Journal of Child Psychology and Psychiatry最新文献

{"title":"Parenting course for caregivers of children with fetal alcohol spectrum disorder ( FASD ) versus waitlist: a randomised controlled large‐scale feasibility study of the SPECIFiC (Salford parents and carers' education course for improvements in FASD outcomes in children) programme","authors":"Penny A. Cook, Alan D. Price, Katherine Perryman, Kate Bennett, Paul Earl, Anna Webster, Heather Gage, Peter Williams, Clare S. Allely, Jennifer Shields, Raja A. S. Mukherjee","doi":"10.1111/jcpp.70218","DOIUrl":"https://doi.org/10.1111/jcpp.70218","url":null,"abstract":"Background Children with fetal alcohol spectrum disorder (FASD) have difficulties with functioning in daily life, emotions and behaviour. Evidence for FASD‐specific parenting interventions is scarce, with few randomised trials of FASD‐specific parenting interventions published to date. The <jats:italic>Salford Parents' and Carers' Education Course for Improvements in FASD outcomes in Children</jats:italic> (SPECIFiC) is a co‐designed, seven‐session psychoeducation programme co‐delivered online. The aim was to evaluate feasibility outcomes of recruitment, retention and acceptability, as well as candidate efficacy outcomes to establish primary outcomes for a definitive trial. Methods A two‐arm randomised feasibility trial compared SPECIFiC with treatment as usual (TAU). Parents or carers ( <jats:italic>n</jats:italic> = 119) of children (4–16 y) with a confirmed or probable FASD diagnosis were randomised 1:1 to intervention or TAU. Outcomes included parenting stress (Parenting Stress Index–Short Form, PSI‐4‐SF), parenting self‐efficacy (Tool to Measure Parenting Self‐Efficacy, TOPSE), child behavioural difficulties (Strengths and Difficulties Questionnaire, SDQ) and parent mental health (Depression Anxiety Stress Scale, DASS‐21; Clinical Outcomes in Routine Evaluation, CORE‐OM). Health economic analysis used the Client Service Receipt Inventory (CSRI) and quality of life using EuroQol (EQ‐5D‐5L). Analyses followed an intention‐to‐treat principle. The trial is registered at <jats:ext-link xmlns:xlink=\"http://www.w3.org/1999/xlink\" xlink:href=\"http://www.isrctn.com\">www.isrctn.com</jats:ext-link> (ISRCTN14483801). Results Recruitment (41%) and retention (85%) met prespecified feasibility thresholds, and satisfaction was high. Parenting stress did not differ significantly between groups (adjusted mean difference − 3.89, 95% CI −11.1 to 3.32). No clear between‐group differences were observed for child behaviour, parental mental health or quality of life outcomes. Parenting self‐efficacy improved in the intervention group relative to treatment as usual (adjusted mean difference 24.9, 95% CI 5.43–44.4; Cohen's <jats:italic>d</jats:italic> = .80). The cost per participant ranged from £227–£302. Fidelity checks confirmed consistent delivery. Conclusions SPECIFiC demonstrated feasibility and acceptability and showed a promising signal for improving parental self‐efficacy. A definitive trial is warranted to determine clinical and cost‐effectiveness.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"17 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754482","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":"Hyperactivity in context: comparing actigraphy and informant ratings across the school week","authors":"Anna Morris, David M. Howard, Adam Shortland, Linglong Qian, Zina Ibrahim, Jonathan Hind, Laurence Telesia, Faith Matcham, Edmund Sonuga‐Barke, Johnny Downs","doi":"10.1111/jcpp.70219","DOIUrl":"https://doi.org/10.1111/jcpp.70219","url":null,"abstract":"Background Hyperactivity is a core symptom of childhood attention deficit hyperactivity disorder (ADHD), yet no population‐based studies have compared objective and subjective hyperactivity measures across the school day. Methods This study used data from <jats:italic>N</jats:italic> = 6,518 seven‐year‐olds in the Millennium Cohort Study. Physical activity was objectively measured using actigraphy every 15 min (Monday–Friday), and hyperactivity was assessed via parent and teacher Strengths and Difficulties Questionnaire ratings, analysed both as continuous (0–10) and binary (≥7; possible ADHD) scores. The association between actigraphy and hyperactivity were assessed via repeated ANOVAs throughout the day, accounting for sex and linear regressions during three school lessons (Lesson 1: 9.00–9.45 am Lesson 2: 11.00–11.45 am and Lesson 3: 1.15–2.00 pm). The effect sizes and standard errors were compared between morning and afternoon lessons. Results Continuous ratings from both parents and teachers were positively associated with objective activity across the school day (effect sizes = .015 and .008, respectively, both <jats:italic>p</jats:italic> <jats:sub>FDR</jats:sub> &lt; .001). For teacher ratings, associations with continuous hyperactivity were significantly stronger in Lessons 2 and 3 than in Lesson 1 ( <jats:italic>Z</jats:italic> = 3.24, <jats:italic>p</jats:italic> <jats:sub>FDR</jats:sub> = .005; Z = 2.80, <jats:italic>p</jats:italic> <jats:sub>FDR</jats:sub> = .020, respectively). Conclusions These results illustrate how objective activity measurement can augment subjective assessments by capturing richer behavioural patterns in naturalistic educational settings.