| 31. |
- Loberg, E. M., et al.
(författare)
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Psychosocial characteristics differentiate non-distressing and distressing voices in 10,346 adolescents
- 2019
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Ingår i: European Child & Adolescent Psychiatry. - : Springer Science and Business Media LLC. - 1018-8827 .- 1435-165X. ; 28:10, s. 1353-1363
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Tidskriftsartikel (refereegranskat)abstract
- Adolescents hearing non-existent voices may be at risk for psychosis, but the prevalence of voice-hearing (VH) in the general population complicates clinical interpretations. Differentiating between VH with and without distress may aid treatment decisions in psychosis services, but understanding the differences between these two phenomena as they present in the normal adolescent population is necessary to validate this differentiation. The present study compared VH with and without distress in 10,346 adolescents in relation to clinical characteristics, known risk factors, predictors and psychosocial moderators of psychosis. A population-based cohort of Norwegian 16-19 years old adolescents completed a comprehensive web-based questionnaire, including two questions from the extended Launay-Slade Hallucinations Scale: (1) I often hear a voice speaking my thoughts aloud and (2) I have been troubled by hearing voices in my head. Adolescents reporting no VH, non-distressing VH or distressing VH were compared on 14 psychosocial and clinical variables. A multinomial regression model showed that non-disturbing voices were predicted by better school grades, social dysfunction, distractibility, affective symptoms and experience of trauma, while the disturbing voices were predicted by the experience of bullying and trauma, perceived negative self-worth and self-efficacy, less family support, dysregulation of activation, distractibility, self-harm and anxiety. Hearing voices without distress versus being distressed by the voices is related to different constellations of psychosocial variables, suggesting that they represent two separate groups of adolescents. The findings validate the emphasis on distress in clinical practice.
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| 32. |
- Lundervold, A J, et al.
(författare)
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Behaviour-emotional characteristics of primary-school children rated as having language problems
- 2008
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Ingår i: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. - 0007-0998. ; 78, s. 567-580
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Tidskriftsartikel (refereegranskat)abstract
- Background. Primary-school teachers are expected to detect problems related to language function, but the teachers evaluations may be heavily influenced by gender and classroom behaviour. Aim. To investigate the relationship between language problems (LPs) and behaviour-emotional problems as rated by primary-school teachers.< Methods. All participants participated in a population-based study, the Bergen Child Study (BCS). Teachers of 9,072 children and parents of 6,234 children completed forms containing questions pertaining to language function and the strengths and difficulties questionnaire (SDQ) to screen for behaviour-emotional problems. LP was defined as a score above the 95th percentile on the sum score of five language items. Children achieving a total SDQ score above the 90th percentile were defined as high scorers, indicating a high risk for behavioural-emotional problems. Results. Based on teacher reports, 540 children were defined as having LP, more boys (N=366) than girls. Children defined as having LP were reported to have significantly higher scores on all SDQ subscales, and a higher total difficulty score than children without language problems (NLP). More LP boys than LP girls were defined as high scorers on the SDQ, with the highest effect size on the hyperactivity-inattention subscore. The agreement between teachers and parents was moderate to low, with the highest consensus of behaviour-emotional problems in children with LP. Conclusions. Primary-school children defined as having LP according to their teachers are frequently characterized by behavioural-emotional problems. Further assessment is warranted for primary-school children defined as having LP by their teachers.
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| 33. |
- Posserud, M, et al.
(författare)
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Autism traits: The importance of "co-morbid" problems for impairment and contact with services. Data from the Bergen Child Study.
- 2018
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Ingår i: Research in developmental disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 72, s. 275-283
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Co-occurring problems are common in individuals with clinical autism spectrum disorder (ASD) but their relevance for impairment and contact with health services in ASD is largely unexplored. AIMS: We investigated the extent of co-occurring problems in children with high ASD traits from a total population sample. We explored the contribution of co-occurring problems to impairment and service contact, and whether there were children without co-occurring problems in this group; as proxy for "ASD only". METHODS AND PROCEDURES: Children screening positive on the Autism Spectrum Screening Questionnaire (ASSQ) were used as proxy for ASD. Attention Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) were operationalised using symptom counts. A parent or teacher report above the 95th percentile counted as "problem" present for other symptom domains. OUTCOMES AND RESULTS: 92% of ASSQ high-scorers had a minimum of two other problems. Emotional problems, ADHD symptoms and learning problems were the most commonly reported problems, also predicting impairment and contact with services. CONCLUSIONS AND IMPLICATIONS: Co-occurring problems were common in ASD screen positive children and contributed strongly to both impairment and to contact with services. Gender differences indicated that female symptoms were perceived as less impairing by parents and teachers.
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| 34. |
- Ryland, H. K., et al.
(författare)
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Autistic features in school age children: IQ and gender effects in a population-based cohort
- 2014
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Ingår i: Research in Autism Spectrum Disorders. - : Elsevier BV. - 1750-9467. ; 8:3, s. 266-274
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Tidskriftsartikel (refereegranskat)abstract
- Level and characteristics of intellectual function (IQ) have been associated with symptom presentation in children with autism spectrum disorder. The present study examined associations between IQ and autistic features in a sample of school aged boys and girls selected from a population-based cohort. The study included detailed examinations of 325 children aged 8-12 years, selected from the sample of the Bergen Child Study. IQ was assessed using the third version of the Wechsler Intelligence Scale for Children (WISC-III) and autistic features by parent reports on the Autism Spectrum Screening Questionnaire (ASSQ). Boys obtained higher ASSQ scores than girls. Gender and FSIQ had main effects on ASSQ scores, with the ASSQ scores showing a gradual decline with higher FSIQ for both genders. Discrepancies between verbal and performance IQ were relatively unrelated to ASSQ scores. The findings emphasize the importance of conducting careful assessments of children before reaching conclusions about cognitive function and autistic features. © 2013 The Author.
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