Children's Social Functioning Research Articles

ADHD and Gender: subjective experiences of children in Chile

Abstract Although research on ADHD has tended to ignore gender differentials, recent contributions produced mainly from epidemiology have revealed that this diagnostic category seems to be strongly related to gender. However, these contributions seem to limit their scope to the study of the symptoms as well as cognitive, affective and social functioning of children, leaving aside subjective aspects associated with the ADHD practices of diagnosis and treatment. Thus, this article aims to explore how the gender dimension crosses the subjective experience of children diagnosed with ADHD. Based on open interviews conducted with children between the ages of 7 and 13, we show general trends that articulate gender and characteristics associated with the ADHD diagnosis, while at the same time, with children’s experiences that dislocate such trends. The findings were grouped according to four emerging axes: (1) locations, (2) abilities, (3) approches, (4) interactions. Thus, we will show how the experience of boys and girls is multiple in relation to the diagnosis and it is not possible to be reduced to a gender binary perspective.

After NAS

Mothers have used opioids for thousands of years but neonatal abstinence syndrome (NAS) or rather, survivors of NAS, is a modern phenomenon. Unrecognized and/or untreated opioid withdrawal was almost always fatal but with greater awareness and standardization of treatment, NAS is now an uncommon direct cause of infant death. However, opioids are now increasingly accessible and potent and the outcomes of children after the neonatal period are of great concern, especially when coupled with multiple other social and health risks. Complex individual, environmental and genetic factors need to be considered when assessing outcomes or future research for babies with NAS. Any intervention or research efforts must address these multifactorial complexities. This review will discuss pertinent post neonatal outcomes, including mortality, physical and mental health and social functioning of children with a history of NAS.

Measuring relational aggression in children and adolescents: A systematic review of the available instruments

Abstract Research on relational aggression, defined as behaviors that are used to harm others' relationships, has shown that it is detrimental to children's and adolescents' emotional and social functioning. The main goal of this study is to review the extant relational aggression instruments and provide recommendations for future studies. Emphasis was placed on the measures' conceptual basis as well as on their psychometric properties, referring to reliability (i.e., internal consistency) and validity (i.e., construct and convergent). A systematic literature search between 2005 and May 2018 yielded 89 published studies which were coded on assessed behaviors and participants' as well as on measurement characteristics, such as number of items, information source, scales' reliability and validity. The review includes a variety of different measures that relied on distinct reporters to capture relationally aggressive behaviors. Regarding the conceptual clarification of the construct reflected in the corresponding measures, an inconsistency across studies was detected. Evidence of convergent validity is provided for the majority of the instruments, while very few of the studies investigated the measures' construct validity. Findings demonstrate great variability in measures used to assess relationally aggressive behavior and highlight the need for robust and psychometrically-sound instruments.

Contemporary knowledge of typical and atypical development of verbal communication

<p>Communication can generally be defined as an exchange of messages between the sender and recipients. When analyzing the characteristics of communication, the classification into verbal and non-verbal communication is often referred to in literature. Typical child development includes the stages of pre-intentional, intentional pre-symbolic and intentional symbolic communication. Every child goes through the same phases of communication development, but the time at which he or she enters certain stage as well as its duration is not always the same for each and every child. Some children exhibit atypical development of communication. Due to this, some periods of communication development last longer compared to those children going through the stages of typical development. Communication disorders represent a serious and common problem faced by the child, parents and the wider community where the child grows up, because if there are communication difficulties at an early age, additional problems concerning insufficiently adopted speech-language system may appear. Speech and language delays recorded at an early age often appear throughout the developmental period and have negative consequences for academic achievements in school, as well as for the overall communication and social functioning of children in older age.</p>

Impaired social functioning in children with narcolepsy.

