Inaugural Editorial: Making the <i>Journal of Clinical Child &amp; Adolescent Psychology</i> Your “Home Journal”

Reyes, Andres De Los

doi:10.1080/15374416.2016.1266649

Cited by 22 publications

(14 citation statements)

References 53 publications

(47 reference statements)

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“…First, our cross‐sectional design precludes delineation of causal relationships between reading impairment, anxiety symptoms, and amygdalar connectivity. Although our primary mediation model was theory‐driven and revealed that anxiety partially mediated the relationship between RSFC and reading impairment, longitudinal studies are indeed required to uncover the temporal order between RSFC, reading impairment, and anxiety as predictors, mediators and outcomes (de los Reyes, ). Second, our sample size was small and perhaps underpowered to detect significant brain–behavior correlations within the RD group.…”

Section: Discussionmentioning

confidence: 99%

Amygdala sub‐regional functional connectivity predicts anxiety in children with reading disorder

Davis

Margolis

Thomas

et al. 2017

Developmental Science

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Pediatric reading disorder (RD) is associated with an increased risk of anxiety symptoms, yet understudied are the neurobiological factors that might underlie anxiety in children with RD. Given the role of the amygdala in anxiety, we assessed resting state functional connectivity of amygdalar subregions in children with RD to identify functional correlates of anxiety and reading impairment. We collected resting state functional MRI data from 22 children with RD and 21 typically developing (TD) children, ages 7 to 13 years. We assessed group differences in resting state functional connectivity (RSFC) from amygdalar subregions. Associations of amygdalar RSFC and volume with reading impairment, reading fluency scores, and anxiety symptoms were explored. Relative to TD children, those with RD showed increased RSFC from amygdalar nuclei to medial prefrontal cortex. Across all subjects, RSFC from right centromedial amygdala to left medial prefrontal cortex positively predicted both reading impairment and self-reported anxiety, and anxiety mediated the relationship between RSFC and reading impairment. These findings are consistent with amygdalar functional abnormalities in pediatric anxiety disorders, suggesting a common neurobiological mechanism underlying anxiety and reading impairment in children. Thus, aberrant patterns of RSFC from amygdalar subregions may serve as potential targets for the treatment of anxiety symptoms that typically co-occur with RD. Our dimensional approach to studying anxiety in RD revealed how amygdalar connectivity underlies anxiety and reading impairment across a continuum from normal to abnormal.

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Section: Discussionmentioning

confidence: 99%

Amygdala sub‐regional functional connectivity predicts anxiety in children with reading disorder

Davis

Margolis

Thomas

et al. 2017

Developmental Science

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“…The sparse information on mood repair development among depressed youths is surprising. Juvenile-onset depression is highly recurrent (Kovacs, Obrosky & George, 2016), more impairing than adult-onset depression (Zisook et aI., 2007), and has posed a treatment challange (Weersing, Jeffreys, Do, Schwartz, & Bolano, 2017). If depressed youths evidence atypical emotion regulatory developmental trajectories, such trajectories could contribute to the morbidity of their conditions and may thereby represent targets for intervention.…”

mentioning

confidence: 99%

The Development of Mood Repair Response Repertories: I. Age-Related Changes Among 7- to 14-Year-Old Depressed and Control Children and Adolescents

Kovács

Lopez-Duran

George

et al. 2017

Journal of Clinical Child & Adolescent Psychology

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The purpose of this study was to test developmentally informed hypotheses about regulatory responses to sadness that attenuate versus exacerbate it (adaptive versus maladaptive mood repair responses, respectively) across late childhood, early adolescence, and mid-adolescence. In a multi-site study in Hungary, clinic-based, 7- to 14-year-olds with Diagnostic and Statistical Manual of Mental Disorders' (4th ed., text rev.) depressive disorders (N = 697; 55% male) and age/sex matched (at 1:2) nondepressed, school-based controls (N = 1,394) reported on their usual responses to sadness/dysphoria; parental reports were obtained separately. Adaptive and maladaptive response repertoire scores were compared across ages within and across subject groups, and by informant, controlling for confounds. Contrary to Hypothesis 1, older (vs. younger) youths in both groups reported fewer adaptive regulatory responses. Maladaptive response repertoires were unrelated to age among controls but significantly increased with age among depressed youths, particularly the girls. Partially supporting Hypothesis 2, subject groups differed in age-related trajectories of mood repair repertories, but not as expected (e.g., younger depressed children reported larger adaptive response repertoires than did controls). Parental reports revealed no developmental changes in offspring's mood repair repertories. Parent-offspring reports were most discordant for younger (vs. older) offspring, tended to converge around age 11, and were consistently and significantly larger in the depressed sample. Self-reported adaptive mood repair repertories appear to have been laid down by late childhood and then undergo "trimming" across ages 7-14 years. The extensive maladaptive mood repair response repertoires of depressed youths, which increased with age, distinguish them primarily from controls. Therefore, reducing maladaptive regulatory responses to sadness should be a priority when treating depressed youths.

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“…To explore whether Adult ADHD and DASS Total scores are parental moderators in our study, we used hierarchical linear models with CBCL externalizing and Parenting Scale total scores as outcome variables measured at baseline, 6 months and 12 months after randomization as suggested by De Los Reyes (). At step 1, the model consisted of treatment and moderator effects as between‐factors; and time and treatment‐by‐time interaction effects as within‐factors.…”

Section: Methodsmentioning

confidence: 99%

Does parental mental health moderate the effect of a telephone and internet‐assisted remote parent training for disruptive 4‐year‐old children?

Fossum¹,

Cunningham

Ristkari

et al. 2018

Scandinavian J Psychology

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This study explores the moderators affecting the success of an Internet-based and telephone assisted remote parent training intervention and compares them to an educational control group. We prospectively identified 464 parents who reported at a health check that their 4-year-old children showed elevated levels of externalizing behavior. The moderators explored included parental attention deficit and hyperactivity disorder (ADHD) and parental distress. The dependent variables were child externalization scores and self-reported parenting skills. The measures were completed at baseline, six and 12-months follow-up. The 232 families randomized to active treatment received 11 Internet-based training sessions with weekly phone calls from a coach. The other 232 families had access to a website that provided general positive parenting advice and one 45-minute phone-call from a coach. Using hierarchical linear models, we explored if the parental ADHD or parental distress modified the treatment effects on child externalizing behavior or parenting skills. The results showed that none of the independent variables moderated intervention effects on child externalizing behavior or parenting skills. The lack of significant moderator effects could have been due to the treatment's personalization, the format's flexibility and adaptability to when and how the parents wanted to complete the sessions or the relatively low levels of ADHD and parental distress among the participants.

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Inaugural Editorial: Making the Journal of Clinical Child & Adolescent Psychology Your “Home Journal”

Cited by 22 publications

References 53 publications

Amygdala sub‐regional functional connectivity predicts anxiety in children with reading disorder

Amygdala sub‐regional functional connectivity predicts anxiety in children with reading disorder

The Development of Mood Repair Response Repertories: I. Age-Related Changes Among 7- to 14-Year-Old Depressed and Control Children and Adolescents

Does parental mental health moderate the effect of a telephone and internet‐assisted remote parent training for disruptive 4‐year‐old children?

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