JCPP advances最新文献

{"title":"Anxiety during transition from primary to secondary schools in neurodivergent children","authors":"Vassilis Sideropoulos,&nbsp;Olympia Palikara,&nbsp;Elizabeth Burchell,&nbsp;Maria Ashworth,&nbsp;Jo Van Herwegen","doi":"10.1002/jcv2.12262","DOIUrl":"10.1002/jcv2.12262","url":null,"abstract":"<p>Transition from primary to secondary school is an educational milestone that coincides with other key developmental changes associated with the onset of adolescence. Although previous studies have examined the impact of school transition on autistic students, no studies thus far have examined whether the impacts experienced are similar across different neurodivergent populations. In this paper, we examined how the transition to secondary school affects anxiety experienced by autistic children, children with Down syndrome (DS) and Williams syndrome (WS). Sixty-one parents completed an online survey at two time-points, answering questions about their neurodivergent child's anxiety, adjustment, well-being, skills, and experiences of the transition to secondary school. The children themselves completed a short interview, which included completing a set of standardised measures with a researcher. Both neurodivergent children and parents expressed concerns about bullying and adjustment to new environments during transition from primary to secondary school. Although wide variability was found in our sample, no significant differences were revealed in the overall levels of parent-reported anxiety pre- and post-transition. However, different factors predicted anxiety during pre- and post-school transition. The impact of these findings for theory and practice are discussed.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12262","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The process of co-design for a new anxiety intervention for autistic children","authors":"Tasha Cullingham,&nbsp;Una Rennard,&nbsp;Cathy Creswell,&nbsp;Damian Milton,&nbsp;Karen Leneh Buckle,&nbsp;Lucie Godber,&nbsp;Kate Gordon,&nbsp;Michael Larkin,&nbsp;Jonathan Green","doi":"10.1002/jcv2.12255","DOIUrl":"10.1002/jcv2.12255","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mental health difficulties are common for autistic people; however, almost no interventions have been co-designed with the autistic community. Co-design has the potential to add important insights from lived experience into intervention design, but there are currently limited examples of how rigorously to undertake this practice. This paper details a worked model of co-design and its process, focussed on adapting an evidenced parent-led intervention for non-autistic child anxiety (HYC), to meet the needs of young autistic children. The aim is to provide an example of co-design, integrating autistic, parental, academic, clinical, experience and expertise.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using prior literature and theory, including Experience-Based Co-Design, we developed an iterative and collaborative process between the research team and an expert reference group (ERG). The research team comprised autistic and non-autistic members. The ERG included parents (autistic and non-autistic) of autistic children with anxiety problems, autistic adults with experience of anxiety problems, and clinicians with experience supporting autistic children with anxiety problems. The ERG and research team reviewed information from qualitative research interviews with autistic children with anxiety problems and their parents along with information from clinical experience and the academic literature to reach consensus on the adapted intervention design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The creation of a truly co-designed intervention that includes a neurodiversity-affirmative perspective, alongside CBT techniques. With anxiety problems experienced by autistic children being framed by combining the impacts of being neurodivergent in a neurotypical world, developmental science and well known cognitive behavioural models of child-anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Co-design can help to integrate multiple perspectives and result in the creation of interventions that are potentially relevant and acceptable to autistic people, their family members, and clinicians.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validation of the comprehensive assessment of acceptance and commitment therapy processes for youth: The CompACT-Y","authors":"Alex Morey,&nbsp;Victoria Samuel,&nbsp;Matthew Lewis,&nbsp;Marc Williams","doi":"10.1002/jcv2.12271","DOIUrl":"10.1002/jcv2.12271","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Acceptance and Commitment Therapy (ACT) is a transdiagnostic approach which aims to increase psychological flexibility. Higher psychological flexibility has been associated with reduced psychological distress, mental health symptoms and improvements in well-being and functioning. Reviews of ACT for children and young people (CYP) indicate it shows potential as an effective treatment for a range of difficulties, however a comprehensive measure of psychological flexibility processes does not exist for CYP. Following revision of the adult Comprehensive assessment of Acceptance and Commitment Therapy Processes (CompACT), through cognitive interviewing with adolescents and consultation with ACT experts, the present study aimed to assess the factor structure and validity of the revised youth measure (the CompACT-Y).