Eye gaze is a fundamental component of social communication and is frequently evaluated during Autism Spectrum Disorder (ASD) assessments. Although behavioral assessments of ASD frequently include observations of eye gaze, relatively few standardized tasks are designed to specifically elicit gaze-related social communication in response to an ambiguous social cue. This pilot study examined the feasibility and preliminary diagnostic utility of the Eye Gaze Shift Task (EGST). Data from 58 children (29 ASD; 29 non-ASD) who completed the ADOS-2 Module 1 were analyzed. The EGST was administered concurrently during comprehensive clinical evaluations and scored independently using a standardized 4-point observational hierarchy modeled after the ADOS-2 hierarchy of presses. Chi-square and receiver operating characteristic (ROC) analyses were conducted to examine the relationship between EGST performance and final clinical diagnosis. EGST performance was significantly associated with ASD diagnosis, χ2(1, N = 58) = 68.95, p < 0.001, with a very large effect size (V = 0.93). ROC analyses demonstrated excellent diagnostic discrimination (AUC = 0.989, 95
Although emotion reactivity and regulation have been linked to depressive symptoms in adolescents, prior research has largely examined these constructs in isolation and focused predominantly on negative emotions. This study addresses these gaps by simultaneously investigating reactivity and recovery (as an index of emotion regulation) across both negative and positive emotional contexts. Using a multimethod design, we assessed self-reported negative and positive emotion and respiratory sinus arrhythmia (RSA) in adolescents (N = 110; 12–18 years; Mage = 13.60, SDage = 1.83; 65.5
Suicide among Black adolescents, relative to any other racial or ethnic group, is rising at an accelerated pace, underscoring a pressing public mental health concern. Understanding the underlying causes would benefit from expanding culturally specific frameworks of suicide in Black youth. Because Black youth’s perspectives of suicide have been largely neglected, Cultural Consensus Modeling (CCM), a multi-phase, inductive approach, was employed in the present investigation to characterize shared cultural beliefs about suicide in Black adolescents between the ages of 11 and 18 years. The purpose of the present study was to specifically present findings from Phase 3 of parent CCM study, which includes in-depth, qualitative interviews. A sample of N = 21 Black youth were interviewed to gather descriptive perspectives of the shared cultural beliefs about factors contributing to suicidal ideation. Thematic analysis of qualitative interviews identified five themes: 1) Internalized Racism and Devaluation, 2) Perceived Pressure to Succeed, 3) Isolation and Exclusion due to Bullying, 4) Stigma and Invalidation of Mental Health Problems in the Black Community, and 5) Hopelessness. By elucidating cultural beliefs of suicide, this work may inform advancements in culturally relevant prevention and intervention efforts to address increasing suicide rates among Black youth.
Off-time pubertal development defined as pubertal onset or progression deviating meaningfully from age- and sex-matched normative expectations confers heightened risk for internalizing and externalizing psychopathology during adolescence. Children and adolescents with neurodevelopmental disorders (NDDs), including autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), carry pre-existing impairments in theory of mind (ToM) the capacity to represent and respond to the mental states of others that substantially compromise their capacity to navigate the increasingly complex social demands that puberty introduces. Evidence indicates that ASD is associated with elevated rates of precocious puberty and altered pubertal tempo, and that ADHD in females is linked to earlier pubertal onset with consequent internalizing symptom exacerbation; yet the mechanisms connecting pubertal timing, ToM impairment, and psychopathological risk in these populations have not been systematically reviewed. This scoping review, guided by the PRISMA extension for Scoping Reviews (PRISMA-ScR), synthesises evidence from 19 studies (2016–2026) examining pubertal timing in ASD and ADHD, the neurobiological mechanisms linking puberty to social cognition, and the clinical and psychopathological consequences of their convergence. We identify three mechanisms through which off-time puberty and pre-existing ToM impairment interact: (1) demand-capacity mismatch amplification, (2) masking and camouflaging under elevated social load, and (3) physical-cognitive developmental asynchrony. No primary studies have directly examined the moderating role of ToM on the puberty-psychopathology relationship in NDD populations, representing a critical research gap. We propose a dual-vulnerability framework and outline research priorities for future longitudinal and intervention studies in this underserved population.