To explore impairments in social functioning in children with narcolepsy compared to healthy children. Parents of 53 pediatric patients with narcolepsy type 1 and 64 matched healthy children completed the Social Responsiveness Scale (SRS) and the Child Behavior Checklist 6-18 (CBCL 6-18). Patients scored significantly higher on the total score of the SRS (median 56, interquartile range [IQR] 23.5) compared to controls (median 44.5, IQR 8.5, U = 797.0, p < 0.001). Patients also scored higher on the sum of the CBCL 6-18 subscales indicative of social functioning (Withdrawn/Depressed, Social Problems, and Thought Problems; median 183, IQR 30.5) compared to controls (median 155, IQR 13, U = 500.0, p < 0.001). A total of 24 patients (45.3%) reported at least mild-to-moderate difficulties in social functioning compared to seven controls (10.9%, χ2 = 17.165, p < 0.001). Eleven patients (20.8%) and only one control (1.6%) had T scores above 75, which points to severely impaired social functioning (χ2 = 11.602, p = 0.001). Within the patient group, girls reported mild-to-moderate difficulties in social functioning significantly more often compared to boys on the SRS (77.8% versus 28.6%, χ2 = 17.560, p < 0.001). Impaired social functioning is common in children with narcolepsy type 1, especially in girls. Questionnaires such as the SRS and the CBCL 6-18 may help in early detection of social problems in pediatric narcolepsy. Recognition of these problems could be valuable in the management of young people with narcolepsy.

Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten.

Harsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher-child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher-child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher-child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher-child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.

Parental satisfaction of child's perioperative care.

Satisfaction in the hospital setting is an important component of both hospital funding and patient experience. When it comes to a child's hospital experience, parent satisfaction of their child's perioperative care is also necessary to understand. However, little research has been conducted on the predictors of this outcome. Therefore, the purpose of this current study was to validate a priori selected predictors for parental satisfaction in their child's perioperative process. Eight hundred and ten pediatric patients who underwent tonsillectomy and adenoidectomy surgery and their parents were included in this study. The primary outcome was assessed using a 21-item parent satisfaction questionnaire resulting in three satisfaction scores: overall care satisfaction, OR/induction satisfaction, and total satisfaction. Descriptive statistics and correlational analysis found that sedative-premedication, parental presence at anesthesia induction, child social functioning, parental anxiety, and language were all significant predictors of various components of the satisfaction score. Regression models, however, revealed that only parent anxiety and child social functioning remained significant predictors such that parents who reported lower state anxiety (OR/induction satisfaction: OR=0.975, 95% CI [0.957, 0.994]; total satisfaction: OR=0.968, 95% CI [0.943, 0.993]) and who had higher socially functioning children (overall care satisfaction: OR=1.019, 95% CI [1.005, 1.033]; OR/induction satisfaction: OR=1.011, 95% CI [1.000, 1.022]) were significantly more satisfied with the perioperative care they received. Lower parent anxiety and higher child social functioning were predictive of higher parental satisfaction scores.

A preliminary investigation of reaction time variability in relation to social functioning in children evaluated for ADHD

ABSTRACTReaction time variability (RTV) is a ubiquitous phenomenon in Attention-Deficit/Hyperactivity Disorder (ADHD). Few studies have examined RTV in relation to functional outcomes such as social impairment in children with ADHD. In this exploratory study, we investigated whether RTV is associated with social functioning in children at risk for ADHD. Specifically, we explored the association between RTV (tau derived from correct go trials of a Stop-Signal task) and social functioning in 198 children ages 7–12 years referred for an ADHD evaluation. Social functioning measures included child and/or parent ratings of social competence, aggression, social problems, and impairment in relationships. In regression analyses that also included Oppositional Defiant Disorder symptoms and sex, higher RTV was significantly associated with lower ratings of social competence, and higher proactive/reactive aggression ratings on the child self-report measures. RTV was not significantly associated with parent report of social functioning or relationship impairment. This study provides preliminary evidence that RTV may be associated with social functioning in children at risk for ADHD. We propose that lapses of attention affecting cognitive control may also negatively impact social information processing thereby affecting social functioning. Replication is warranted and longitudinal studies are needed to investigate whether RTV predicts social dysfunction in ADHD.

