.128, P = 0.006), and total problems (β = 0.143, P = 0.001) of children with ASD, while this association was not significant in TD children. “Bed wetting” and “restless and moves a lot” (two items in the CSHQ under parasomnia) significantly only affected the overall behavioral score in children with ASD (P < 0.05).Conclusion: Parasomnias, especially bed wetting and restlessness, are specifically associated with the behavioral problems of children with ASD rather than TD children.

scholarly journals Exploring the Psychological Risk Factors in Children with Epilepsy

2020 ◽  
Vol 4 (2) ◽  
pp. 109-122
Author(s):  
Mimoza Maloku Kuqi ◽  
Hazir Elshani ◽  
Eglantina Dervishi ◽  
Silva Ibrahimi
Keyword(s):  
Risk Factors ◽  
Risk Factor ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
University Hospital ◽  
Epileptic Children ◽  
General Functioning ◽  
Raven's Standard Progressive Matrices ◽  
Concomitant Factors ◽  
Internalizing And Externalizing

There are many factors that aggravate the clinical picture of children diagnosed with epilepsy. Through this study we will explore risk factors related to disease characteristics, cognitive impairments, intelligence and behavioral problems in children with epilepsy. Methods: Based on the medical data of children diagnosed with epilepsy being treated at the Pediatric Neurology Unit, University Hospital of Pristina, and the “Hope” Psychological Outpatient Center in Kosovo, about 100 epileptic children, 55 female and 45 male, aged between 6 and 11 years of school age were administered the Montreal Cognitive Assessment scale (MoCA), Raven’s Standard Progressive Matrices (IQ), and Child Behavior Checklist (CBCL) tests. Results: Children participating in the study reveals a predomination of the generalized epilepsy, which continue to be treated with anti-epileptics for more than 3 years. From them 67% did not show the presence of another co-neurological deficit. Neurological tests show evidences of moderate EEG changes in some children and MRI registrations in 65% of children are unchanged and continue to be treated with 1 or 2 antiepileptic drugs for being under control. Intelligence, cognitive and behavioral problems in cases where they were associated with a number of neuropsychological characteristics increase the risk of a disease aggravation and compromise their overall development. Discussion: We can imply that based on the severity of these concomitant factors of the epileptic conditions, they will constitute a high-risk factor for cognitive problems, low intelligence and the emergence of a number of internalizing and externalizing problems of the child with epilepsy. Conclusions: As a risk factor that increases the level of difficulty of epileptic children in some contexts, including general functioning, school, family and social context, the presence of neurobiological and neuropsychological factors such as issues in internalizing and externalizing behaviors, problems in the cognitive field and the IQ are seen, which is also expected to affect the overall development of children’s quality of life.

scholarly journals Does Maternal Mental Health and Maternal Stress Affect Preschoolers’ Behavioral Symptoms?

Children ◽  
2021 ◽  
Vol 8 (9) ◽  
pp. 816
Author(s):  
María Pía Santelices ◽  
Matías Irarrázaval ◽  
Pamela Jervis ◽  
Cristian Brotfeld ◽  
Carla Cisternas ◽  
...  
Keyword(s):  
Maternal Depression ◽  
Behavioral Problems ◽  
Parental Stress ◽  
Maternal Stress ◽  
Maternal Mental Health ◽  
Sem Analysis ◽  
Behavioral Symptoms ◽  
High Prevalence ◽  
Independent Variable ◽  
Internalizing And Externalizing

(1) Background: Maternal stress and depression are considered risk factors in children’s socioemotional development, also showing high prevalence worldwide. (2) Method: Participants correspond to a longitudinal sample of 6335 mother/child pairs (18–72 months), who were surveyed in 2010 and then in 2012. The hypothesis was tested with SEM analysis, setting the child’s internalized/externalized problems as dependent variable, maternal depression as independent variable, and stress as a partial mediator. (3) Results: Both depression during pregnancy and recent depression has not only a direct effect on the internalizing and externalizing symptomatology of the child, but also an indirect effect through parental stress. Significant direct and indirect relationships were found. (4) Conclusions: Maternal depression and the presence of parental stress can influence children’s behavioral problems, both internalizing and externalizing.

