Journal of Child Psychology and Psychiatry最新文献

{"title":"How are children's perceptions of the home environment associated with a general psychopathology factor across childhood?","authors":"Jack K Nejand, Margherita Malanchini, Ivan Voronin, Thalia C Eley, Kaili Rimfeld","doi":"10.1111/jcpp.70046","DOIUrl":"https://doi.org/10.1111/jcpp.70046","url":null,"abstract":"<p><strong>Background: </strong>Comorbidity and heterogeneity in psychiatric disorders may stem from a general psychopathology (p) factor influenced by both genetic and environmental factors. Although the relative contributions of these influences on psychopathology are established, the longitudinal associations between the p-factor and specific environmental exposures and the aetiology of these associations across development are not well understood. Here, we examine whether twin-rated home environment contributes to changes in the p-factor over time or, conversely, whether the p-factor influences twin-rated home environment, reflecting potential evocative gene-environment processes.</p><p><strong>Methods: </strong>Data were obtained from the Twins Early Development Study (TEDS). Cross-lagged panel analyses were conducted separately to ascertain the direction of associations between parent-rated p, twin-rated p, and twin-rated home environment (chaos at home and parental discipline) at ages 9, 12, and 16 (N = 6,213). Biometric autoregressive cross-lagged twin models were used to assess the aetiology of these associations, and MZ differences analyses were used to control for familial effects.</p><p><strong>Results: </strong>Both parent-rated and twin-rated p-factor and twin-rated home environment were stable over time, although the twin-rated p-factor (r = .44 [0.42, 0.46]-.40 [0.37, 0.41]) was more variable than the parent-rated p-factor (r = .72 [0.71, 0.74]-.63 [0.61, 0.64]). Twin-rated home environment was more variable than p-factor in all cross-lagged models (phenotypic and MZ differences). Small, significant bidirectional associations were found between the p-factor and twin-rated home environment, with stronger cross-lagged paths from the p-factor to the twin-rated home environment than vice versa. These longitudinal associations persisted over time, though attenuated for parent-rated p-factor. Genetic analyses revealed that bidirectional cross-lagged paths were largely explained by shared environmental factors, with a smaller proportion explained by genetic factors. This pattern of results was confirmed in MZ difference analyses.</p><p><strong>Conclusions: </strong>Our findings suggest a dynamic and bidirectional relationship between p-factor and twin-rated home environment across development, predominantly influenced by shared environmental factors. Changes in one can affect the other, highlighting the complexity of psychopathology's environmental influences. This underscores the need for further investigation into gene-environment interplay to inform prevention and intervention strategies for psychopathology.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":7.0,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Subclinical hypomania, psychiatric and neurodevelopmental diagnoses: phenotypic and aetiological overlap","authors":"Georgina M. Hosang, Miriam I. Martini, Angelica Ronald, Henrik Larsson, Sebastian Lundström, Paul Lichtenstein, Mark J. Taylor","doi":"10.1111/jcpp.70045","DOIUrl":"https://doi.org/10.1111/jcpp.70045","url":null,"abstract":"BackgroundSubclinical hypomanic symptoms are fairly common in the general population but are linked to psychiatric and neurodevelopmental conditions. However, the genetic and environmental origins of these associations are unclear. This twin study examined the phenotypic and aetiological associations between subclinical hypomania and psychiatric and neurodevelopmental diagnoses.MethodsParticipants were 4,932 twin pairs from the Child and Adolescent Twin Study in Sweden. Hypomanic symptoms were assessed using the parent‐rated Mood Disorders Questionnaire when the twins were aged 18. Specialist diagnoses of 14 conditions and symptoms were ascertained from Swedish population registries. Phenotypic associations between hypomania and these conditions/symptoms were investigated, and their aetiological overlap was examined using the twin method.ResultsSubclinical hypomania was significantly associated with all 14 diagnoses. The highest odds were for psychotic disorders (odds ratio [OR] = 1.48, 95% confidence intervals [CI] = 1.33–1.64, <jats:italic>p</jats:italic> &lt; .001). The genetic correlations