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- Brocki, Karin C., et al.
(författare)
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Early concurrent and longitudinal symptoms of ADHD and ODD : Relations to different types of inhibitory control and working memory
- 2007
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Ingår i: Journal of Child Psychology and Psychiatry. - : Wiley. - 0021-9630 .- 1469-7610. ; 48:10, s. 1033-1041
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Tidskriftsartikel (refereegranskat)abstract
- Background: The aim of the present study was to investigate how three different types of inhibitory control - interference control within task, interference control outside task, and prepotent response inhibition - and two types of working memory - verbal and spatial - would relate to early symptoms of attention deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD), both concurrently and longitudinally. Methods: Seventy-two preschoolers, 1/3 who had been identified as being at risk for developing ADHD and/or ODD, completed neuropsychological tasks designed to measure inhibitory control and working memory. Behavioral symptoms were measured through parental and teacher ratings of the DSM-IV criteria for ADHD and ODD. Results: Our results suggest distinct types of inhibitory control as being good predictors of concurrent and longitudinal symptoms of ADHD, rather than ODD. However, no associations were obtained between working memory and ADHD or ODD symptoms either concurrently or longitudinally. Conclusions: This study emphasizes the need to isolate complex executive processes and break them down into components in order to properly understand the neuropsychological roots involved in ADHD and ODD.
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- Nyberg, Lilianne, et al.
(författare)
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Assessing Type A behavior in children : a longitudinal exploration of the overlap between Type A behavior and hyperactivity.
- 2004
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Ingår i: Scand J Psychol. - 0036-5564. ; 45:2, s. 145-56
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Tidskriftsartikel (refereegranskat)abstract
- Child Type A behavior and its relation to hyperactivity were investigated developmentally using a longitudinal normal sample of 91 children (46 boys and 45 girls) between the ages of 4 and 8-9. In light of the overlap found in several studies between Type A behavior, as measured by the Matthews Youth Test for Health (MYTH) questionnaire, and hyperactivity measured by questionnaires, an attempt was made to measure Type A behavior as distinct from hyperactivity using behavioral observations. The MYTH questionnaire and behavioral observations were used to assess Type A behavior and questionnaire-based measures and behavioral observations were used to assess hyperactivity. Predictions were made regarding individual stability in phenomena and in measures. The results indicated considerable stability in the respective Type A and hyperactivity measures over time, and further, that behavioral observations make it possible to measure Global Type A behavior and Type A Competitiveness as distinct from hyperactivity, although the status of Type A Impatience at early ages is not yet settled. The MYTH and the observed Type A behavior showed differential relations to external criteria, such as achievement measures and problem behavior. This has implications for future measurement and perhaps conceptualization of Type A behavior in children, and thereby also for studying the developmental aspects of Type A behavior.
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- Nyberg, Lilianne, et al.
(författare)
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Differentiating Type A behaviour and hyperactivity using observed motivation during a reaction time task
- 2003
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Ingår i: Infant and Child Development. - : Wiley. - 1522-7227 .- 1522-7219. ; 12:2, s. 145-158
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Tidskriftsartikel (refereegranskat)abstract
- In light of the previously found overlap between Type A behaviour as measured by the Matthews Youth Test for Health (MYTH) and hyperactivity scales, the overall aim of this study was to clarify the standing of MYTH‐defined Type A behaviour relative to hyperactivity and Attention‐Deficit/Hyperactivity Disorder (ADHD), using observed task motivation and performance on a choice reaction‐time task, the Complex Reaction Time (CRT) measure. This study included 21 boys exhibiting Type A behaviour, 22 ADHD boys, 20 non‐clinically hyperactive boys, and 20 non‐hyperactive boys, between the ages of 6 and 13 years. It was proposed that a differentiation of constructs would be possible using observed task motivation if the MYTH were a discriminantly valid measure of Type A behaviour. Results showed that the MYTH‐defined Type A group differed from the clinically diagnosed ADHD group, although it was markedly similar to the non‐clinical hyperactive group, displaying comparable CRT performance and low level of task motivation. Type A behaviour correlated to CRT performance and task motivation in a way which was conceptually more indicative of hyperactivity than of Type A behaviour, which questions the validity of the MYTH as a measure of the Type A construct. The MYTH Impatience subscale was found to be particularly impure with regard to hyperactivity.
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- Nyberg, Lilianne, et al.
(författare)
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Inhibition and executive functioning in Type A and ADHD boys.
- 2003
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Ingår i: Nord J Psychiatry. - 0803-9488. ; 57:6, s. 437-45
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Tidskriftsartikel (refereegranskat)abstract
- The present study was aimed at clarifying the standing of Type A behavior, as measured by behavioral observations, relative to Attention Deficit Hyperactivity Disorder (ADHD), using measures of inhibitory control and executive functioning. The study sampl
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- Nyberg, Lilianne, 1969-, et al.
(författare)
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Low social inclusion in childhood : Adjustment and early predictors
- 2008
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Ingår i: Infant and Child Development. - 1522-7227 .- 1522-7219. ; 17:6, s. 639-656
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Tidskriftsartikel (refereegranskat)abstract
- The principal aim of the present study was to obtain a deeper understanding than hitherto of the concurrent correlates and prospective predictors of loneliness and poor peer acceptance, both falling under the umbrella term low social inclusion. Problematic and socially competent behaviours were investigated as possible predictors of low social inclusion in grade 6, as defined by self-rated loneliness and degree of peer non-acceptance, respectively. In grade 6 808 children participated whereof 323 were followed longitudinally from first grade. Loneliness in grade 6 was distinctively associated with high levels of internalizing problems, concurrently as well as prospectively. Peer acceptance, on the other hand, emerged as a complex, multifaceted aspect, with concurrent, independent predictions from both externalizing and internalizing problem behaviours as well as social competence, although prospective analyses found early externalizing problems to be the strongest predictor of peer acceptance. Moderating effects of social competence were sparse, although peer nominated social competence buffered peer acceptance for children with high levels of aggression in the concurrent analyses and social competence boosted peer acceptance for children with low problem levels in the predictive analyses. Social competence did not appear to buffer the negative impact of early problem behaviours on peer relations.
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