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The CompACT-Y measure was administered alongside measures of ACT processes, mental health and well-being to 334 young people across six UK schools, to assess for convergent and concurrent validity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Exploratory factor analysis indicated a 19-item three-factor structure was the most stable, with all items loading above 0.50. The CompACT-Y correlated with measures of psychological flexibility (<i>r</i> = -0.64 – 0.66), mental health (<i>r</i> = −0.58 – −0.66), well-being (<i>r</i> = 0.57–0.65) and behaviour (<i>r</i> = −0.63) as expected, indicating acceptable convergent and concurrent validity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The CompACT-Y appears to be a valid and reliable measure of psychological flexibility in young people. Further research is needed to replicate the findings and confirm factor structure, validity and reliability, particularly in younger adolescents and those from diverse backgrounds. The CompACT-Y offers a promising tool to improve the methodological rigour of ACT studies in young people, and has implications for the use of ACT in clinical practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12271","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Maltreatment and parenting in youth with primary and secondary callous-unemotional traits: Anxiety matters","authors":"Jessica J. Todorov,&nbsp;Gregor Kohls,&nbsp;Ruth Pauli,&nbsp;Jack Rogers,&nbsp;Anka Bernhard,&nbsp;Katharina Ackermann,&nbsp;Nora M. Raschle,&nbsp;Jules R. Dugre,&nbsp;Aranzazu Fernandez-Rivas,&nbsp;Miguel Angel Gonzalez-Torres,&nbsp;Amaia Hervas,&nbsp;Areti Smaragdi,&nbsp;Karen Gonzalez,&nbsp;Ágnes Vetró,&nbsp;Dimitris Dikeos,&nbsp;Arne Popma,&nbsp;Christina Stadler,&nbsp;Kerstin Konrad,&nbsp;Christine M. Freitag,&nbsp;Graeme Fairchild,&nbsp;Rory T. Devine,&nbsp;Stephane A. De Brito","doi":"10.1002/jcv2.12266","DOIUrl":"10.1002/jcv2.12266","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Youth with conduct disorder (CD) and high callous-unemotional (CU) traits are not a homogenous group and can be disaggregated into primary and secondary subgroups. However, there are inconsistencies in defining primary and secondary subgroups, with some studies using anxiety, others using maltreatment and still others using both features to identify subgroups. There is a paucity of work comparing primary and secondary subgroups with typically developing (TD) youth on experiences of maltreatment and parenting as well as a lack of studies investigating sex differences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a large sample of TD youth (<i>n</i> = 946, 66% female) and youth with CD (<i>n</i> = 885, 60% female), we used latent profile analysis in youth with CD aged between 9 and 18 years to address four aims: (i) to demonstrate how primary and secondary subgroup membership differs when anxiety, maltreatment, or both are used as continuous indicators, (ii) to compare primary and secondary subgroups with TD youth on abuse and neglect measures, and (iii) to compare primary and secondary subgroups with TD youth on parenting experiences, and (iv) to examine whether the results were consistent across sexes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Anxiety without maltreatment yielded the best fitting and most theoretically interpretable classification of primary and secondary subgroups across both sexes (Bayesian information criterion = 17832.33, Entropy = 0.75, Lo-Mendell-Rubin: <i>p</i> &lt; 0.01). Compared with TD youth, youth with primary and secondary CU traits experienced greater levels of abuse and neglect (<i>p</i> &lt; 0.001, <i>η</i>²_<i>p</i> = 0.04−0.16) and maladaptive parenting practices (<i>p</i> &lt; 0.001, <i>η</i>²_<i>p</i> = 0.04−0.13). Youth with primary and secondary CU traits were equally high on levels of abuse, neglect, and maladaptive parenting (all <i>p</i> values &gt;0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We provide evidence that anxiety and maltreatment cannot be used interchangeably to identify youth with primary versus secondary CU traits. Anxiey yielded the best fitting and most theoretically interpretable classifications across both sexes. Our results signify the need for researchers and clinicians to adopt a unified approach to defining primary and secondary subgroups of CU traits using anxiety in both sexes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The longitudinal effects of neonatal anthropometry on attention problems in males and females","authors":"Lars Meinertz Byg,&nbsp;Carol Wang,&nbsp;Jonathan J. Hirst,&nbsp;Roger Smith,&nbsp;Craig Pennell","doi":"10.1002/jcv2.12256","DOIUrl":"10.1002/jcv2.12256","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The longitudinal impact of fetal growth on attention problems in males and females is unclear. This study aims to evaluate the impact of fetal growth assessed by neonatal anthropometry throughout childhood and adolescence in males and females separately.