between subclinical hypomania and these diagnoses ranged from 0.12 (95% CI: 0.04–0.33) for eating disorders (other than anorexia) to 0.58 (95% CI: 0.28–1.00) for drug misuse disorders. The nonshared environmental correlations were highest for psychotic disorders (0.52, 95% CI: −0.02 to 0.92) and lowest for body dissatisfaction (0.04, 95% CI: −0.01 to 0.08). For bipolar disorder, psychotic disorders, and attention deficit hyperactivity disorder, genetic, and nonshared environmental correlations with subclinical hypomania were of a similar magnitude.ConclusionsThe association between subclinical hypomania and the diagnosis of multiple psychiatric phenotypes highlights its important role in the developmental pathway to clinical disorders, its complex origins, and that it may represent a quantitative trait for various psychiatric phenotypes.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"24 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145002809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sex-specific pathways from early irritability trajectories to later suicidal ideations and behaviors: Findings from the ABCD study®.","authors":"Nellia Bellaert,Angelique Simeone,Lanting Zhang,Haoran Zhuo,Massimiliano Orri,Zeyan Liew,Wan-Ling Tseng","doi":"10.1111/jcpp.70044","DOIUrl":"https://doi.org/10.1111/jcpp.70044","url":null,"abstract":"BACKGROUNDPrevious studies have demonstrated that children with high irritability are at increased risk for suicidal ideations and behaviors. However, they have mostly relied on teacher reports and shown mixed findings regarding sex differences. We aimed to identify developmental trajectories of childhood irritability, test their direct and indirect (through psychopathology) associations with adolescent suicidal ideations and behaviors, and examine whether these associations differed by sex.METHODSThis study used five waves of data from the adolescent brain cognitive development (ABCD) Study (N = 4,583). Parents rated their children's irritability yearly from ages 9-10 to ages 11-12, internalizing (e.g. depression) and externalizing (e.g. aggression) symptoms at ages 12-13, and suicidal ideations and behaviors (SIBs) at ages 13-14 using the child behavior checklist. Subgroups of irritability trajectories were derived using growth mixture modeling. Path analysis was conducted to test the total, direct, and indirect pathways from irritability trajectories to SIBs through internalizing and externalizing symptoms, and sex differences in those paths.RESULTSFour irritability trajectories were identified: low-stable (73.01%), rising (12.04%), declining (10.28%), and high-stable (4.67%). Compared with the other trajectories, children on the high-stable irritability trajectory were at higher risk for suicidal ideations (β = .13, p < .001), directly (β = .03, p = .04) and indirectly through internalizing and externalizing (β = .04 and 0.05, respectively, p's < .001) symptoms. Sex differences emerged for the rising and declining trajectories: pathways to suicidal ideations were mainly mediated by internalizing symptoms in females and externalizing symptoms in males. Pathways from all irritability trajectories to suicidal behaviors were mediated by internalizing and externalizing symptoms and were stronger in females than males.CONCLUSIONSDistinct trajectories of parent-reported irritability in childhood are differentially associated with suicidal ideation and behavior in adolescence, with the high-stable trajectory conferring the greatest risk. Internalizing and externalizing symptoms play key mediating roles, with notable sex differences in children following rising and declining irritability trajectories. Females with high irritability at any time point in preadolescence were at particular risk for suicidal behaviors.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"83 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144995666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the link between adolescent depression and precarious employment in adulthood: evidence from a sibling fixed effects analysis","authors":"Jinho Kim, Hayun Jang, Keun Young Kwon, Hansol Park","doi":"10.1111/jcpp.70047","DOIUrl":"https://doi.org/10.1111/jcpp.70047","url":null,"abstract":"BackgroundAdolescent depressive symptoms may mark the beginning of long‐term trajectories of socioeconomic disadvantage, yet their role in shaping labor market outcomes remains understudied. This study investigates the longitudinal association between depressive symptoms in adolescence and precarious employment in