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Applied Missing Data Analysis

Objective Within the last decade, working memory (WM) has garnered increased interest as a potential core deficit or endophenotype of attention-deficit/hyperactivity disorder (ADHD). The current study is the first meta-analytic review to examine several subject and task moderator variables' (e.g., percent female, diagnostic selection procedure, trials per set size, response demands, type of dependent variable, and central executive [CE] demands) effect on between-group phonological (PH) and visuospatial (VS) WM in adults with ADHD, relative to healthy controls. Method Literature searches were conducted using the PsycINFO, Web of Science, and PubMed databases, and yielded 38 studies of WM in adults with ADHD. Results Results revealed moderate-magnitude between-group effect sizes (ESs) across both WM domains. In addition, several task-moderating variables explained significant ES variability among PH and VS studies. Conclusions Collectively, these findings indicate that WM deficits persist into adulthood and suggest that methodological variability may explicate why WM deficits have not been uniformly detected in previous experimental studies.

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Attention-deficit/hyperactivity disorder (ADHD) and working memory in adults: a meta-analytic review.

For optimal health benefits, the Canadian 24-Hour Movement Guidelines for Children and Youth (aged 5–17 years) recommend an achievement of high levels of physical activity (≥60 min of moderate-to-vigorous physical activity), low levels of sedentary behaviour (≤2 h of recreational screen time), and sufficient sleep (9–11 h for children or 8–10 h for adolescents) each day. The objective of this systematic review was to examine how combinations of physical activity, sedentary time, and sleep duration relate to depressive symptoms and other mental health indicators among children and adolescents. Literature was obtained through searching Medline, EMBASE, PsycINFO, and SportDiscus up to September 30, 2019. Peer-reviewed studies published in English or French were included if they met the following criteria: population (apparently healthy children and adolescents with a mean age of 5–17 years), intervention/exposure (combinations of physical activity, sedentary time, and sleep duration), and outcomes (depressive symptoms and other mental health indicators). A risk of bias assessment was completed for all included studies using the methods described in the Cochrane Handbook. The Grading of Recommendations Assessment, Development and Evaluation (GRADE) framework was used to assess the quality of evidence for each health indicator. Narrative syntheses were employed to describe the results due to high levels of heterogeneity across studies. A total of 13 cross-sectional studies comprised in 10 papers met inclusion criteria. Data across studies involved 115,540 children and adolescents from 12 countries. Overall, the findings indicated favourable associations between meeting all 3 recommendations and better mental health indicators among children and adolescents when compared with meeting none of the recommendations. There was evidence of a dose-response gradient between an increasing number of recommendations met and better mental health indicators. Meeting the screen time and sleep duration recommendations appeared to be associated with more mental health benefits than meeting the physical activity recommendation. The quality of evidence reviewed was “very low” according to GRADE. The findings indicate favourable associations between meeting all 3 movement behaviour recommendations in the 24-h guidelines and better mental health indicators among children and adolescents. There is a clear need for high-quality studies that use robust measures of all movement behaviours and validated measures of mental health to increase our understanding in this topic area.

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Combinations of physical activity, sedentary time, and sleep duration and their associations with depressive symptoms and other mental health problems in children and adolescents: a systematic review

Cognitive heterogeneity in adult attention deficit/hyperactivity disorder: A systematic analysis of neuropsychological measurements.

It has been hypothesized that brain-derived neurotrophic factor (BDNF) is involved in the pathogenesis of attention-deficit hyperactivity disorder (ADHD), although experimental data regarding the contribution of BDNF gene polymorphisms to this psychiatric disorder are controversial. Recently, changes in BDNF serum levels have been reported in children with ADHD, but there are no studies about the possible role of this neurotrophin in adults. A total of 54 Caucasoid ADHD adults, including the predominantly inattentive and combined types (aged 33.43 ± 8.99 yr) and 59 Caucasoid unrelated healthy controls (aged 35.52 ± 9.37 yr) were included in a study to evaluate BDNF levels in serum. Medical, neurological and psychiatric co-morbidities were excluded. Clinical data concerning ADHD diagnosis and blood samples for patients and controls were collected. BDNF serum levels were significantly lower in adults with ADHD compared to healthy controls (p < 0.0001). Although the combined type of ADHD subgroup displayed lower BDNF serum levels than the inattentive type, the differences did not reach statistical significance. No significant correlations were found between serum BDNF levels and scores on the Conners' Adult ADHD Rating Subscales. These results suggest a role for BDNF in ADHD, at least in those patients whose disorder persists throughout life. Low BDNF levels may contribute to the neurodevelopmental deficits of ADHD and to the persistence of the disorder into adulthood. BDNF differences between ADHD subtypes should be further studied.