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"128 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754388","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":"Annual Research Review: Beyond the target – understanding crossover effects in family‐centered prevention","authors":"Arin M. Connell, Marina Epstein, Rachel McClaine, Karryn Satchell, Max Halvorson, Miguel Mariscal","doi":"10.1111/jcpp.70221","DOIUrl":"https://doi.org/10.1111/jcpp.70221","url":null,"abstract":"Preventive interventions frequently find positive effects that were not the original targets of the intervention, called crossover effects. This review aimed to catalog crossover effects of family‐centered prevention programs (FCPP). The authors searched prevention program registries, screened 2,556 prevention programs (including duplicates across registries), and reviewed 166 programs against inclusion criteria. Of these 24 FCPPs with crossover effects were cataloged. Seven crossover domains (internalizing, externalizing, suicidal thoughts and behaviors, physical health, academics, high‐risk sexual behaviors, and parental depression) were reviewed. Fourteen of the 24 reviewed programs yielded evidence of significant main effects on at least one crossover domain, with several yielding evidence across multiple crossover domains. Understanding the full breadth and reach of preventive interventions, including crossover effects, can increase efficiency and cost‐effectiveness of prevention strategies. Most programs reviewed reported more than one crossover effect, and many others are encouraged to test the data for additional benefits. New data harmonization techniques can assist with low base‐rate outcomes and smaller subgroup restrictions. Finally, more mechanistic and longitudinal investigations are needed to effectively leverage the FCPPs with the most widespread crossover effects.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"48 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148726416","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":"Hyperactivity in context: comparing actigraphy and informant ratings across the school week.","authors":"Anna Morris, David M Howard, Adam Shortland, Linglong Qian, Zina Ibrahim, Jonathan Hind, Laurence Telesia, Faith Matcham, Edmund Sonuga-Barke, Johnny Downs","doi":"10.1111/jcpp.70219","DOIUrl":"https://doi.org/10.1111/jcpp.70219","url":null,"abstract":"<p><strong>Background: </strong>Hyperactivity is a core symptom of childhood attention deficit hyperactivity disorder (ADHD), yet no population-based studies have compared objective and subjective hyperactivity measures across the school day.</p><p><strong>Methods: </strong>This study used data from N = 6,518 seven-year-olds in the Millennium Cohort Study. Physical activity was objectively measured using actigraphy every 15 min (Monday-Friday), and hyperactivity was assessed via parent and teacher Strengths and Difficulties Questionnaire ratings, analysed both as continuous (0-10) and binary (≥7; possible ADHD) scores. The association between actigraphy and hyperactivity were assessed via repeated ANOVAs throughout the day, accounting for sex and linear regressions during three school lessons (Lesson 1: 9.00-9.45 am Lesson 2: 11.00-11.45 am and Lesson 3: 1.15-2.00 pm). The effect sizes and standard errors were compared between morning and afternoon lessons.</p><p><strong>Results: </strong>Continuous ratings from both parents and teachers were positively associated with objective activity across the school day (effect sizes = .015 and .008, respectively, both p_FDR < .001). For teacher ratings, associations with continuous hyperactivity were significantly stronger in Lessons 2 and 3 than in Lesson 1 (Z = 3.24, p_FDR = .005; Z = 2.80, p_FDR = .020, respectively).</p><p><strong>Conclusions: </strong>These results illustrate how objective activity measurement can augment subjective assessments by capturing richer behavioural patterns in naturalistic educational settings.