adulthood and explores the mediating roles of persistent depressive symptoms and educational attainment.MethodsUsing a sample of 3,703 individuals from full sibling pairs in the National Longitudinal Study of Adolescent to Adult Health, we employed sibling fixed effects models to control for unobserved family‐level confounding. Precarious employment in adulthood was measured using a multidimensional index reflecting job instability, material insecurity, lack of benefits, and limited decision‐making autonomy.ResultsAdolescent depressive symptoms were positively associated with precarious employment in adulthood (<jats:italic>b</jats:italic> = 0.0165, <jats:italic>p</jats:italic> &lt; .01), even after adjusting for family‐level confounders. No significant gender differences were observed. Mediation analyses revealed that subsequent depressive symptoms in young adulthood mediated approximately 23.0% of this association, while educational attainment accounted for an additional 18.9%, independent of later depressive symptoms.ConclusionsThese findings highlight adolescent depressive symptoms as a significant early risk factor for employment precarity in adulthood. The results underscore the importance of early mental health interventions and suggest that improving emotional well‐being and educational outcomes during adolescence may reduce long‐term socioeconomic disadvantage.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"28 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144930295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations between genetic predisposition to mental health problems and academic achievement: a developmental perspective using two population‐based cohorts","authors":"Marie‐Pier Larose, Isabel Schuurmans, Edward D. Barker, Liliana Garcia Mondragon, Henning Tiemeier, Irwin Waldman, Charlotte Cecil","doi":"10.1111/jcpp.70043","DOIUrl":"https://doi.org/10.1111/jcpp.70043","url":null,"abstract":"BackgroundChildren's cognitive abilities play an important role throughout their academic career, but recent studies highlight the negative impacts of aggression, inattention, and impulsivity on academic success. These behaviors and traits are central to most externalizing (EXT) and neurodevelopmental (NDD) problems, which are substantially genetically influenced. We examined the mechanisms by which high levels of genetic predispositions to EXT and NDD problems associate with elevated mental health symptoms and subsequently lead to lower levels of academic achievement in two developmental periods (i.e., childhood and adolescence).MethodsAnalyses were performed on a subset of participants from the Generation R Study (<jats:italic>N</jats:italic> = 2,992) and the Avon Longitudinal Study of Parents and Children (ALSPAC) (<jats:italic>N</jats:italic> = 5,099). Using structural equation modeling, we simultaneously tested for indirect pathways between polygenic scores for externalizing and neurodevelopmental problems (PGS‐EXT and PGS‐NDD) and academic achievement (age 12 in the Generation R Study and age 16 in ALSPAC) via children's symptomatology for conduct, attention, social, and oppositional defiant problems reported by mothers during early childhood (Generation R Study) and from childhood to adolescence (ALSPAC study). Our models were adjusted for children's sex, exposure to adversity, cognitive abilities, early school achievement (only in ALSPAC), and genetic predisposition to educational attainment.ResultsIn both cohorts, we found that higher levels of PGS‐NDD were associated with lower levels of academic achievement via higher attention problems. In adolescence only, we found that higher levels of PGS‐NDD and PGS‐EXT were associated with lower academic achievement via higher levels of conduct problems.ConclusionsGenetic predispositions to EXT and NDD were indirectly associated with academic achievement beyond the PGS for educational attainment, highlighting the need for sustained efforts to support children with attention problems in educational settings and to intervene on conduct problems, particularly during adolescence.Pre‐registration numberDoi: <jats:ext-link xmlns:xlink=\"http://www.w3.org/1999/xlink\" xlink:href=\"https://doi.org/10.17605/OSF.IO/SQTJH\">10.17605/OSF.IO/SQTJH</jats:ext-link>.