Journal of Clinical Child & Adolescent Psychology最新文献

{"title":"Reciprocal Relations Between Peer Victimization, Rumination, and Dysphoria: A Multi-Wave Longitudinal Study of Adolescent Girls","authors":"Pau Ortells-Faci,Riley McDanal,Yinghao Zhang,Daniel N. Klein,Brady D. Nelson,Roman Kotov,Nicholas R. Eaton","doi":"10.1080/15374416.2026.2724275","DOIUrl":"https://doi.org/10.1080/15374416.2026.2724275","url":null,"abstract":"","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"21 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148934280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bidirectional Associations Between Parenting and Irritability in Early Childhood: Multi-Method Evidence","authors":"Jamilah Silver, Rebecca Laptook, Lea Dougherty, Daniel Klein","doi":"10.1080/15374416.2026.2711209","DOIUrl":"https://doi.org/10.1080/15374416.2026.2711209","url":null,"abstract":"","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148767379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Which School Experiences Matter? A Co-Twin Analysis Linking Childhood ADHD to Adult Educational Attainment","authors":"Ankita Mohan, Daniel Berry, William G. Iacono, Matt McGue, Glenn I. Roisman, Sylia Wilson, Jonathan D. Schaefer","doi":"10.1080/15374416.2026.2711211","DOIUrl":"https://doi.org/10.1080/15374416.2026.2711211","url":null,"abstract":"","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148767381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RCT of Fostering Healthy Futures for Preteens: Substance Use-Related Outcomes for Youth in Out-Of-Home Care","authors":"Heather N. Taussig, Sarah J. Racz, McKenzie L. LeTendre, Lindsey M. Weiler","doi":"10.1080/15374416.2026.2711223","DOIUrl":"https://doi.org/10.1080/15374416.2026.2711223","url":null,"abstract":"","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"279 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148767378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Patterns of Early Development in Children with ADHD.","authors":"Antonia Piergies,Ana-Maria Iosif,Monique Moore Hill,Sally Ozonoff,Meghan Miller","doi":"10.1080/15374416.2026.2697488","DOIUrl":"https://doi.org/10.1080/15374416.2026.2697488","url":null,"abstract":"OBJECTIVEThe primary aim of this study was to compare early trajectories of cognitive/motor development and adaptive functioning between school-aged children with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) children. A secondary, more exploratory, aim was to determine whether groups differed in their eligibility for early intervention services at individual timepoints.METHODThis study leveraged data from three prospective longitudinal studies of infants with and without a family history of autism. Our sample was majority male, White, and non-Hispanic. At 6, 12, 18, 24, and 36 months, cognitive/motor development was measured via direct assessment using the Mullen Scales of Early Learning, and adaptive functioning was measured via parent report using two editions of the Vineland Adaptive Behavior Scales (Vineland ABS, Vineland-II). At school age (~6-16 years), children were assigned outcomes of ADHD (n = 62) and TD (n = 123). Linear mixed-effects models were used to estimate subscale-level trajectories, while chi-squared or Fisher's exact tests were used to test for group differences in rates of service eligibility.RESULTSTrajectories often varied by group. Children with ADHD had lower estimated raw scores on all subscales of the Mullen Scales of Early Learning and nearly all subscales of the Vineland-II than TD children. Further, the ADHD group had higher rates of service eligibility in several domains, particularly communication and socialization.CONCLUSIONSThese findings suggest that children with ADHD differ in early trajectories of cognitive/motor development and adaptive functioning, and that children at elevated likelihood for ADHD may benefit from increased screening and supports for delays.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"25 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148462674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of the Reactive Aggression Assessment (RAGA-16) Part I: Item Selection and Initial Validation.","authors":"Joshua Langfus,Robert L Findling,Cecil Reynolds,Eric A Youngstrom","doi":"10.1080/15374416.2026.2697211","DOIUrl":"https://doi.org/10.1080/15374416.2026.2697211","url":null,"abstract":"OBJECTIVESevere behavioral outbursts characterized by reactive aggression (RA) are common and highly impairing for young children and their families. A growing body of research suggests RA may characterize a distinct group of youth with behavior problems; however, there is a lack of validated, RA-specific assessment tools for children. The current work presents psychometric evidence for a novel screening tool and outcome measure: the 16-item Reactive Aggression Assessment (RAGA-16).METHODA nationally representative US sample (N = 1,162) of parents with children ages 5 to 19 (M = 11.4; SD = 3.98) completed an as-yet unpublished assessment of mood and behavior problems. Using this item pool, we employed two distinct test development approaches, Data-Informed vs. Automated Test Assembly (ATA), and compared the resulting scales based on multiple facets of reliability and associations with parent-reported health information.RESULTSBoth the Data-Informed and ATA-derived forms showed high reliability (rxx > .80) across a wide range of symptom severity and excellent internal consistency despite containing largely different items. The Data-Informed version showed descriptively higher detection of parent-report externalizing disorders (AUC = .76 vs. .73). Percentile and T-Score norms for scores on the Data Informed form are reported.CONCLUSIONSThe Data-Informed version was selected as the final version of the RAGA-16. Having a brief, highly reliable, targeted assessment of RA with epidemiological norms allows researchers and clinicians to better characterize RA behaviors in youth. Forthcoming work will validate the RAGA-16 as a screening tool in clinical settings.