The Developmental Propensity Model Extends to Oppositional Defiant Disorder: a Twin Study

Mikolajewski, Amy J.; Hart, Sara A.; Taylor, Jeanette

doi:10.1007/s10802-019-00556-z

Cited by 5 publications

(3 citation statements)

References 34 publications

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“…A substantial number of studies demonstrate that the CADS dispositional dimensions are robustly correlated with psychopathology at the phenotypic level, in spite of the lack of item contamination. In previous cross-sectional studies, CADS negative emotionality has been found to correlate with both externalizing and internalizing psychopathology (Bai & Lee, 2017;Lahey et al, 2010;Mikolajewski, Hart, & Taylor, 2019;Taylor, Allan, Mikolajewski, & Hart, 2013). In addition, in a cross-sectional study of the general (p) factor of psychopathology (Caspi et al, 2014;Lahey et al, 2012;Lahey, Krueger, Rathouz, Waldman, & Zald, 2017) in children and adolescents, CADS negative emotionality was robustly correlated with the general factor (Tackett et al, 2013).…”

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confidence: 78%

Sex differences in associations of socioemotional dispositions measured in childhood and adolescence with brain white matter microstructure 12 years later

Lahey

Hinton

Meyer

et al. 2020

Personality Neuroscience

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Predictive associations were estimated between socioemotional dispositions measured at 10–17 years using the Child and Adolescent Dispositions Scale (CADS) and future individual differences in white matter microstructure measured at 22–31 years of age. Participants were 410 twins (48.3% monozygotic) selected for later neuroimaging by oversampling on risk for psychopathology from a representative sample of child and adolescent twins. Controlling for demographic covariates and total intracranial volume (TICV), each CADS disposition (negative emotionality, prosociality, and daring) rated by one of the informants (parent or youth) significantly predicted global fractional anisotropy (FA) averaged across the major white matter tracts in brain in adulthood, but did so through significant interactions with sex after false discovery rate (FDR) correction. In females, each 1 SD difference in greater parent-rated prosociality was associated with 0.43 SD greater FA (p < 0.0008). In males, each 1 SD difference in greater parent-rated daring was associated with 0.24 SD lower FA (p < 0.0008), and each 1 SD difference in greater youth-rated negative emotionality was associated with 0.18 SD greater average FA (p < 0.0040). These findings suggest that CADS dispositions are associated with FA, but associations differ by sex. Exploratory analyses suggest that FA may mediate the associations between dispositions and psychopathology in some cases. These associations over 12 years could reflect enduring brain–behavior associations in spite of transactions with the environment, but could equally reflect processes in which dispositional differences in behavior influence the development of white matter. Future longitudinal studies are needed to resolve the causal nature of these sex-moderated associations.

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confidence: 78%

Sex differences in associations of socioemotional dispositions measured in childhood and adolescence with brain white matter microstructure 12 years later

Lahey

Hinton

Meyer

et al. 2020

Personality Neuroscience

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“…The prevalence of ODD is higher in boys (than girls) during middle childhood (Demmer, Hooley, Sheen, McGillivray, & Lum, 2017), often accompanied by elevated growth hormone, adrenal androgen and postsynaptic serotonin 5‐HT 1B/1D receptor responses (Goozen et al., 2000; Snoek et al., 2002). ODD and CD involve various brain areas associated with emotional processing, error monitoring, problem‐solving and self‐control (Noordermeer, Luman, & Oosterlaan, 2016), and their neurocognitive and behavioral deficits consistently correlate with aberrant sociality and negative emotionality (Mikolajewski, Hart, & Taylor, 2019).…”

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confidence: 99%

Zebrafish models of impulsivity and impulse control disorders

Abreu

Giacomini

Genário

et al. 2020

Eur J of Neuroscience

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Impulse control disorders (ICDs) are characterized by generalized difficulty controlling emotions and behaviors. ICDs are a broad group of the central nervous system (CNS) disorders including conduct disorder, intermittent explosive, oppositional‐defiant disorder, antisocial personality disorder, kleptomania, pyromania and other illnesses. Although they all share a common feature (aberrant impulsivity), their pathobiology is complex and poorly understood. There are also currently no ICD‐specific therapies to treat these illnesses. Animal models are a valuable tool for studying ICD pathobiology and potential therapies. The zebrafish (Danio rerio) has become a useful model organism to study CNS disorders due to high genetic and physiological homology to mammals, and sensitivity to various pharmacological and genetic manipulations. Here, we summarize experimental models of impulsivity and ICD in zebrafish and highlight their growing translational significance. We also emphasize the need for further development of zebrafish ICD models to improve our understanding of their pathogenesis and to search for novel therapeutic treatments.

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“…One temperament model that is particularly relevant to the study of children's aggressive behavior is the developmental propensity model. The developmental propensity model posits that higher daring (i.e., fearlessness, behavioral disinhibition) and negative emotionality (i.e., propensity to experience negative emotions), and lower prosociality (i.e., readily showing concern for the feelings of others) increase the risk for the development of conduct problems in a dimensional manner (Lahey & Waldman, 2003Mikolajewski et al, 2019;Waldman et al, 2006).…”

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confidence: 99%

A social–ecological model of preschoolers’ aggressive behavior: An exploratory analysis.

Perry,

Perhamus,

Memba

et al. 2024

School Psychology

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Understanding classroom-level correlates of preschool children's aggressive behavior is critical to identifying multiple avenues for intervention within schools. The present school-based study evaluated the reliability and validity of a classroom-level measure of physical and relational aggression and examined a social-ecological model to test whether individual variables (i.e., temperament), dyadic peer factors (i.e., peer victimization, the number of a child's play partners), and classroom-level aggression were associated with individual aggression. Observations of play partners and teacher reports of temperament (i.e., daring, prosociality, and negative emotionality), peer victimization (i.e., physical and relational victimization), and classroom aggression were collected in a sample of preschoolers (N = 307; M age = 48.99 months, SD = 7.51). Observer reports of aggression were used to create aggression severity and directionality scores, reflecting the overall level of aggression a child displays and their propensity to use physical relative to relational aggression, respectively. There was evidence to support the reliability and validity of the classroom-level aggression measure providing initial support that this measure could be used by school psychologists. A multilevel regression model indicated that higher levels of negative emotionality, daring, and a greater number of play partners were associated with higher levels of aggression severity. Children in classrooms with more relational aggression were more likely to use relational instead of physical aggression. These findings demonstrate the importance for school psychologists to account for multiple levels of influence when examining preschoolers' aggression. Impact and ImplicationsThe present study addressed gaps in the school psychology literature by evaluating the association between preschoolers' classroom-level aggression and their individual aggression while controlling for child temperament and dyadic peer experiences. Results demonstrated that classroom relational aggression was associated with the type of aggressive behavior a child uses (i.e., relational aggression), whereas temperament was more strongly related to the severity of a child's aggressive behavior. These findings indicate that school psychologists should consider individual-, dyadic-, and classroom-level factors when considering children's aggressive behavior.

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The Developmental Propensity Model Extends to Oppositional Defiant Disorder: a Twin Study

Cited by 5 publications

References 34 publications

Sex differences in associations of socioemotional dispositions measured in childhood and adolescence with brain white matter microstructure 12 years later

Sex differences in associations of socioemotional dispositions measured in childhood and adolescence with brain white matter microstructure 12 years later

Zebrafish models of impulsivity and impulse control disorders

A social–ecological model of preschoolers’ aggressive behavior: An exploratory analysis.

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