神经发育跨诊断样本中精神病理学的高阶维度。

IF 4.6 1区 心理学 Q1 Medicine
Joni Holmes, Silvana Mareva, Marc P Bennett, Melissa J Black, Jacalyn Guy
{"title":"神经发育跨诊断样本中精神病理学的高阶维度。","authors":"Joni Holmes, Silvana Mareva, Marc P Bennett, Melissa J Black, Jacalyn Guy","doi":"10.1037/abn0000710","DOIUrl":null,"url":null,"abstract":"<p><p>Hierarchical dimensional models of psychopathology derived for adult and child community populations offer more informative and efficient methods for assessing and treating symptoms of mental ill health than traditional diagnostic approaches. It is not yet clear how many dimensions should be included in models for youth with neurodevelopmental conditions. The aim of this study was to delineate the hierarchical dimensional structure of psychopathology in a transdiagnostic sample of children and adolescents with learning-related problems, and to test the concurrent predictive value of the model for clinically, socially, and educationally relevant outcomes. A sample of N = 403 participants from the Centre for Attention Learning and Memory (CALM) cohort were included. Hierarchical factor analysis delineated dimensions of psychopathology from ratings on the Conner's Parent Rating Short Form, the Revised Children's Anxiety and Depression Scale, and the Strengths and Difficulties Questionnaire. A hierarchical structure with a general p factor at the apex, broad internalizing and broad externalizing spectra below, and three more specific factors (specific internalizing, social maladjustment, and neurodevelopmental) emerged. The p factor predicted all concurrently measured social, clinical, and educational outcomes, but the other dimensions provided incremental predictive value. The neurodevelopmental dimension, which captured symptoms of inattention, hyperactivity, and executive function and emerged from the higher-order externalizing factor, was the strongest predictor of learning. This suggests that in struggling learners, cognitive and affective behaviors may interact to influence learning outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved).</p>","PeriodicalId":14793,"journal":{"name":"Journal of abnormal psychology","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8628482/pdf/","citationCount":"0","resultStr":"{\"title\":\"Higher-order dimensions of psychopathology in a neurodevelopmental transdiagnostic sample.\",\"authors\":\"Joni Holmes, Silvana Mareva, Marc P Bennett, Melissa J Black, Jacalyn Guy\",\"doi\":\"10.1037/abn0000710\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Hierarchical dimensional models of psychopathology derived for adult and child community populations offer more informative and efficient methods for assessing and treating symptoms of mental ill health than traditional diagnostic approaches. It is not yet clear how many dimensions should be included in models for youth with neurodevelopmental conditions. The aim of this study was to delineate the hierarchical dimensional structure of psychopathology in a transdiagnostic sample of children and adolescents with learning-related problems, and to test the concurrent predictive value of the model for clinically, socially, and educationally relevant outcomes. A sample of N = 403 participants from the Centre for Attention Learning and Memory (CALM) cohort were included. Hierarchical factor analysis delineated dimensions of psychopathology from ratings on the Conner's Parent Rating Short Form, the Revised Children's Anxiety and Depression Scale, and the Strengths and Difficulties Questionnaire. A hierarchical structure with a general p factor at the apex, broad internalizing and broad externalizing spectra below, and three more specific factors (specific internalizing, social maladjustment, and neurodevelopmental) emerged. The p factor predicted all concurrently measured social, clinical, and educational outcomes, but the other dimensions provided incremental predictive value. The neurodevelopmental dimension, which captured symptoms of inattention, hyperactivity, and executive function and emerged from the higher-order externalizing factor, was the strongest predictor of learning. This suggests that in struggling learners, cognitive and affective behaviors may interact to influence learning outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved).</p>\",\"PeriodicalId\":14793,\"journal\":{\"name\":\"Journal of abnormal psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2021-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8628482/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of abnormal psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1037/abn0000710\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Medicine\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of abnormal psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/abn0000710","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Medicine","Score":null,"Total":0}
引用次数: 0

摘要

与传统的诊断方法相比,针对成人和儿童社区人群得出的精神病理学分层维度模型为评估和治疗精神疾病的症状提供了更多信息和更有效的方法。目前尚不清楚神经发育障碍青少年的模型应包含多少个维度。本研究的目的是在有学习相关问题的儿童和青少年的跨诊断样本中界定精神病理学的分层维度结构,并测试该模型对临床、社会和教育相关结果的并发预测价值。研究对象包括注意力学习与记忆中心(CALM)的403名参与者。分层因子分析根据康纳家长评分简表、修订版儿童焦虑抑郁量表以及优势与困难问卷的评分结果,划分出心理病理学的各个维度。结果发现了一个分层结构,其顶点是一般 p 因子,下面是广义的内化和广义的外化光谱,以及三个更具体的因子(具体的内化、社会适应不良和神经发育)。p 因子可以预测所有同时测量的社会、临床和教育结果,但其他维度提供了更多的预测价值。神经发育维度捕捉到了注意力不集中、多动和执行功能等症状,并从高阶外化因子中产生,是预测学习效果最强的维度。这表明,对于学习有困难的学生,认知行为和情感行为可能会相互作用,影响学习效果。(PsycInfo Database Record (c) 2021 APA, 版权所有)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Higher-order dimensions of psychopathology in a neurodevelopmental transdiagnostic sample.

Higher-order dimensions of psychopathology in a neurodevelopmental transdiagnostic sample.

Higher-order dimensions of psychopathology in a neurodevelopmental transdiagnostic sample.

Higher-order dimensions of psychopathology in a neurodevelopmental transdiagnostic sample.

Hierarchical dimensional models of psychopathology derived for adult and child community populations offer more informative and efficient methods for assessing and treating symptoms of mental ill health than traditional diagnostic approaches. It is not yet clear how many dimensions should be included in models for youth with neurodevelopmental conditions. The aim of this study was to delineate the hierarchical dimensional structure of psychopathology in a transdiagnostic sample of children and adolescents with learning-related problems, and to test the concurrent predictive value of the model for clinically, socially, and educationally relevant outcomes. A sample of N = 403 participants from the Centre for Attention Learning and Memory (CALM) cohort were included. Hierarchical factor analysis delineated dimensions of psychopathology from ratings on the Conner's Parent Rating Short Form, the Revised Children's Anxiety and Depression Scale, and the Strengths and Difficulties Questionnaire. A hierarchical structure with a general p factor at the apex, broad internalizing and broad externalizing spectra below, and three more specific factors (specific internalizing, social maladjustment, and neurodevelopmental) emerged. The p factor predicted all concurrently measured social, clinical, and educational outcomes, but the other dimensions provided incremental predictive value. The neurodevelopmental dimension, which captured symptoms of inattention, hyperactivity, and executive function and emerged from the higher-order externalizing factor, was the strongest predictor of learning. This suggests that in struggling learners, cognitive and affective behaviors may interact to influence learning outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
期刊介绍: The Journal of Abnormal Psychology® publishes articles on basic research and theory in the broad field of abnormal behavior, its determinants, and its correlates. The following general topics fall within its area of major focus: - psychopathology—its etiology, development, symptomatology, and course; - normal processes in abnormal individuals; - pathological or atypical features of the behavior of normal persons; - experimental studies, with human or animal subjects, relating to disordered emotional behavior or pathology; - sociocultural effects on pathological processes, including the influence of gender and ethnicity; and - tests of hypotheses from psychological theories that relate to abnormal behavior.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信