On the Spectrum

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Cognitive functioning in children with internalizing, externalizing and dysregulation problems Table 2. Association between the dysregulation profile, the internalizing profile and the externalizing profiles and performance on domains of the NEPSY-II NL (n=1,177) Internalizing Externalizing Dysregulation n=105 n=171 n=63 B (95% CI) p B (95% CI) p B (95% CI) p Attention and executive functioning -0.10 (-0.29; 0.19) .300 -0.25 (-0.40; -0.09) .002 -0.10 (-0.34; 0.14) .417 Language -0.19 (-0.36; -0.01) .035 -0.02 (-0.16; 0.12) .755 -0.02 (-0.23; 0.20) .893 Memory and Learning -0.19 (-0.37; -0.02) .029 -0.07 (-0.21; 0.07) .347 -0.06 (-0.27; 0.16) .607 Sensorimotor, primary score -0.06 (-0.24; 0.11) .482 -0.06 (-0.21; 0.08) .378 -0.14 (-0.36; 0.08) .210 Sensorimotor, secondary score 0.09 (-0.11; 0.30) .365 -0.07 (-0.23; 0.10) .419 -0.48 (-0.73; -0.22)
Chapter 6 Sensitivity analysis excluding children with ASD In a sensitivity analysis, we explored whether the differences in performance were dependent on the presence of a probable diagnosis of ASD. In 86.0% of this sample the Social Responsiveness Scale was available. After excluding the children with possible ASD (n=35) and children without information on autistic traits (n=164), we observed a very similar pattern of cognitive performance (Supplementary Figure 4), indicating that autistic traits did not explain the results. Similarly, a second sensitivity analysis excluding children with a nonverbal intelligence below 70 revealed the same patterns of differences. DISCUSSION In this study, we found a relation between neurocognitive impairment and internalizing and externalizing symptoms in children from the general population. Despite the high overlap between continuous internalizing and externalizing symptom scores we were able to test the specificity of the associations, by using empirically derived and exclusive classes based on the children’s behavioral and emotional symptoms. These included a class with predominantly internalizing symptoms; a class with externalizing symptoms; and a separate class with high scores on both the internalizing and externalizing scales, which we labelled a dysregulation class. Our approach of evaluating both continuous and categorical measures revealed distinct patterns of cognitive impairment in children with predominantly internalizing and externalizing symptoms. Both approaches yielded comparable neurocognitive patterns. However, the class approach can help disentangle the specific cognitive problems of each symptom group by adjusting (without problems of collinearity). The specific relation of the externalizing class with performance in the attention/executive functioning domain clearly illustrates this. Further, the main findings were independent of IQ, which indicates a specific relation of internalizing and externalizing symptoms and these domains, independent of general cognitive ability. We found that children with mostly externalizing symptoms showed impairment of the attention/executive functioning domain only. This difference remained after adjustment for a global measure of intelligence, indicating a specific relation between behavior and cognitive impairment, unrelated to global intelligence. This is in line with findings of specific cognitive impairment in ADHD and disruptive behavioral disorders, notably in the domain of executive function (Frazier et al. 2004), although global impairment has also been reported (Loge, Staton and Beatty 1990). Our finding is consistent with an influential theory of ADHD, that states that both the cognitive and the behavioral aspects of it reflect a core impairment in inhibitory control. This leads to lower ability to internally regulate behavior (Barkley 1997). Internal regulation and executive functions like sustained attention are thought to be modulated 148
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On the Spectrum the neurobiology of
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ISBN: 978-94-6233-336-9 © Laura Bl
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PROMOTIECOMMISSIE Promotoren Overig
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MANUSCRIPTS THAT FORM THE BASIS OF
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Chapter 1 10
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Chapter 1 Cuthbert, Garvey, Heinsse
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Chapter 1 folding of the brain into
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Chapter 1 beneficial for treatment
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Chapter 1 REFERENCES Achenbach, T.
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Chapter 1 Sonuga-Barke, E. J. S.
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IPart I: The neurobiology of autist
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Chapter 2 ABSTRACT Objective: Recen
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Chapter 2 Hardan 2010) and right pa
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Chapter 2 Statistical analysis To i
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Chapter 2 Gyrification Six regions
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Chapter 2 The association remained
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Chapter 2 Table 4. Autistic traits
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Chapter 2 While we found widespread
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Chapter 2 REFERENCES Amaral, D. G.,
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Chapter 2 Wallace, G. L., P. Shaw,
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Chapter 2 South-West of the Netherl
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Chapter 2 Supplementary Figure 1. F
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Chapter 2 Supplementary Figure 3. G
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Chapter 2 Supplementary Figure 5. C
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Chapter 2 Supplementary Table 1. No
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Chapter 2 Supplementary Table 3. Ca
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3 A Prospective Study of Fetal Head
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A Prospective Study of Fetal Head G
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Chapter 4 ABSTRACT Background: Auti
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Chapter 4 An important trend concep
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Chapter 4 the 18-item abbreviated v
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Chapter 4 data were aligned into a
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Chapter 4 Autistic traits and white
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Chapter 4 Table 4. TBSS: autistic t
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Chapter 4 of group differences rela
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Chapter 4 Cook, P. A., Y. Bai, S. N
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Chapter 4 White, T., H. El Marroun,
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Chapter 8 diseases, according to th
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Chapter 8 ability may be even more
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Chapter 8 symptoms could be more sp
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Chapter 8 association of maternal v
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Chapter 8 REFERENCES Abrahams, B. S
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Chapter 8 Goddard, M. N., S. van Ri
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Chapter 8 Sebat, J., B. Lakshmi, D.
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SSummary Samenvatting
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Summary SUMMARY Despite evidence fr
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Summary along a continuum were used
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Samenvatting SAMENVATTING Genetisch
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Samenvatting jonge kinderen die zic
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Addendum Mous SE, Schoemaker NK, Bl
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Addendum Zoeken in andere databases
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Addendum School of Women’s and In
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Addendum Graag wil ik Dr. Marion Sm
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Addendum hebben. Dank in het bijzon
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On the Spectrum

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