scholarly journals Indicators of Emotional and Behavioral Problems in Adolescents: Evaluation among Multiple Informants

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Bruna Mainardi Rosso Borba ◽  
Angela Helena Marin
Keyword(s):  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Family Members ◽  
Multiple Informants ◽  
Self Report ◽  
Emotional And Behavioral Problems ◽  
Behavioral Difficulties ◽  
Treatment And Prevention ◽  
Clinical Conditions ◽  
Internalizing And Externalizing

Abstract The prevalence rates of emotional and behavioral problems in adolescence suggest that their identification through different informants is relevant for the treatment and prevention of clinical conditions. Therefore, the objective of this study was to evaluate the association and agreement pattern regarding the indicators of internalizing and externalizing problems and total problems among adolescents, their families and teachers. Seventy adolescents, 70 family members and 21 teachers, who answered, respectively, the Youth Self Report and the Child Behavior Checklist in their version for parents and teachers participated in this study. There was greater concordance in the evaluation of adolescents and relatives than of teachers and adolescents and lack of agreement between family members and teachers. In addition, adolescents showed more indicators of internalizing problems. Thus, it is confirmed the need to contemplate multiple informants in the evaluation of emotional/behavioral difficulties of adolescents, with a view to its better understanding and detailing.

The Socioemotional Behaviors of Children With SLI

1998 ◽  
Vol 41 (3) ◽  
pp. 688-700 ◽  
Author(s):  
Sean M. Redmond ◽  
Mabel L. Rice
Keyword(s):  
Behavioral Problems ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Child Behavior Checklist ◽  
First Grade ◽  
Attention Problems ◽  
Social Adaptation ◽  
Social Deviance ◽  
Significant Group ◽  
Normal Limits

Two models of the relationship between socioemotional behavior and verbal abilities are compared: Social Adaptation and Social Deviance. The socioemotional integrity of 17 children with specific language impairment (SLI) and 20 unaffected children who were age-matched (AM) was examined using the Child Behavior Checklist (CBCL) and the Teacher's Report Form (TRF) at kindergarten and first grade. All CBCL and TRF syndrome scale means for both groups werewithin normal limits. Significant group x respondent interaction effects were observed; teachers, and not parents, rated the children with SLI as having more social and internalizing behavioral problems than their AM peers. Significant differences between groups were restricted to internalizing, social, and attention problems. Very little congruence or stability over time was observed in the clinical ratings. The outcomes support a Social Adaptation Model of socioemotional behavior and language impairment. Implications for the clinical management of children with SLI are discussed.

Behavioral/emotional profiles of preschool language-impaired children

1989 ◽  
Vol 1 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Paula Tallal ◽  
Dianne Dukette ◽  
Susan Curtiss
Keyword(s):  
Psychiatric Disorders ◽  
Child Behavior Checklist ◽  
Narrow Band ◽  
Preschool Age ◽  
Group Differences ◽  
Significant Group ◽  
Motor Functions ◽  
Motor Functioning ◽  
Language Impaired ◽  
High Prevalence

AbstractPrevious research has suggested that language-impaired (LI) children have a high prevalence of psychiatric disorders, and conversely, that children being treated for psychiatric disorders have a high incidence of language impairment. To investigate the relationship between developmental language and psychiatric disorders further, the behavioral and emotional status of a large, well-defined group of preschool-age LI and matched control children were evaluated using the Achenbach Child Behavior Checklist (CBCL). Based on parent report, data were analyzed for broad- as well as narrow-band syndromes. For the broad-band syndromes, results demonstrated significant between-group differences for boys, but not girls. However, for the narrow-band syndromes, unexpectedly few significant between-group differences were found for boys or girls. Only the Immaturity scale for boys and Social Withdrawal scale for girls proved significantly different between groups. Inspection of the items that comprised these two scales revealed a high prevalence of items which relate to attention, perception, and motor functions. As previous research with LI children has demonstrated that highly significant perceptual/motor disorders characterize this population, additional analyses were performed to determine the extent to which attention, perception, and motor items on the CBCL contributed to the significant group differences found. When items classified as assessing attention, perception, or motor functioning were excluded, few significant between-group differences remained. Subsequent analyses demonstrated a high correlation between the CBCL items classified as assessing attention, perception, or motor functions and the performance of LI and normal children on a battery of non-verbal attention, perception, and motor tasks. These results suggest that psychiatric disorders previously identified in LI children may be related primarily to specific neurodevelopmental delay in perceptual/motor functioning.