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"32 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144930296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing language in a developing body: genetic associations of infant gross motor behaviour and self‐care/symbolic actions with emerging language abilities","authors":"Ellen Verhoef, Lucía de Hoyos, Fenja Schlag, Jeffrey van der Ven, Mitchell Olislagers, Philip S. Dale, Evan Kidd, Simon E. Fisher, Beate St Pourcain","doi":"10.1111/jcpp.70021","DOIUrl":"https://doi.org/10.1111/jcpp.70021","url":null,"abstract":"BackgroundMastering gross motor abilities in early infancy and culturally defined actions (e.g. self‐care routines) in late infancy can initiate cascading developmental changes that affect language learning. Here, we adopt a genetic perspective to investigate underlying processes, implicating either shared or “gateway” mechanisms, where the latter enable children to interact with their environment.MethodsSelecting heritable traits (<jats:italic>h</jats:italic><jats:sup>2</jats:sup>, heritability), we studied infant gross motor (6 months) and self‐care/symbolic (15 months) skills as predictors of 10 language outcomes (15–38 months) in genotyped children from the Avon Longitudinal Study of Parents and Children (<jats:italic>N</jats:italic> ≤ 7,017). Language measures were combined into three interrelated language factors (LF) using structural equation modeling (SEM), corresponding to largely different age windows (LF<jats:sub>15M</jats:sub>, LF<jats:sub>24M</jats:sub>, LF<jats:sub>38M</jats:sub>, 51.3% total explained variance). Developmental genomic and non‐genomic relationships across measures were dissected with Cholesky decompositions using genetic‐relationship‐matrix structural equation modeling (GRM‐SEM) as part of a multivariate approach.ResultsGross motor abilities at 6 months (<jats:italic>h</jats:italic><jats:sup>2</jats:sup> = 0.18 (<jats:italic>SE</jats:italic> = .06)) and self‐care/symbolic actions at 15 months (<jats:italic>h</jats:italic><jats:sup>2</jats:sup> = 0.18 (<jats:italic>SE</jats:italic> = .06)) were modestly heritable, as well as the three derived language factor scores (LFS<jats:sub>15M</jats:sub>‐<jats:italic>h</jats:italic><jats:sup>2</jats:sup> = 0.12 (<jats:italic>SE</jats:italic> = .05), LFS<jats:sub>24M</jats:sub>‐<jats:italic>h</jats:italic><jats:sup>2</jats:sup> = 0.21 (<jats:italic>SE</jats:italic> = .06), LFS<jats:sub>38M</jats:sub>‐<jats:italic>h</jats:italic><jats:sup>2</jats:sup> = 0.17 (<jats:italic>SE</jats:italic> = .05)), enabling genetic analyses. Developmental genetic models (GRM‐SEM) showed that gross motor abilities (6 months) share genetic influences with self‐care/symbolic actions (15 months, factor loading <jats:italic>λ</jats:italic>; <jats:italic>λ</jats:italic> = 0.22 (<jats:italic>SE</jats:italic> = .09)), but not with language performance (<jats:italic>p</jats:italic> ≥ .05). In contrast, genetic influences underlying self‐care/symbolic actions, independent of early gross motor skills, were related to all three language factors (LFS<jats:sub>15M</jats:sub>‐<jats:italic>λ</jats:italic> = 0.26 (<jats:italic>SE</jats:italic> = .09), LFS<jats:sub>24M</jats:sub>‐<jats:italic>λ</jats:italic> = 0.28 (<jats:italic>SE</jats:italic> = .10), LFS<jats:sub>38M</jats:sub>‐<jats:italic>λ</jats:italic> = 0.30 (<jats:italic>SE</jats:italic> = .10)). Multivariate models studying individual language outcomes provided consistent results, both for genomic and non‐genomic influences.ConclusionsGenetically encoded p","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"23 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144923961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Initial diagnosis patterns of coexisting mental health and neurodevelopmental conditions in autistic children and youth: Evidence from a nationally representative sample in Canada","authors":"Yun‐Ju Chen, Meng‐Chuan Lai, Stelios Georgiades, Eric Duku, Jordan Edwards, Emma Nolan, Peter Szatmari, Ryan Miller, Katherine Cost, Katholiki Georgiades","doi":"10.1111/jcpp.70039","DOIUrl":"https://doi.org/10.1111/jcpp.70039","url":null,"abstract":"BackgroundElevated prevalence of coexisting health conditions has been observed in autistic people, yet how the timing of their initial diagnoses varies by sex and age of autism diagnosis remains understudied. Using a person‐centered approach, we examined the patterns of initial diagnosis for mental health and neurodevelopmental conditions among autistic children and youth identified from the general population.MethodsThe sample was drawn from the 2019 Canadian Health Survey on Children and Youth (CHSCY) cohort (<jats:italic>N</jats:italic> = 47,781), consisting of 776 5–17‐year‐olds (82% assigned‐male‐at‐birth) with a caregiver‐reported diagnosis of autism. Multigroup latent class analysis