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"40 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148462675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Randomized Controlled Trial: Behavioral Outcomes of Socio-Cognitive Behavioral Therapy for Suicidal Behaviors in Latinx Adolescents.","authors":"Yovanska Duarte-Vélez,Gisela Jimenez-Colon,Lucas Nocera,Judelysse Gomez,Julio Tavarez,Richard N Jones,Deidre Donaldson,Michelle Aiello,Andrea Torres Lopez,Irene Sanchez,Anthony Spirito","doi":"10.1080/15374416.2026.2687880","DOIUrl":"https://doi.org/10.1080/15374416.2026.2687880","url":null,"abstract":"OBJECTIVETo evaluate the effectiveness of Socio-Cognitive Behavioral Therapy for Suicidal Behavior compared to treatment as usual in reducing suicide-related behavioral outcomes among Latinx adolescents.METHODA randomized clinical trial comparing Socio-Cognitive Behavioral Therapy for Suicidal Behavior, a culturally centered treatment protocol, to treatment as usual in a sample of 114 Latinx adolescents recruited after a suicidal crisis. Socio-Cognitive Behavioral Therapy for Suicidal Behavior addresses cognitive and behavioral skills as well as central issues in adolescent identity formation, parenting skills, family interactions, and communication. This report describes the study sample, attrition rates, treatment engagement, and outcomes for suicide attempts, suicidal events, and non-suicidal self-injuries.RESULTSIntent-to-treat analyses showed significant differences in treatment outcomes between conditions at the 6-month follow-up after baseline. At 6-months, Socio-Cognitive Behavioral Therapy for Suicidal Behavior halved the rate of suicide attempts (relative risk, RR = 0.50, 95% confidence interval, CI [0.12, 0.89], p = .01), and similarly reduced the risk of suicidal events (RR = 0.57, 95% CI [0.21, 0.92], p = .02), and NSSI (RR = .62, 95% CI [0.29, 0.96], p = .03) relative to patients enrolled in treatment as usual. Sub-group analyses suggest the effects were similar for those who identify as LGBTQ+ (n = 67). There were no differences by condition in any behavioral outcomes at 12-months.CONCLUSIONThis study is the first randomized clinical trial in the United States focused exclusively on Latinx adolescents with suicidal behaviors. Socio-Cognitive Behavioral Therapy for Suicidal Behavior led to better 6-month treatment outcomes for Latinx adolescents than treatment as usual demonstrating that a culturally and identity-informed CBT treatment can significantly reduce suicide attempts, suicidal events, and non-suicidal self-injuries in this high-risk population.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"63 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148400568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transactional Associations Between Maternal Depressive Symptoms and Pre-Adolescent Children's ADHD Symptoms During the COVID-19 Pandemic.","authors":"Joanne L Park,André Plamondon,Ross D Neville,Brae Anne McArthur,Jackson Hewitt,Suzanne Tough,Sheri Madigan","doi":"10.1080/15374416.2026.2687060","DOIUrl":"https://doi.org/10.1080/15374416.2026.2687060","url":null,"abstract":"OBJECTIVEMaternal depression has been consistently linked to child ADHD symptoms, though much of this research is cross-sectional, single informant, and focused on prenatal or early postnatal depression. Consequently, the direction and temporality of this association is poorly understood. We used Random-Intercepts, Cross-Lagged Panel models (RI-CLPM) to examine bidirectional and transactional associations between maternal depression and child ADHD across pre-adolescence.METHODMothers and children (n = 1,806; 52% male, 77% White) participated across four waves during the COVID-19 pandemic (ages 10-13). At each timepoint, mothers self-reported depressive symptoms and children self-reported hyperactivity and inattention symptoms. Mothers also reported children's symptoms at the latter three waves. Parallel RI-CLPMs were estimated separately by informant and symptom dimension.RESULTSAcross both informants, maternal depression was associated with child hyperactivity and inattention at the between-dyad level (correlations ranging from .27 to .39). The clearest evidence of within-dyad association emerged for child-reported hyperactivity: higher child-reported hyperactivity at age 10 predicted higher maternal depressive symptoms at age 11, which in turn predicted higher child hyperactivity at age 12. Indirect effect analyses supported this transactional pathway. Maternal-reported models provided more limited but broadly convergent evidence for within-dyad effects on hyperactivity. Within-dyad effects were not observed for maternal- or child-reported inattention. Sociodemographic factors did not moderate cross-lagged parameters.CONCLUSIONSFindings support transactional models of child development, with reciprocal associations between maternal depressive symptoms and child ADHD symptoms appearing most evident for hyperactivity. However, substantial overlap across ADHD symptom dimensions warrants caution in drawing strong conclusions about symptom-specific differences.