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148756955","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":"Parenting course for caregivers of children with fetal alcohol spectrum disorder (FASD) versus waitlist: a randomised controlled large-scale feasibility study of the SPECIFiC (Salford parents and carers' education course for improvements in FASD outcomes in children) programme.","authors":"Penny A Cook, Alan D Price, Katherine Perryman, Kate Bennett, Paul Earl, Anna Webster, Heather Gage, Peter Williams, Clare S Allely, Jennifer Shields, Raja A S Mukherjee","doi":"10.1111/jcpp.70218","DOIUrl":"https://doi.org/10.1111/jcpp.70218","url":null,"abstract":"<p><strong>Background: </strong>Children with fetal alcohol spectrum disorder (FASD) have difficulties with functioning in daily life, emotions and behaviour. Evidence for FASD-specific parenting interventions is scarce, with few randomised trials of FASD-specific parenting interventions published to date. The Salford Parents' and Carers' Education Course for Improvements in FASD outcomes in Children (SPECIFiC) is a co-designed, seven-session psychoeducation programme co-delivered online. The aim was to evaluate feasibility outcomes of recruitment, retention and acceptability, as well as candidate efficacy outcomes to establish primary outcomes for a definitive trial.</p><p><strong>Methods: </strong>A two-arm randomised feasibility trial compared SPECIFiC with treatment as usual (TAU). Parents or carers (n = 119) of children (4-16 y) with a confirmed or probable FASD diagnosis were randomised 1:1 to intervention or TAU. Outcomes included parenting stress (Parenting Stress Index-Short Form, PSI-4-SF), parenting self-efficacy (Tool to Measure Parenting Self-Efficacy, TOPSE), child behavioural difficulties (Strengths and Difficulties Questionnaire, SDQ) and parent mental health (Depression Anxiety Stress Scale, DASS-21; Clinical Outcomes in Routine Evaluation, CORE-OM). Health economic analysis used the Client Service Receipt Inventory (CSRI) and quality of life using EuroQol (EQ-5D-5L). Analyses followed an intention-to-treat principle. The trial is registered at www.isrctn.com (ISRCTN14483801).</p><p><strong>Results: </strong>Recruitment (41%) and retention (85%) met prespecified feasibility thresholds, and satisfaction was high. Parenting stress did not differ significantly between groups (adjusted mean difference - 3.89, 95% CI -11.1 to 3.32). No clear between-group differences were observed for child behaviour, parental mental health or quality of life outcomes. Parenting self-efficacy improved in the intervention group relative to treatment as usual (adjusted mean difference 24.9, 95% CI 5.43-44.4; Cohen's d = .80). The cost per participant ranged from £227-£302. Fidelity checks confirmed consistent delivery.</p><p><strong>Conclusions: </strong>SPECIFiC demonstrated feasibility and acceptability and showed a promising signal for improving parental self-efficacy. A definitive trial is warranted to determine clinical and cost-effectiveness.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148757307","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":"Diagnosis in child and adolescent psychopathology: A useful tool when applied with care or a misunderstood, politicised concept?","authors":"Anita Thapar, Daniel S. Pine","doi":"10.1111/jcpp.70213","DOIUrl":"https://doi.org/10.1111/jcpp.70213","url":null,"abstract":"Diagnoses play vital roles in child and adolescent mental health services and research. They facilitate accurate communication, selection of appropriate interventions and estimation of prognosis. Receipt of a diagnosis can generate relief and improved understanding for many families. However, a diagnosis can also lead to feelings of loss or serve as a focus for stigma. Difficulties are magnified when public discourse generates and propagates misunderstandings. These include a failure to appreciate that current diagnostic categories are syndromes (clusters of symptoms and signs) that lack distinct biological signatures or clear demarcation from healthy variation. Even within a single diagnosis, heterogeneity and developmental change are typical. Whilst diagnoses are important, scientists and practitioners need to be able to describe to the public that mental ill health does not consist of a set of distinct diagnostic categories and that many diagnoses lie on a spectrum of severity including less severe psychopathology that cannot be equated with a clinical diagnosis. This perspective emphasises the appropriateness of stepped care, where intensity of treatment, provision of diagnosis and specialist involvement vary across the spectrum.