B - 06The Relationship Between Executive and Social Functioning in Children with Autism Spectrum Disorder

B - 06The Relationship Between Executive and Social Functioning in Children with Autism Spectrum Disorder

Association of GPER gene polymorphism with social function of children with attention deficit hyperactivity disorder

To assess the association of G protein-coupled estrogen receptor(GPER) gene polymorphism with social function of children with attention deficit hyperactivity disorder (ADHD). The social function of 135 children with ADHD were assessed by Weiss Functional Impairment Scale-Parent form (WFIRS-P). The coding region of GPER gene of all patients was subjected to Sanger sequencing. The association of polymorphisms with the social function of the ADHD children was analyzed. In the case group, the social function scores of Learning and School and Risky Activities of boys were significantly higher than those of girls (t=2.704, P=0.008; t=2.289, P=0.027). No significant difference was found in the genotypic frequencies of the c.-9T/C and c.789G/A loci between different genders. But the learning and school scores of those with a TC genotype for the c.-9T to C locus were significantly higher than those with a TT genotype (t= 2.159, P=0.033). For children with ADHD, the social function of Learning and School of those with a TC genotype of the GPER gene c.-9T/C locus is more severely damaged compared with those with a TT genotype.

Emotional intelligence of Saudi children in the basic education program.

Objectives:To explores emotional intelligence (EI) among Saudi children in basic education programs.Methods:A cross-sectional study design was utilized. A convenience sample of students (n=684) from 10 schools in Saudi Arabia completed the BarOn Emotional Quotient Inventory-Youth Version. Correlation and regression analyses were conducted.Results:Most students (mean 83.2) showed poor emotional and social skills (p<90 EI). Region, income, failing grades, father’s educational level, and working status correlated positively (p<0.05) with EI. Living with parents, mother’s educational level, grade point average, and a lack of health problems were significant predictors of EI.Conclusions:Basic education teachers and families face challenges in incorporating strategies to enhance children’s emotional and social functioning.

Relations of emotion-related temperamental characteristics to attentional biases and social functioning.

The current study examined whether an important temperamental characteristic, effortful control (EC), moderates the associations between dispositional anger and sadness, attention biases, and social functioning in a group of preschool-aged children (N = 77). Preschoolers' attentional biases toward angry and sad facial expressions were assessed using eye-tracking, and we obtained teachers' reports of children's temperament and social functioning. Associations of dispositional anger and sadness with time looking at relevant negative emotional stimuli were moderated by children's EC, but relations between time looking at emotional faces and indicators of social functioning, for the most part, were direct and not moderated by EC. In particular, time looking at angry faces (and low EC) predicted high levels of aggressive behaviors, whereas longer time looking at sad faces (and high EC) predicted higher social competence. Finally, latency to detect angry faces predicted aggressive behavior under conditions of average and low levels of EC. Findings are discussed in terms of the importance of differentiating between components of attention biases toward distinct negative emotions, and implications for attention training. (PsycINFO Database Record

Klinefelter Syndrome. The Effects of Early Androgen Therapy on Competence and Behavioral Phenotype.