Personality of parents with bipolar disorder and interpersonal functioning among their offspring: A prospective 10-year study

2012 ◽  
Vol 24 (2) ◽  
pp. 573-587 ◽  
Author(s):  
Caroline S. Ostiguy ◽  
Mark A. Ellenbogen ◽  
Sheilagh Hodgins
Keyword(s):  
Bipolar Disorder ◽  
Middle Childhood ◽  
Behavioral Problems ◽  
Internalizing Problems ◽  
Child Behavior Checklist ◽  
Early Adulthood ◽  
Interpersonal Functioning ◽  
Neo Personality Inventory ◽  
Externalizing And Internalizing Problems ◽  
Internalizing And Externalizing

AbstractA comparison of offspring of parents with bipolar disorder (OBD) and offspring of parents with no mental disorder (ONMD) showed that parents' neuroticism was associated with internalizing and externalizing problems among their children. The present study examined whether parents' neuroticism predicted poor interpersonal functioning among offspring 10 years later and whether the problems observed in middle childhood mediated the association between parents' neuroticism and offspring functioning. When offspring were in middle childhood, parents completed the revised NEO Personality Inventory and rated the child's behavior on the Child Behavior Checklist. Ten years later, 65 OBD and 59 ONMD completed interviews assessing mental disorders and interpersonal and noninterpersonal functioning. High neuroticism and low agreeableness in parents predicted poor interpersonal functioning in their offspring in late adolescence–early adulthood. The offspring's externalizing and internalizing problems in middle childhood partially mediated the association between parents' personality and offspring interpersonal functioning. Moreover, the association between parents' neuroticism and offspring internalizing problems was stronger among the OBD than the ONMD. Overall, the results suggested an intergenerational transmission of risk whereby high neuroticism and low agreeableness in parents were associated with behavioral problems among offspring in middle childhood that, in turn, predicted poor interpersonal functioning 10 years later.

Behavioral consequences of mild traumatic brain injury in preschoolers

2017 ◽  
Vol 48 (9) ◽  
pp. 1551-1559 ◽  
Author(s):  
Charlotte Gagner ◽  
Catherine Landry-Roy ◽  
Annie Bernier ◽  
Jocelyn Gravel ◽  
Miriam H. Beauchamp
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Parental Distress ◽  
Post Injury ◽  
Mild Tbi ◽  
Behavioral Impairments ◽  
Prospective Longitudinal ◽  
Internalizing And Externalizing

AbstractBackgroundPediatric traumatic brain injury (TBI) is a leading cause of long-term disability in children and adolescents worldwide. Amongst the wide array of consequences known to occur after pediatric TBI, behavioral impairments are among the most widespread and may particularly affect children who sustain injury early in the course of development. The aim of this study was to investigate the presence of internalizing and externalizing behavioral problems 6 months after preschool (i.e. 18–60 months old) mild TBI.MethodsThis work is part of a prospective, longitudinal cohort study of preschool TBI. Participants (N = 229) were recruited to one of three groups: children with mild TBI, typically developing children and orthopedic injured (OI) children. Mothers of children in all three groups completed the Child Behavior Checklist as a measure of behavioral outcomes 6-month post-injury. Demographics, injury-related characteristics, level of parental distress, and estimates of pre-injury behavioral problems were also documented.ResultsThe three groups did not differ on baseline characteristics (e.g. demographics and pre-injury behavioral problems for the mild TBI and OI groups) and level of parental distress. Mothers’ ratings of internalizing and externalizing behaviors were higher in the mild TBI group compared with the two control groups. Pre-injury behavioral problems and maternal distress were found to be significant predictors of outcome.ConclusionOur results show that even in its mildest form, preschool TBI may cause disruption to the immature brain serious enough to result in behavioral changes, which persist for several months post-injury.

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