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"212 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148715543","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":"The effect of atomoxetine and methylphenidate on emotional dysregulation in children with attention deficit/hyperactivity disorder: a multicenter randomized clinical trial","authors":"Yuan Gao, Zhaomin Wu, Binrang Yang, Wai Chen, Chen Dang, Yu Zhu, Meirong Pan, Min Dong, Haimei Li, Mengjie Zhao, Xinxin Yue, Haifei Guo, Shan Fu, Yi Su, Yufeng Wang, Qiujin Qian, Li Sun, Lu Liu","doi":"10.1111/jcpp.70217","DOIUrl":"https://doi.org/10.1111/jcpp.70217","url":null,"abstract":"Background This study aimed to compare the effects of atomoxetine (ATX) and methylphenidate (MPH) on emotional dysregulation (ED) in children with attention deficit/hyperactivity disorder (ADHD), and to explore potential neural correlates underlying treatment‐related changes. Methods A total of 152 children with ADHD were randomly assigned to receive ATX ( <jats:italic>n</jats:italic> = 76) or MPH ( <jats:italic>n</jats:italic> = 76). After individualized dose titration, participants received a stable dose for 4 weeks. Emotional lability (EL) was the primary outcome, while emotion regulation strategies, ADHD symptoms, and overall illness severity were secondary outcomes. Mixed‐effects linear models were applied to examine group differences across three time points (baseline, post‐titration, and endpoint). Resting‐state functional MRI data were acquired at baseline and endpoint and analyzed using whole‐brain functional connectivity (FC) analysis with six amygdala subregions as seeds. Trial registration: ChiCTR2200062905; approved on August 23, 2022. Results In both ATX and MPH groups, EL scores decreased significantly over time (β = −1.54, <jats:italic>p</jats:italic> &lt; .001), with treatment effects in a similar range and no statistically significant between‐group difference (MPH: <jats:italic>d</jats:italic> = −1.46; ATX: <jats:italic>d</jats:italic> = −0.93). After controlling for ADHD symptom improvement, treatment effects remained significant (β = −0.75, <jats:italic>p</jats:italic> &lt; .001), suggesting that EL improvement was not solely accounted for by ADHD symptom reduction. Increased FC between the right basolateral amygdala and left orbital middle frontal gyrus ( <jats:italic>r</jats:italic> = −0.46, <jats:italic>p</jats:italic> = .043), and between the left superficial amygdala and left middle cingulate cortex ( <jats:italic>r</jats:italic> = −0.48, <jats:italic>p</jats:italic> = .031), was associated with EL changes and remained significant after controlling for ADHD symptom changes. No significant changes were found in self‐reported emotion regulation strategies. Conclusions ATX and MPH both alleviate ED in children with ADHD, and these effects are not solely accounted for by improvements in ADHD symptoms. Increased amygdala‐centered FC may be associated with medication‐related ED improvements.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"56 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148703426","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":"Incidence and relative risk of negative outcomes of psychological interventions for pediatric posttraumatic stress disorder: a systematic review and meta-analysis of randomized controlled trials.","authors":"Thole H Hoppen, Sophie Schlüter, Marielle Placzek, Anna S Lindemann, Ahlke Kip, Pascal Schlechter, Richard Meiser-Stedman, Nexhmedin Morina","doi":"10.1111/jcpp.70216","DOIUrl":"https://doi.org/10.1111/jcpp.70216","url":null,"abstract":"<p><strong>Background: </strong>Negative outcomes of psychological treatments for pediatric posttraumatic stress disorder (PTSD) have been underresearched. Although reporting has increased over the years, a comprehensive systematic review and meta-analysis is lacking.</p><p><strong>Methods: </strong>We conducted a preregistered systematic review and meta-analysis (PROSPERO ID: CRD42020206290) and followed PRISMA guidelines. MEDLINE, PsycInfo, Web of Science, and PTSDpubs were systematically searched from inception to May 13, 2025. Eligible studies were randomized controlled trials (RCTs) of psychotherapies for pediatric PTSD with ≥10 participants per arm. Two independent coders extracted data and assessed risk of bias.</p><p><strong>Results: </strong>Seventy-two RCTs (N = 5,677) met inclusion criteria. Of these, 69, 6, and 19 reported the incidence of all-cause dropout, deterioration of PTSD, and adverse events, respectively. Most trials (74%) investigated trauma-focused cognitive behavioral therapy (TF-CBT). Random effects meta-analysis showed that 7.87% of patients (95% CI, 4.07-12.55; I² = 82%) dropped out, with no significant difference relative to passive controls (RR = 1.04, 95% CI, 0.64-1.69; I² = 53%). Less than 0.01% (95% CI, 0.00-2.39; I² = 0%) of patients reported deterioration after TF-CBT, compared to 1.26% (95% CI, 0.00-8.13; I² = 40%) of passive controls. Limited data prohibited isolated review of other treatments. The incidence of adverse events during psychological treatments was also uncommon (0.29%, 95% CI, 0.00-2.67; I² = 34%) and similar to passive controls (1.14%, 95% CI, 0.00-8.02; I² = 84%).