Klinefelter syndrome (KS) is the result of sex chromosome aneuploidy most often characterized as 47,XXY. The typical features of KS include tall stature, gynecomastia, small firm testicles, hypergonadotropic hypogonadism, and infertility. However, abnormalities in neurodevelopment, cognition, and social and behavioral functioning also can be present. The abnormalities in neurodevelopment are believed to be due in part to androgen deficiency during early development and puberty. To discuss the role of androgens in normal adolescent development; discuss the cognitive, behavioral, and social functioning of children with KS; evaluate the evidence for early androgen therapy in men with KS; and discuss management strategies in the development of boys with KS. A systematic review of early androgen therapy and KS was performed using PubMed-Medline and Scopus databases. Relevant articles commenting on social, behavioral, cognitive, and physical outcomes among infants, children, and adolescents were included for reporting and discussion. Social and behavior functioning; cognitive outcomes; adverse effects associated with androgen therapy. 3 retrospective articles and 2 randomized controlled trials addressing early androgen therapy in boys with KS were reviewed. These studies showed an improvement in several aspects of social and cognitive functioning based on validated questionnaires. Treatment strategies, potential negative effects, and limitations of the literature on early androgen therapy in boys with KS are discussed. Our findings indicate that early androgen supplementation in children with KS combined with specific educational, family, and social support improves behavioral functioning. The optimal timing of hormonal therapy might require prospective studies, but based on our data and review of the literature, thebenefit of early hormonal and therapeutic intervention in KS is very encouraging. Flannigan R, Patel P, Paduch DA. Klinefelter Syndrome. The Effects of Early Androgen Therapy on Competence and Behavioral Phenotype. Sex Med Rev 2018;6:595-606.

Behavioral, emotional and social functioning in children born with congenital diaphragmatic hernia

PurposeThe aim was to investigate social competence and behavioral and emotional problems in children and adolescents born with CDH.MethodsAll children born with CDH, treated in Stockholm 1990–2009, were invited to participate. After written consent, the Child Behavior Checklist or Adult Self-Report questionnaires were sent to participants. Of the 145 long-term survivors, 51% returned a completed questionnaire. Both the syndrome and competence scales were used and open-ended questions were analyzed with manifest content analysis.ResultsAll parents of children aged 1.5–5 years and 90% of parents of children aged 6–18 years reported a normal range on the syndrome scale. Five parents indicated internalizing, but none externalizing behavior. All young adults achieved a normal score on the syndrome scale. Eighty-five percent had normal school achievement, 79% had normal social scores and 40% had normal activity levels. Significantly fewer boys (23%) were in the normal activity range compared with 67% of girls.ConclusionsThe vast majority of all parents of children born with CDH scored no behavioral or emotional problems, furthermore, they reported normal social and school competence. However, the activity levels seemed to be reduced in children born with CDH.

Early childhood teachers' stress and children's social, emotional, and behavioral functioning

Early childhood teachers play a key role in promoting children's social, emotional, and behavioral functioning. We investigated how preschool lead and assistant teachers' personal and job-related stress are, collectively and separately, associated with their perceptions of children's anger-aggression, anxiety-withdrawal, and social competence. Using a sample of 103 teachers from 54 classrooms serving 329 children, we conducted three-level multilevel analyses. Lead and assistant teachers' cumulative personal stress was significantly associated with teachers' evaluations of children's anger-aggression, and cumulative job-related emotional exhaustion was significantly associated with teachers' evaluations of children's anxiety-withdrawal and social competence. Exploring lead and assistant teachers' stress separately, the results showed that lead teachers with higher levels of stress perceived children as having higher levels of anger-aggression and anxiety-withdrawal. On the other hand, assistant teachers' stress was associated with teacher-reported children's social competence. We suggest ways to support children's social, emotional, and behavioral functioning through intervening with teachers' stress.

Language Underperformance in Young Children Who Are Deaf or Hard-of-Hearing: Are the Expectations Too Low?

(1) To examine language performance in the context of cognitive abilities in young children who are deaf or hard-of-hearing and (2) to identify factors associated with having a language underperformance, defined as a gap between the language standard score and the nonverbal IQ (NVIQ) standard score. Children 6 to 82 months of age with bilateral hearing loss were enrolled. Language performance was defined as a ratio of language skills relative to cognitive abilities with language underperformance defined as a ratio of language scores to NVIQ <0.85. Among 149 children, approximately half had hearing loss that was clinically classified as mild or moderate, and over one-third received a cochlear implant. Participants had a mean NVIQ in the average range (95.4 [20.3]). Receptive language scores were significantly lower than their NVIQ by 10.6 points (p < .0001). Among children with NVIQs 80 to 100, 62.5% had receptive scores <85 and 50% had a language underperformance (ratio <0.85). Among children with NIVQs >100, 21.1% had receptive scores <85 with 42% having a language underperformance. Children with language underperformance (n = 61, 41.5%) were more likely to have more severe levels of hearing loss, lower socioeconomic status, and be nonwhite. Many children early identified with hearing loss continue to demonstrate language underperformance, defined using their cognitive potential. Language deficits have a cascading effect on social functioning in children who are deaf or hard-of-hearing. This study highlights the need to understand a child's cognitive potential to adequately address language needs in existing intervention models.