Despite prior work evidencing racial and ethnic differences in parent-reported ratings of ADHD symptoms, there is limited work suggesting that these reflect true differences rather than a product of nonequivalent measurement properties in screening tools. The current study aimed to further explore this using the Strengths and Difficulties Questionnaire Hyperactivity-Inattention Subscale (SDQ-HI; Goodman, 1997) by first analyzing its factor structure and subsequently assessing for measurement invariance and latent mean differences. Participants were parents of 6,673 children aged 4–17 years (Mage = 11.10 years, SD = 4.06) from the 2019 National Health Interview Survey. The sample was inclusive of White, Hispanic/Latinx, Black, and Asian children. A series of confirmatory factor analyses (CFAs) was used to establish the factor structure of the parent-reported version of the SDQ-HI and determine configural invariance across racial and ethnic groups. The alignment optimization approach was then employed to examine measurement invariance and compare latent means between groups. Initial results using data from the full sample indicated that a two-factor structure fit best. Additionally, the SDQ-HI was deemed invariant across races and ethnicities, except for threshold differences in restless and overactive behaviors between Hispanic/Latinx and White children. Asian children, on average, were rated as having lower levels of inattention compared to all other racial and ethnic groups. Findings from this study supported the use of the SDQ-HI as a screening tool across racial and ethnic groups and provided important implications for considering cultural influences toward parents’ approaches to rating ADHD behaviors.
Children with attention deficit hyperactivity disorder (ADHD) evidence poorer language skills than their neurotypical (NT) peers, including their narrative (storytelling) abilities. Available narrative studies include a circumscribed number of variables, with limited attention to the effect of task demands on performance. We compared the story retelling skills of children with and without ADHD under different memory loads. Ninety-six 8-12-year-old children, 50 meeting DSM-5-TR criteria for ADHD (54.9
Risk for depression increases during adolescence, reflecting a constellation of cascading interactions between affective, biological, and cognitive factors. Drift diffusion modeling (DDM) can clarify the cognitive mechanisms underlying risk for depression by decomposing cognitive task performance into latent components, such as drift rate, boundary separation, and non-decision time. However, limited research has applied DDM to adolescent depression or examined whether these cognitive processes interact with pubertal timing, a key biological risk factor. Participants were 103 racially/ethnically and socioeconomically diverse youth (Mage = 12.58, 48.5
Cognitive disengagement syndrome (CDS), previously termed sluggish cognitive tempo, is characterized by excessive daydreaming, mental fogginess, slowed behavior, and low energy. Despite growing interest, epidemiological evidence—particularly for CDS without attention-deficit/hyperactivity disorder (ADHD)—remains limited. This study aimed to estimate the prevalence and correlates of CDS in a community sample of elementary school children using a two-stage epidemiological design. Children in Grades 2–4 from public schools in İzmir, Türkiye, were screened using parent- and teacher-reported measures (n = 366). Screen-positive cases underwent diagnostic evaluation with K-SADS-PL and clinical interviews. In the screening stage, CDS prevalence ranged from 5.4
Children with attention-deficit/hyperactivity disorder (ADHD) often experience friendship difficulties, yet little is known about whether friendship quality differs according to the gender composition of their friendships. Drawing on developmental models of gendered friendship processes, we examined whether friendship quality differed across boy-boy, girl-girl, and mixed-gender dyads among children with ADHD. This secondary analysis used baseline data from a randomized clinical trial of children with ADHD aged 6 to 11 who were seeking treatment for peer problems. The sample included 149 children who brought a reciprocated friend to the baseline assessment: 87 boy-boy dyads, 44 girl-girl dyads, and 18 mixed-gender dyads. Friendship quality was assessed using multi-informant questionnaires and direct observations of dyadic interactions. Contrary to hypotheses, girl-girl dyads showed significantly higher observational positive friendship quality than boy-boy dyads, an effect that remained robust across sensitivity analyses. Questionnaire measures did not consistently differentiate boy-boy and girl-girl dyads, although sensitivity analyses among "close" and "best" friends suggested higher child-reported positive friendship quality in girl-girl dyads. Mixed-gender dyads generally did not differ from either same-gender group, but these contrasts were underpowered. Findings suggest that gendered friendship patterns among children with ADHD may more closely resemble those observed in neurotypical samples than expected. Results underscore the value of multi-method, multi-informant assessment and highlight the need for further research on friendships among girls with ADHD.