</p><p><strong>Conclusions: </strong>Psychological treatments for pediatric PTSD-with most accumulated evidence for TF-CBT-appear safe and acceptable for the vast majority of children and adolescents with PTSD, which is encouraging for clinical practice. Reporting on deterioration and adverse events was scarce, limiting statistical power. Negative outcomes should be routinely assessed in clinical practice and future research, using validated measures and clearly defined constructs. Future work should distinguish serious adverse events and adverse events.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148700273","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":"Defining dyslexia - a commentary on Carroll et al. (2025).","authors":"Jamie L Metsala, Linda S Siegel, David P Hurford, Michaela R Ozier","doi":"10.1111/jcpp.70214","DOIUrl":"https://doi.org/10.1111/jcpp.70214","url":null,"abstract":"<p><p>Carroll et al. (Journal of Child Psychology and Psychiatry, 2025, 66, 1065) conducted a Delphi study, which synthesized responses across a range of participants to arrive at a consensus definition of dyslexia. The study contributes to understanding important considerations in this field from the perspective of a panel of stakeholders. In this article, we make the case for an alternative approach to defining and ultimately identifying dyslexia. Our proposed definition is developed through a critical examination of issues raised in the Delphi study and of approaches that emphasize cognitive processes, the use of intellectual assessment, and discrepancy-based concepts of dyslexia. In the end, our definition focuses on core academic skill difficulties and prioritizes effective prevention and intervention for students with or at risk for dyslexia.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148700232","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":"Childhood cognitive control as a predictor of long-term clinical and functional outcomes in Tourette syndrome","authors":"Kathryn E. Barber,&nbsp;Emily J. Ricketts,&nbsp;Douglas W. Woods,&nbsp;John Piacentini,&nbsp;Flint M. Espil,&nbsp;Matthew Specht,&nbsp;Shannon M. Bennett,&nbsp;John T. Walkup,&nbsp;Susanna Chang,&nbsp;Alan L. Peterson,&nbsp;Lawrence Scahill,&nbsp;Sabine Wilhelm,&nbsp;Joseph F. McGuire","doi":"10.1111/jcpp.70155","DOIUrl":"10.1111/jcpp.70155","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Tourette syndrome (TS) is a childhood-onset neuropsychiatric condition characterized by motor and vocal tics. Many individuals with TS continue to experience tics and functional difficulties into adulthood, yet the factors influencing these long-term trajectories remain poorly understood. Cognitive control processes, implicated in the etiology and treatment of TS, may serve as indicators of later clinical and functional outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study tested whether childhood cognitive control predicted outcomes in early adulthood. Participants were 80 individuals with TS (<i>M</i>_age = 22.8 years, <i>SD</i> = 2.7) who had entered a randomized clinical trial of behavioral therapy as children and completed a follow-up evaluation an average of 11.7 years (<i>SD</i> = 1.3) later. Childhood assessments measured tic severity and neurocognitive domains, including processing speed, inhibition, set-shifting, and working memory. Follow-up assessments evaluated clinical, functional, and quality of life outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results showed that greater inhibition, set-shifting, and processing speed in childhood predicted lower tic severity and impairment, greater odds of tic remission, and higher quality of life in early adulthood. Greater working memory and response flexibility predicted higher educational attainment and income. These relationships remained significant after accounting for treatment conditions and comorbid attention-deficit/hyperactivity disorder and obsessive-compulsive disorder.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings highlight childhood cognitive control as an important predictor of clinical and functional outcomes in TS and a viable target for intervention.</p>\u0000 </section>\u0000 </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 9","pages":"1525-1536"},"PeriodicalIF":6.6,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.70155","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147725955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}