Executive function in children with externalizing and comorbid internalizing behavior problems

Woltering, Steven; Lishak, Victoria; Hodgson, Nick; Granic, Isabela; Zelazo, Philip David

doi:10.1111/jcpp.12428

Cited by 77 publications

(69 citation statements)

References 55 publications

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“…It should be noted though that the confidence intervals were close to zero. That only hot, but not cool, self‐regulation significantly predicted externalizing behavior, is in line with Woltering, Lishak, Hodgson, Granic, and Zelazo () who suggest that a focus on hot self‐regulation and regulation of emotions, rather than on cool self‐regulation or EF, is central for preventing externalizing behavior problems.…”

Section: Discussionsupporting

confidence: 81%

Hot and Cool Self‐Regulation, Academic Competence, and Maladjustment: Mediating and Differential Relations

Backer‐Grøndahl

Nærde²,

Idsøe³

2018

Child Development

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This study examined differential and mediating relations between hot and cool self-regulation (M = 48.2 months; N = 1,155, 48% girls), first-grade (M = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (M = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment.

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Section: Discussionsupporting

confidence: 81%

Hot and Cool Self‐Regulation, Academic Competence, and Maladjustment: Mediating and Differential Relations

Backer‐Grøndahl

Nærde²,

Idsøe³

2018

Child Development

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“…Of note, children with BD exhibited frustration-induced arousal similar to the SMD group suggesting that this response may not be specific to chronic irritability. This is further supported by physiological studies showing that children with conduct (Gatzke-Kopp, Willner et al, 2015; Wang, Guo, You, & Gao, 2007) and other externalizing (Woltering et al, 2016) problems exhibit increased heart rate during frustration, as compared to healthy controls. Thus, children with clinically significant irritability may be particularly vulnerable to feelings of frustration; given the frequency with which frustration is encountered in our daily lives, this would likely lead to increased temper outbursts and significant functional impairment.…”

Section: Frustration Reward and Non-rewardmentioning

confidence: 72%

“…Further evidence for deficient regulation comes from studies demonstrating that children with excessive irritability show deficits in cognitive function during emotional arousal. For example, compared to healthy controls, children with disruptive behavior problems, many of whom exhibit frequent temper outbursts, demonstrate worse performance on executive function tasks that elicit, and rely upon, emotional responses (i.e., Iowa Gambling Task), but not on “cool” tasks (i.e., Digit Span; Woltering et al, 2016). Similarly, when frustrated, children with SMD respond more slowly than typical comparisons when completing an affective Posner task (Deveney et al, 2013; Rich et al, 2007).…”

Section: Emotion Regulation Capacitymentioning

confidence: 99%

Disruptive Mood Dysregulation Disorder (DMDD): An RDoC perspective

Meyers

DeSerisy

Roy

2017

Journal of Affective Disorders

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In recent years, there has been much debate regarding the most appropriate diagnostic classification of children exhibiting emotion dysregulation in the form of irritability and severe temper outbursts. Most recently, this has resulted in the addition of a new diagnosis, Disruptive Mood Dysregulation Disorder (DMDD) in the DSM 5. The impetus for including this new disorder was to reduce the number of diagnoses that these children would typically receive; however, there is concern that it has only complicated matters rather than simplifying them. For example, a recent epidemiologic study shows that DMDD cannot be differentiated from oppositional defiant disorder (ODD) based on symptoms alone. Thus, these children are an ideal population in which to apply RDoC constructs in order to obtain greater clarity in terms of underlying processes and ultimately, inform nosology and appropriate interventions. The aim of this article is to provide a foundation for future research by examining extant theoretical and empirical evidence for the role of four key RDoC constructs in DMDD.

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“…Lastly, we assessed EF in neutral contexts; associations between EF and psychopathology may differ when EF is assessed during emotional contexts. 59 …”

Section: Discussionmentioning

confidence: 99%

An Evaluation of the Specificity of Executive Function Impairment in Developmental Psychopathology

White

Moore

Calkins

et al. 2017

Journal of the American Academy of Child & Adolescent Psych

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Objective Deficits in executive function (EF) are common in neuropsychiatric disorders, but the specificity of these deficits remains unclear. The aim of the current study was to elucidate the pattern of EF impairment across psychopathologies in children and adolescents. We assessed associations among components of EF with dimensions of psychopathology, including an overall psychopathology factor. Method Participants (8–21 years) were from the Philadelphia Neurodevelopmental Cohort (n=9,498). Data from a structured clinical screening interview were reduced into five dimensional domains using factor analyses: overall psychopathology, anxious-misery, fear, externalizing, and psychosis. EF components of attentional vigilance, response inhibition, conceptual flexibility, and working memory were assessed. Associations between the clinical dimensions and both general EF ability and specific EF components were examined. Results EF ability showed both common and domain-specific associations with clinical symptoms. General EF was directly associated with general psychopathology, anxious-misery, and psychosis domains, but not with the fear or externalizing domains. For the EF subcomponents, differences emerged in the magnitude and direction of association between the components and clinical domains. Poorer EF was typically associated with increased symptoms across clinical domains; however, in some instances, better EF ability was associated with greater symptom burden, particularly in the fear domain. Conclusion EF has widespread associations with psychopathology in youth. Findings reveal some overlap in the type of EF impairment across clinical phenotypes, as indicated by similar patterns of associations between some clinical symptoms and EF. However, findings also revealed domain-specific associations with EF that differed across EF components and clinical domains.

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Executive function in children with externalizing and comorbid internalizing behavior problems

Abstract: Results suggest that difficulties in hot EF underlie externalizing problem behaviors in middle childhood.

Cited by 77 publications

References 55 publications

Hot and Cool Self‐Regulation, Academic Competence, and Maladjustment: Mediating and Differential Relations

Hot and Cool Self‐Regulation, Academic Competence, and Maladjustment: Mediating and Differential Relations

Disruptive Mood Dysregulation Disorder (DMDD): An RDoC perspective

An Evaluation of the Specificity of Executive Function Impairment in Developmental Psychopathology

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