We examined the longitudinal associations between relational victimization, depressive symptoms, and e-cigarette use intentions among adolescents in Guam, a U.S.-Affiliated Pacific Island in the Western Pacific region. We also explored potential gender differences in these associations. Data were drawn from three waves of surveys that were administered to public middle school students (N = 528; M = 12.66, SD = 0.89). In a parallel process growth curve model, our results indicated that, at the intercept level, higher levels of relational victimization were associated with greater levels of depressive symptoms, which were, in turn, related to stronger intentions to use e-cigarettes. However, relational victimization was not directly associated with e-cigarette use intentions. Girls experienced more relational victimization and showed more depressive symptoms than boys, but not e-cigarette use intentions. Furthermore, at the slope level, changes in relational victimization were associated with changes in e-cigarette use intentions. Although the changes in relational victimization covaried with changes in depressive symptoms, there was no mediation effect. The overall mediation model did not differ between boys and girls. In the context of the Pacific Islands, we discussed clinical and developmental implications, as well as directions for future research.
The Family Stress Model (FSM) is a key framework explaining the relationship between family income and child mental health. However, most studies examining the FSM are cross-sectional and do not clearly distinguish within- from between-person effects, which limits robust inferences about how family income affects child mental health at the within-person level. This study addressed this gap by applying a Random Intercept Cross-Lagged Panel Model to data from the nationally representative UK Millennium Cohort Study, focusing on children aged 3, 5, 7, 11, and 14 (N = 11,845; 49.9
This study tested children’s self-efficacy as a moderator of the associations among temperamental indices of impulsivity and inhibition and their subsequent internalizing and externalizing behaviors two years later. Participants included 243 families, including mothers and preschool children (M age = 4.60 years; 56
Although offspring of mothers with major depressive disorder (MDD) are at heightened risk for the disorder, most never develop depression, highlighting the need to identify moderators of risk. Co-rumination, the tendency to frequently and passively discuss problems with a peer without any active problem-solving, is a known risk factor in youth and may help to identify which offspring of mothers with MDD are at greatest risk. We tested this hypothesis using data from a multi-wave longitudinal study, examining prospective changes in youths’ depressive symptoms and risk for MDD onset during the two-year follow-up. Participants were 214 children (ages 8–14 at baseline) of mothers with (n = 106) or without (n = 108) a history of MDD. At baseline, mothers completed a diagnostic interview, and children completed a self-report measure of co-rumination. Follow up assessments, completed every 6 months for 2 years, were used to assess depressive symptoms and the onset of MDD episodes in children. Supporting our hypothesis, among offspring of mothers with MDD, but not among offspring of never depressed mothers, higher levels of co-rumination at the baseline assessment predicted higher levels of depressive symptoms in offspring at baseline the assessment that were maintained through the end of the follow-up period, as well as increased risk for the onset of MDD across the follow-up. These results highlight the role of co-rumination, which is a modifiable risk factor that may be targeted in prevention and early intervention programs to reduce risk for the intergenerational transmission of depression.
Heightened error-related negativity (ERN), a neural marker of error sensitivity and trait defensive reactivity, and maladaptive appraisals of interpersonal events have each been linked to adolescent internalizing symptoms. Few studies have evaluated a developmental mechanistic model to test whether enhanced ERN might prospectively predict more negative perceptions of peer and family events, and if through this pathway, internalizing symptoms increase. The present study tested this hypothesis in a sample of 79 female adolescents (ages 11-16 years old), of whom 36 adolescents had mothers with histories of internalizing disorders. At baseline, the participants' ERN was measured through electroencephalogram recordings while completing a computerized flanker task. At baseline and 6-month follow-up, participants completed self-report measures of adolescent perceptions of family and peer events and internalizing symptoms. Analyses were conducted within a structural equation modeling framework to capitalize on the full dataset. Three competing models (correlated outcomes, negative perceptions of interpersonal events mediation, reverse internalizing symptoms mediation) were tested and relative model fit comparisons were made to determine which model fit the data better. We found partial support for our hypotheses. For the family events models, there was stronger evidence that baseline ERN predicted increases in internalizing symptoms via increases in negative perceptions of family events. However, for the peer events models, there was stronger evidence that internalizing symptoms mediated the prospective associations between baseline ERN and increases in negative perceptions of peer events. Future research should consider reciprocal effects among these pathways and how these processes could be targeted by preventive interventions.