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We compared neonatal anthropometry (birth weight (BW), head circumference (HC), proportion of optimal birthweight (POBW)) and asymmetry (head-to-abdominal circumference ratio (HC/AC) and ponderal index (PI)) at birth with parental assessment of the child behavior checklist attention-problem syndrome (CBCL-AP) raw score measured at ages five, eight, 10, 14 and 17. We used univariable and multivariable linear mixed-effects modeling. Sensitivity analyses included excluding pre-term births, teacher ratings and treating the CBCL-AP as an ordinal variable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In males, a 1-SD lower BW, increased CBCL-AP by 0.234 (95%CI [−0.422, −0.0497]). In males, a 1-SD lower HC increased CBCL-AP by 0.316 (95%CI [0.495, 0.133]). In males, there was a U-shaped relationship between HC/AC and CBCL-AP throughout childhood and adolescence; a curvilinear relationship was observed between POBW and CBCL-AP. In females, a 1 SD lower HC increased CBCL-AP 0.424 (95%CI [0.726, 0.133]), but every increased year of age reduced the effect by 0.027 (95% <i>CI</i>: 0.006–0.05). In females, there was no clear relationship between BW, POBW or HC/AC and CBCL-AP. In males and females, PI was not significantly associated with CBCL-AP. The exclusion of pre-term births and analysis of teacher-rated attention problems was consistent with the primary results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Using a longitudinal design, our study suggests a male vulnerability to attention problems throughout childhood and adolescence from neonatal anthropometry. The relationships in females appear to be limited to childhood.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12256","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry","authors":"Sarah Griffiths,&nbsp;Laura Lucas,&nbsp;Debbie Gooch,&nbsp;Courtenay Frazier Norbury","doi":"10.1002/jcv2.12264","DOIUrl":"10.1002/jcv2.12264","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Language ability predicts academic attainment across the curriculum. Teacher report of language difficulties may therefore help schools identify children that require Special Educational Needs (SEN) provision. Special Educational Needs provision is intended to enable children to reach their academic potential, however the effectiveness of this for children with language difficulties is unknown.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We linked teacher-ratings on a brief language difficulties questionnaire (13-item) collected in the first year of primary school (<i>N</i> = 7013), with data on SEN provision until age 12–13 and scores on statutory assessments at ages 5–6, 6–7 and 10–11 years from the National Pupil Database (UK). We conducted a preregistered analysis to (a) test the association between teacher-reported language difficulties and later academic outcomes, (b) identify predictors of subsequent SEN provision for monolingual children with language difficulties and (c) test whether SEN provision is associated with better academic outcomes for these children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Teacher-reported language difficulties predicted achievement in phonics (<i>r</i>s &gt; 0.41), reading (<i>r</i>s &gt; 0.38), writing (<i>r</i>s &gt; 0.32) and maths (<i>r</i>s &gt; 0.40) assessments up to 7 years later. For those with language difficulties, having an existing diagnosis of a neurodevelopmental condition or sensory impairment was the strongest predictor of SEN registration (<i>OR</i> [95% <i>CI</i>] 8.33 [4.12, 19.24]) and special education placement (<i>OR</i> [95% <i>CI</i>] 18.89 [9.29, 42.01]) during primary school. However, 38% of children registered as having a primary speech, language and communication need, lost this registration during transition to secondary education. We could not estimate the effect of SEN provision on academic outcomes, as the majority of children with high propensity to receive SEN provision did receive provision, and very few children in SEN settings completed statutory assessments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Teacher perceptions of language difficulties at school entry, in the presence of additional risk factors, should prompt SEN provision. Recognition and support for language difficulties should be sustained throughout children's education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the association of neighborhood conditions on attention-deficit/hyperactivity disorder symptoms in autistic youth using the child opportunity index 2.0","authors":"Catrina A. Calub,&nbsp;Irva Hertz-Picciotto,&nbsp;Deborah Bennett,&nbsp;Julie B. Schweitzer","doi":"10.1002/jcv2.12267","DOIUrl":"10.1002/jcv2.12267","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While neighborhood conditions have previously been shown to have substantial effects on later occupational, educational and health outcomes, this is the first study to examine the relation between neighborhood factors and attention-deficit/hyperactivity disorder (ADHD) symptoms in children with autism and developmental delays.