Maternal ADHD symptoms, child ADHD symptoms and broader child outcomes

ObjectiveThis study investigated the associations between maternal symptoms of attention deficit hyperactivity disorder (ADHD) and child functional outcomes in a community-based sample of children with and without ADHD.Design and settingIn...

How to Dax? Preschool Children's Prosocial Behavior, But Not Their Social Norm Enforcement Relates to Their Peer Status.

The current study examined correlates of preschool children’s (n = 82) peer status. In particular, we assessed children’s prosocial behavior, social problem behavior, norm enforcement, language abilities, and temperament. Children’s prosocial behavior, pragmatic language abilities, and gender correlated with peer status. A regression analysis revealed that prosocial behavior and gender were independent predictors. There was some evidence for a mediation effect: The link between pragmatic language and peer status was mediated by prosocial behavior. Children’s norm enforcement was not related to peer status, neither was it related to any other factor such as temperament or language. Overall, the study supports approaches claiming that prosocial behavior plays a role in children’s social functioning and are in line with social-interactionist accounts to social and social-cognitive development.

Practitioner Review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder.

Behavioural interventions are recommended for use with children and young people with attention deficit hyperactivity disorder (ADHD); however, specific guidance for their implementation based on the best available evidence is currently lacking. This review used an explicit question and answer format to address issues of clinical concern, based on expert interpretation of the evidence with precedence given to meta-analyses of randomised controlled trials. On the basis of current evidence that takes into account whether outcomes are blinded, behavioural intervention cannot be supported as a front-line treatment for core ADHD symptoms. There is, however, evidence from measures that are probably blinded that these interventions benefit parenting practices and improve conduct problems which commonly co-occur with ADHD, and are often the main reason for referral. Initial positive results have also been found in relation to parental knowledge, children's emotional, social and academic functioning - although most studies have not used blinded outcomes. Generic and specialised ADHD parent training approaches - delivered either individually or in groups - have reported beneficial effects. High-quality training, supervision of therapists and practice with the child, may improve outcomes but further evidence is required. Evidence for who benefits the most from behavioural interventions is scant. There is no evidence to limit behavioural treatments to parents with parenting difficulties or children with conduct problems. There are positive effects of additive school-based intervention for the inattentive subtype. Targeting parental depression may enhance the effects of behavioural interventions. Parent training is an important part of the multimodal treatment of children with ADHD, which improves parenting, reduces levels of oppositional and noncompliant behaviours and may improve other aspects of functioning. However, blinded evidence does not support it as a specific treatment for core ADHD symptoms. More research is required to understand how to optimise treatment effectiveness either in general or for individual patients and explore potential barriers to treatment uptake and engagement. In terms of selecting which intervention formats to use, it seems important to acknowledge and respond to parental treatment preferences.

Pediatric Psychogenic Nonepileptic Seizures: A Concise Review.

Psychogenic nonepileptic seizures is a complicated biopsychosocial disorder with significant morbidity and high cost in children's social, emotional, family, and academic functioning as well as health care service utilization. Misdiagnosis and diagnostic delay, resulting from both lack of access to approved standards for diagnosing and service providers comfortable with diagnosing and treating this disorder, impact prognosis. Treatment in close proximity to symptom onset is thought to provide the best chance for remission.