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"23 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148298882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Face-To-Face Vs. Online Behavioral Parent Training for Young Children with ADHD: Child and Parent Outcomes.","authors":"George J DuPaul,Lee Kern,Bridget V Dever,Marsha Ariol,Sean Morse,Alicia Chunta,Eliana Rosenthal,Jae Hyung Ahn,Rui Chen,Sara Franklin-Gillette,Hi Jae Jung,Joey Tsz Ying Lam,Amanda Nelson,Chen Shi","doi":"10.1080/15374416.2026.2687069","DOIUrl":"https://doi.org/10.1080/15374416.2026.2687069","url":null,"abstract":"OBJECTIVEBehavioral parent training is a first-line psychosocial intervention for young children with Attention-Deficit/Hyperactivity Disorder. Traditional face-to-face delivery is limited by access to therapists, feasibility, and/or affordability, which may be addressed by online Behavioral parent training. This study (a) evaluated outcomes for face-to-face vs. asynchronous online Behavioral parent training relative to a wait-list control condition in a large sample of young children with Attention-Deficit/Hyperactivity Disorder and (b) extended outcome measurement beyond parent ratings to masked assessment of child behavior self-regulation and home observation of parent-child interactions.METHODParticipants were 196 young children with Attention-Deficit/Hyperactivity Disorder (65% male, Mage = 50.08 months; SD = 8.55) and primary caregivers randomly assigned to face-to-face Behavioral parent training (n = 66), online Behavioral parent training (n = 65), or WLC (n = 65). BPT comprised 10 sessions of behavior management and optimism training (cognitive-behavioral intervention to reduce pessimistic parenting attributions) that were equivalent across Behavioral parent training delivery modes.RESULTSIntent-to-treat analyses found no significant differences in session attendance, outcomes, or treatment acceptability for face-to-face and online Behavioral parent training with both conditions yielding significant medium magnitude reductions (ds range from 0.41 to 0.74) in child Attention-Deficit/Hyperactivity Disorder and defiant/aggressive behavior and parent pessimism, along with increases in observed positive parenting behavior relative to wait-list control. No significant differences were found for child self-regulation skills or observed parent or child negative behaviors.CONCLUSIONSAsynchronous online Behavioral parent training may be a viable option for families who have limited access to clinic-based treatment due to feasibility or affordability challenges.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"47 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148298883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Future Directions in Mental Health Interventions for Black Families with Young Children: A Scoping Review.","authors":"Kaela Farrise Beauvoir,Juliana M Ison,Erica E Coates,Miya L Barnett","doi":"10.1080/15374416.2026.2660302","DOIUrl":"https://doi.org/10.1080/15374416.2026.2660302","url":null,"abstract":"OBJECTIVESRecent research highlights increasing and disproportionate rates of mental health challenges for Black children. Early intervention and family-centered interventions have the strongest evidence-base for successful treatment with young children. However, Black families may experience different levels of retention and efficacy. Thus, the current study sought to examine the literature covering interventions and prevention programs with Black families with young children and outline future directions for research and practice.METHODPRISMA guidelines were used to examine peer-reviewed journal articles published between 1993 and April 2023, covering prevention, intervention, or treatment programs for Black families with young children. Selected studies included: 1) at least 50% Black/African-American participants, 2) a caregiver component, 3) a mean child age between 2 and 7 years, and 4) at least one mental health or child behavior outcome. 21 articles were included for data extraction.RESULTS11 intervention and prevention programs were represented, with most studies focused on externalizing behaviors. Studies utilized a variety of adaptations and strategies for engagement and retention. Study samples frequently did not disaggregate data and were concentrated in low-income, urban populations. Few studies focused on culturally adapting treatment exclusively for Black families.CONCLUSIONSResults stress the need for critical examination of \"evidence-based\" interventions for Black families with young children. Consideration of adaptations to remove participation and retention barriers should be incorporated into treatment frameworks to address implementation challenges. Recommendations for future directions in research and clinical practice are presented focusing on representation, culturally specific care needs, navigation of racism, and innovation of traditional mental health models.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"5 1","pages":"1-29"},"PeriodicalIF":0.0,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147754957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}