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Children from the CHARGE (Childhood Autism Risks from Genetics and the Environment) Study were evaluated at ages 2–5 years and then later in the ReCHARGE (follow-up) Study at ages 8–20 years (mid-childhood/adolescence). Using linear regression, we assessed associations between the Child Opportunity Index 2.0 (COI) at birth, a multidimensional neighborhood measure of childhood opportunity, and ADHD symptoms on the Aberrant Behavior Checklist at mid-childhood/adolescence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants included a total of 524 youth (401 males; 123 females), composed of 246 autistic children (AUT), 85 children with Developmental Delays (DD) without autism, and 193 Typically Developing (TD) children. Mean age was 3.8 years (<i>SD</i> = 0.79) when evaluated at CHARGE and 13.5 years (<i>SD</i> = 3.69) when evaluated at ReCHARGE. Regression analyses revealed COI at birth significantly predicted ADHD symptoms during mid-childhood/adolescence and early childhood diagnosis modified the COI effect. More specifically, COI significantly predicted ADHD symptoms in the AUT group, but not the TD or DD groups. Additional regression analyses indicated that this interaction was only present in the Social and Economic COI domain. Secondary analyses revealed autistic youth with High and Low Social and Economic COI domain scores had similar levels of ADHD symptoms during early childhood, but by mid-childhood/adolescence, those with low Social and Economic COI domain scores had higher ADHD symptoms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Among autistic, but not TD or DD youth, poorer neighborhood conditions at birth predict greater ADHD symptoms in later development. These findings have important clinical implications and highlight the need for increased and improved resources in poorer neighborhoods to reduce existing disparities in ADHD, a common neurodevelopmental impairment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12267","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The trajectory of anxiety symptoms during the transition from childhood to young adulthood is predicted by IQ and sex, but not polygenic risk scores","authors":"Ana Beatriz Ravagnani Salto,&nbsp;Giovanni A. Salum,&nbsp;Maurício Scopel Hoffmann,&nbsp;Marcos L. Santoro,&nbsp;André Zugman,&nbsp;Pedro M. Pan,&nbsp;Sintia I. Belangero,&nbsp;Lucas Toshio Ito,&nbsp;Victoria Fogaça Doretto,&nbsp;Marcos S. Croci,&nbsp;Marcelo J. A. A. Brañas,&nbsp;Carina de Giusti,&nbsp;Francisco Da Silva-Jr,&nbsp;Sahâmia Martins Ribeiro,&nbsp;Euripedes Constantino Miguel,&nbsp;James F. Leckman","doi":"10.1002/jcv2.12268","DOIUrl":"10.1002/jcv2.12268","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Understanding the factors that determine distinct courses of anxiety symptoms throughout development will better guide interventions. There are scarce data-driven longitudinal studies, using multi-modal predictors, investigating the chronicity of anxiety symptoms from childhood to young adulthood, particularly in a middle-income country.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>2033 youths (ages 6–14 years [Mean age = 10.4 ± 1.94) at Baseline] were enrolled in the Brazilian High-Risk Cohort for Mental Conditions longitudinal study, and assessed at three timepoints, between 2010 and 2019, using the Screen for Child Anxiety Related Disorders. Confirmatory Factor Analysis provided input to Growth Mixture Models to identify the best fitting trajectory model. Multinomial logistic regression analyses tested the effects of intelligence quotient (IQ), environmental factors and polygenic risk scores on internalizing symptomatology within trajectory class membership.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The best model solution identified three classes: high-decreasing, moderate/low-stable and low-increasing symptoms over time. The high-decreasing class showed a higher incidence of anxiety symptoms at the second time point (Mean age = 13.8 ± 1.93); while anxiety symptoms were highest in the low-increasing class at the third timepoint (Mean age = 18.35 ± 2.03). Further, lower IQ predicted membership in the high-decreasing trajectory class (OR = 0.68, 95% CI [0.55, 0.85]), while higher IQ predicted membership in the low-increasing trajectory class (OR = 1.95, 95% CI [1.42, 2.67]). Finally, females were more likely than males to be in the low-increasing trajectory class. Polygenic risk scores were not associated with anxiety trajectory class membership.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Recognizing that anxiety symptoms follow diverse paths over time will allow for more effective intervention strategies. Specifically, interventions could accommodate children for greater anxiety risk in early childhood (i.e., lower IQ) versus late adolescence (i.e., higher IQ). That said, the emotional needs of girls in late adolescence should be monitored, regardless of their cognitive abilities or high achievements.