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Decreased serum levels of brain-derived neurotrophic factor in adults with attention-deficit hyperactivity disorder.

Compared to the high number of studies that investigated executive functions (EF) in children with attention-deficit/hyperactivity disorder (ADHD), a little is known about the EF performance of adults with ADHD. This study compared 37 adults with ADHD (ADHDtotal) and 32 control participants who were equivalent in age, intelligence quotient (IQ), sex, and years of education, in two domains of EF—set shifting and working memory. Additionally, the ADHDtotal group was subdivided into two subgroups: ADHD patients without comorbidity (ADHD−, n = 19) and patients with at least one comorbid disorder (ADHD+, n = 18). Participants fulfilled two measures for set shifting (i.e., the trail making test, TMT and a computerized card sorting test, CKV) and one measure for working memory (i.e., digit span test, DS). Compared to the control group the ADHDtotal group displayed deficits in set shifting and working memory. The differences between the groups were of medium-to-large effect size (TMT: d = 0.48; DS: d = 0.51; CKV: d = 0.74). The subgroup comparison of the ADHD+ group and the ADHD− group revealed a poorer performance in general information processing speed for the ADHD+ group. With regard to set shifting and working memory, no significant differences could be found between the two subgroups. These results suggest that the deficits of the ADHDtotal group are attributable to ADHD rather than to comorbidity. An influence of comorbidity, however, could not be completely ruled out as there was a trend of a poorer performance in the ADHD+ group on some of the outcome measures.

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Set shifting and working memory in adults with attention-deficit/hyperactivity disorder.

Previous research has indicated that executive function (EF) is negatively associated with aggressive behavior in childhood. However, there is a lack of longitudinal studies that have examined the effect of deficits in EF on aggression over time and taken into account different forms and functions of aggression at the same time. Furthermore, only few studies have analyzed the role of underlying variables that may explain the association between EF and aggression. The present study examined the prospective paths between EF and different forms (physical and relational) and functions (reactive and proactive) of aggression. The habitual experience of anger was examined as a potential underlying mechanism of the link between EF and aggression, because the tendency to get angry easily has been found to be both a consequence of deficits in EF and a predictor of aggression. The study included 1,652 children (between 6 and 11 years old at the first time point), who were followed over three time points (T1, T2, and T3) covering 3 years. At T1, a latent factor of EF comprised measures of planning, rated via teacher reports, as well as inhibition, set shifting, and working-memory updating, assessed experimentally. Habitual anger experience was assessed via parent reports at T1 and T2. The forms and functions of aggression were measured via teacher reports at all three time points. Structural equation modeling revealed that EF at T1 predicted physical, relational, and reactive aggression at T3, but was unrelated to proactive aggression at T3. Furthermore, EF at T1 was indirectly linked to physical aggression at T3, mediated through habitual anger experience at T2. The results indicate that deficits in EF influence the later occurrence of aggression in middle childhood, and the tendency to get angry easily mediates this relation.

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Longitudinal Links between Executive Function, Anger, and Aggression in Middle Childhood.

The socializing effect of classroom aggression on the development of aggression and social rejection: A two-wave multilevel analysis.

Theory of mind is one of the most important cognitive factors in social information-processing, and deficits in theory of mind have been linked to aggressive behavior in childhood. The present long...

Longitudinal Reciprocity between Theory of Mind and Aggression in Middle Childhood.

An observational measure of anger regulation in middle childhood was developed that facilitated the in situ assessment of five maladaptive regulation strategies in response to an anger-eliciting task. 599 children aged 6-10 years (M = 8.12, SD = 0.92) participated in the study. Construct validity of the measure was examined through correlations with parent- and self-reports of anger regulation and anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parent-, teacher-, and self-reports. The observational measure correlated significantly with parent- and self-reports of anger reactivity, whereas it was unrelated to parent- and self-reports of anger regulation. It also made a unique contribution to predicting aggression and social rejection.

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Helena Rohlf

Papers

Set shifting and working memory in adults with attention-deficit/hyperactivity disorder.

Longitudinal Links between Executive Function, Anger, and Aggression in Middle Childhood.

The socializing effect of classroom aggression on the development of aggression and social rejection: A two-wave multilevel analysis.

Longitudinal Reciprocity between Theory of Mind and Aggression in Middle Childhood.

Assessing anger regulation in middle childhood: development and validation of a behavioral observation measure