was used to identify subgroups based on ages of initial diagnoses of autism, anxiety, mood, learning, and attention‐deficit/hyperactivity disorders stratified by sex assigned at birth. Functional difficulties and multimorbidity status, including the number and types of coexisting conditions, were compared across the subgroups.ResultsFour latent subgroups were identified for each sex group, primarily differentiated by the age of autism diagnosis. The most prevalent class (46%) was characterized by an initial autism diagnosis at ages 3–5 years. The remaining subgroups, with autism diagnosed primarily before age 3, at 6–8, and at 9–17 years, each comprised ~20% of the sample. Subgroups with autism diagnosed after age 6 tended to have more coexisting conditions, with females showing heightened probabilities of mental health diagnoses across age windows from birth to age 17 years. The temporal order of coexisting diagnoses relative to autism diagnosis varied across subgroups, with sex differences more evident for anxiety and attention‐deficit/hyperactivity disorders.ConclusionsThere were nuanced variations in the timing of initial diagnoses of coexisting conditions based on the age of autism diagnosis. The sex‐varying patterns highlight the importance of continuous monitoring and evaluation of the neurodevelopmental and mental health needs of autistic children and youth, with supports tailored to sex and the timing of autism diagnosis.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"117 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144928086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach","authors":"Boin Choi, Haeun Lee, Laura Kuhn, Jeongjin Kim, Seok‐Jun Hong, Adriana Di Martino, Alessandro Gozzi, Michael V. Lombardo, Frederick J. Morrison, Catherine Lord, So Hyun Kim","doi":"10.1111/jcpp.70038","DOIUrl":"https://doi.org/10.1111/jcpp.70038","url":null,"abstract":"BackgroundExecutive functions (EF) are cognitive processes that underlie goal‐directed abilities and behaviors which have been found to be variable in autistic children. While EFs are well‐established predictors of academic and social outcomes in neurotypical children, it is unclear if these same associations are true for children with autism spectrum disorder (ASD). This study examined the relation between EF and academic and social skills in cognitively able, verbal kindergarteners with ASD, while using a multimeasurement approach to EF skills.MethodsParticipants included 67 autistic children aged 4–6 years longitudinally followed from kindergarten entry to exit. Children's EF was measured using a multimodal assessment approach with a computerized EF battery, behavioral observation, and parent report. Academic achievement and social skills were evaluated through a standardized assessment and parent report, respectively. Multiple regression models were conducted to explore the associations of EF with academic and social outcomes, while controlling for key demographic factors (e.g. age, sex, nonverbal IQ).ResultsEF, measured through the computerized battery, was significantly associated with math achievement when controlling for age, sex, and nonverbal IQ, both concurrently and longitudinally. EF difficulties, as reported by parents, were closely linked to current and later parent‐reported peer play challenges.ConclusionsThese findings indicate that EF may be critical foundational skills for school success in young autistic children at school transition. Therefore, targeted EF interventions could be a powerful way to optimize academic and social development in autistic kindergarteners. The results also highlight the importance of a multimeasurement approach to EF assessment, as it provides a more comprehensive understanding of the broader impact of EF on key developmental outcomes in ASD.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"70 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research Review: On the (mis)use of puberty data in the ABCD Study® – a systematic review, problem illustration, and path forward","authors":"Adriene M. Beltz, Holly Pham, Tristin Smith, Esmeralda Hidalgo‐Lopez, Hannah Becker, Christel M. Portengen, Mary M. Heitzeg, Chelsea Kaplan, Sheri A. Berenbaum","doi":"10.1111/jcpp.70035","DOIUrl":"https://doi.org/10.1111/jcpp.70035","url":null,"abstract":"BackgroundThe Adolescent Brain Cognitive Development<jats:sup>SM</jats:sup> (ABCD) Study® has significant potential to reveal the nature, causes, context, and consequences of pubertal development in diverse American youth. Optimal use of the data requires