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of an elimination diet and a healthy diet in children with Attention-Deficit/Hyperactivity Disorder: 1-Year prospective follow-up of a two-arm randomized, controlled study (TRACE study)","authors":"Annick Huberts-Bosch,&nbsp;Margreet Bierens,&nbsp;Julia J. Rucklidge,&nbsp;Verena Ly,&nbsp;Rogier Donders,&nbsp;Gigi H. H. van de Loo-Neus,&nbsp;Alejandro Arias-Vasquez,&nbsp;Helen Klip,&nbsp;Jan K. Buitelaar,&nbsp;Saskia W. van den Berg,&nbsp;Nanda N. Rommelse","doi":"10.1002/jcv2.12257","DOIUrl":"10.1002/jcv2.12257","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>An Elimination Diet (ED) or Healthy Diet (HD) may be effective in reducing symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD), but long-term maintenance effects and feasibility have never been examined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>One-year prospective follow-up of a sample of 165 children (5–12 years) with ADHD randomized (unblinded; 1:1) to 5 weeks treatment with either ED (<i>N</i> = 84) or HD (<i>N</i> = 81) and a non-randomized comparator arm including 58 children being treated with Care as Usual (CAU). Dietary participants were allowed to add or switch to CAU treatment after 5 weeks. The primary outcome was a 5-point ordinal measure of improvement based on both parent and teacher ratings on ADHD and dysregulation problems, determined after 1 year prospective follow-up. Ordinal regression analyses and linear mixed models analyses were conducted on an intention to treat basis. In addition, as-treated analyses were performed. The trial is closed and registered in the Dutch trial registry, number NL5324.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>At 1 year follow-up, 24% of the participants still complied with the ED and 37% still complied with the HD. In the ED (+CAU) trajectory, fewer participants showed (partial) improvement after 1-year prospective follow-up compared to the HD (+CAU) trajectory (47% vs. 64%, χ² (4, <i>N</i> = 152) = 11.97, <i>p</i> = 0.018). The HD (+CAU) - but not ED (+CAU) - trajectory had comparable 1-year outcomes compared to the non-randomized CAU-trajectory. Results for secondary outcomes (e.g. health, parental stress) did not differ between the ED (+CAU) and HD (+CAU) trajectories. The prevalence of psychostimulant use was lower in the ED (+CAU) and HD (+CAU) trajectories compared to the non-randomized CAU-trajectory (38%, 45%, 78%, respectively). Predictors for long-term benefit from dietary treatments included high initial severity of ADHD problems, low severity of emotional problems and sufficient parental mental resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>In line with the short-term effects, prospective 1-year follow-up outcomes are in favor of treatment with HD and not ED. Initial 5-week treatment with HD and if needed/preferred followed by CAU may reduce psychostimulant use without negatively impacting 1-year outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12257","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anything goes for participant, patient and public involvement in youth mental health research","authors":"Marian J. Bakermans-Kranenburg,&nbsp;Marinus H. van IJzendoorn","doi":"10.1002/jcv2.12258","DOIUrl":"10.1002/jcv2.12258","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Participant and Public Involvement in youth mental health research aims at making research more responsive to the needs of youth struggling with mental health issues, their parents, and mental health professionals and other stakeholders. Do characteristics of Patient and Public Involvement (PPI) in youth mental health research align with transparency and replication prerequisites as necessary conditions for translation? Relatedly, the question is addressed whether co-authorship should be assigned to youth involved in the study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Here we address these questions re-visiting 50 PPI studies included in two recent systematic reviews of PPI on characteristics that are pertinent to questions about transparency, replicability, translatability, and co-authorship in PPI research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Almost two-third of the studies on youth mental health incorporating PPI translate their results to policy or practice, mostly as recommendations but sometimes also by dissemination of (online) interventions. At the same time the authors of a substantial majority of the studies (70%) also suggest the need for further work on their results, for example, in randomized controlled trials to validate the outcome of their exploratory inquiry. Only a quarter of the studies using PPI met the conditions for replicability, thus a majority of the PPI studies suggest premature translation of results. Authorship to involved participants was assigned in 24% of the studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>“Anything goes” for PPI in an exploratory stage to generate fruitful hypotheses. Translation of the findings of PPI studies however require a firm evidence base of replicated results. Radical merging of research and action in participatory action research seems incompatible with replicable and therefore translatable inquiry. Assigning co-authorship to PPI representatives is often at odds with current guidelines for authorship. More evidence from randomized trials on the translational impact of PPI is needed before grant foundations should require PPI in grant proposals.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}