Externalising behaviour—such as aggression, impulsivity, and defiance—is a persistent form of childhood maladjustment, yet the mechanisms linking early risk factors to later outcomes remain debated. Research has focused on harsh parenting practices and children’s emotion regulation difficulties as key processes shaping conduct problems across early childhood. However, while prior research has predominantly examined parent-driven pathways, transactional models suggest that parent and child influences may be bidirectional. Using data from the UK Millennium Cohort Study (N = 16,328; 51
Exploring responses to everyday conflict scenarios is important for understanding the development of aggressive behavior in children and for clinical practice. Current research suggests that simulations within virtual reality (VR) improve traditional approaches. We expanded this research by developing a VR-based assessment (VR test) comprising three ambiguous and three hostile peer-related conflict scenarios. This pilot study examined the test’s feasibility and psychometric properties in 8–12-year-old boys, including a clinical sample with aggressive behavior problems (n = 42) and a non-clinical sample (n = 40). During the VR test, behavioral responses were observed and social information processing (SIP) explored. Additionally, we collected reports of peer-related aggression and disruptive behavior symptoms from parents, children, and teachers. Good feasibility of the test was demonstrated by various indicators (e.g., session duration, appeal, immersion). Internal consistencies of the aggressive behavioral response and SIP scales suggested mostly good reliability of the VR test scales. Intercorrelations between scale scores indicated partial overlaps (r = .28–.84). Discriminant validity of the VR test scenarios was demonstrated by higher scale scores for hostile than for ambiguous scenarios and higher scores for ambiguous scenarios compared to a neutral scenario (all p < .001). Differences between the clinical and non-clinical sample revealed discriminant validity of VR test scales (d = 0.57–1.76). With a few exceptions, correlations of the VR test scales with multi-informant ratings indicated convergent validity (r = .02–.71). Overall, these findings suggest feasibility and provide initial evidence of adequate psychometric properties. Further research is needed to ensure psychometric robustness and utility. Study registration: https://www.drks.de/ (Number = DRKS00032850, registration date = 2024/01/30, retrospectively registered).
Internalizing problems rise during adolescence, yet the stable underlying dimensions remain unclear. Using two longitudinal samples (Sample A: N = 488 , 43 N = 222 , 50
Nonsuicidal self-injury (NSSI) is an increasingly serious public health problem among adolescents, but little is known about the short-term concurrent and temporal associations among emotions, cognition and NSSI in daily life. This study employed the Ecological Momentary Assessment (EMA) method to investigate the within and between person associations among negative affect, rumination, and NSSI thoughts and behaviors among adolescents in the natural environment. Thirty-five Chinese adolescents (aged 12-19 years; 77% female) receiving psychiatric outpatient care completed EMA surveys three times daily for 14 days, yielding 1,129 observations. Bayesian dynamic multilevel models were used to estimate concurrent and lagged associations at both the within- and between-person levels. At the within-person level, increases in negative emotions and rumination were associated with increases in concurrent NSSI thoughts and behaviors. The negative emotions in the previous assessment were associated with subsequent NSSI thoughts and behaviors, while rumination did not show a lag effect. At the between-person level, higher average levels of negative emotions were associated with a greater risk of NSSI thoughts. Higher average levels of rumination were associated with more NSSI behaviors. These findings highlight that negative affect may serve as short-term risk marker of NSSI in daily life, whereas rumination primarily reflects a stable vulnerability rather than a short-term temporal driver.
School bullying has attracted considerable attention due to its high prevalence and profound psychological consequences among adolescents. Although previous studies have documented associations between different bullying roles and depressive mood, the daily dynamics of these relationships and their underlying mechanisms remain unclear. The present study examined the associations between four types of daily school bullying involvement (perpetration, victimization, bystanding, and defending) and adolescent depressive mood, with a particular focus on the mediating role of school belonging. A total of 453 adolescents (Mage = 14.10; SD = 1.35; 50.77
We examined the validity and reliability of the DSM-5-Based Childhood ADHD Self Report Scale (DSM-5-CASRS), a self-report questionnaire developed to assess Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms in elementary school children. Two-hundred twelve elementary school second-grade children (130 children with ADHD and 82 non-ADHD) derived from an epidemiological sample completed our scale. Parents completed Turgay DSM-IV Disruptive Behavior Disorders Rating Scale. Children completed the DSM-5-CASRS. We also applied a semi-structured psychiatric interview to all the participants and their parents. The DSM-5-CASRS demonstrated satisfactory internal consistency (McDonald’s ω = 0.92) and strong item-total correlations (0.51 – 0.74). Confirmatory Factor Analysis confirmed a two-factor structure aligning with DSM-5 symptom domains. The scale showed significant and moderate positive correlations with parent-reported ADHD symptoms (r = .44, p < .001), supporting its convergent validity. Machine learning classification using a Random Forest model yielded high sensitivity (89.7