thoughtful consideration of puberty: how it is likely to affect psychological and neural development, and its measurement. We examined how ABCD puberty data have been used, and the relative advantages of two measures derived from the Pubertal Development Scale: the categorical measure provided in data releases and a continuous measure widely used outside ABCD.MethodsFirst, we conducted a review of published studies using ABCD puberty data through December 2024, following PRISMA guidelines. Two independent raters coded the studies for key features. Second, we used data from ABCD baseline and the Year 1 follow‐up to empirically compare the categorical and continuous measures in descriptives, reliability, sex differences, twin similarities, and examine correspondence.ResultsSystematic review results from 190 reports showed that more studies considered puberty as a covariate (72%) than a variable of interest (28%), with 44% using the categorical measure from data releases and another 28% providing insufficient information to determine measurement. When puberty was a focus, there was variability in the use of youth versus parent‐report and approach to missing data, and little attention to sex differences. Results from the empirical comparison showed advantages of the continuous over the categorical measure in data availability, developmental distributions, and reliability; they also confirmed the limited utility of youth‐report in early puberty.ConclusionsResults have crucial implications for the use of ABCD puberty data, especially early assessments. They highlight the complexity of studying pubertal influences on adolescent development and emphasize measurement. Attention to these issues will maximize the potential of ABCD to rigorously delineate the role of puberty in brain and behavioral development and to ultimately promote youth well‐being.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"27 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144899595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of a parent advocacy intervention on service access for transition-aged autistic youth: a multisite randomized controlled trial.","authors":"Julie Lounds Taylor, Leann Smith DaWalt, Meghan M Burke, Meng Xu, James C Slaughter","doi":"10.1111/jcpp.70036","DOIUrl":"https://doi.org/10.1111/jcpp.70036","url":null,"abstract":"<p><strong>Background: </strong>Autistic youth in the United States face many challenges accessing services as they transition to adulthood. Improving parents' ability to advocate for services is a promising way to improve service access. The current study tested whether participation in an intervention to improve parents' ability to advocate for adult services (called Advocating for Supports to Improve Service Transitions or ASSIST) led to increased service access for their transition-aged autistic youth.</p><p><strong>Methods: </strong>Using a multisite, single-blind parallel-group design, we randomized 185 parents of transition-aged autistic youth to either a treatment condition that received the ASSIST intervention, or a control condition that received comprehensive written information about adult services. Primary outcomes for this report - number of government programs that fund services and direct services received by the youth - were collected via parental interview at baseline, six, and 12 months after intervention.</p><p><strong>Results: </strong>Primary analyses found no significant treatment effects on service access. Subgroup analyses, however, detected treatment effects for families of youth who had exited high school prior to their families taking ASSIST. Among those families, youth from the treatment group were receiving more government programs that fund services at 6 months after intervention compared with youth from the control group.</p><p><strong>Conclusions: </strong>We cannot conclude from our findings that ASSIST improved access to services, though there was some evidence to suggest increased access to government programs that fund services for families of autistic youth who had exited high school. Future research should investigate which families can translate written information about adult services (i.e. the control condition) into improved service access, and which families need more individualized support beyond a group-based class to see improvements in service access.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":7.0,"publicationDate":"2025-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144870609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}