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dc.contributor.authorHolmes, Joni
dc.contributor.authorMareva, Silvana
dc.contributor.authorBennett, Marc P
dc.contributor.authorBlack, Melissa J
dc.contributor.authorGuy, Jacalyn
dc.date.accessioned2022-01-07T18:56:50Z
dc.date.available2022-01-07T18:56:50Z
dc.date.issued2021-11
dc.identifier.issn0021-843X
dc.identifier.otherPMC8628482
dc.identifier.other34843293
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/332445
dc.descriptionFunder: Brain Sciences Unit University of Cambridge
dc.description.abstractHierarchical dimensional models of psychopathology derived for adult and child community populations offer more informative and efficient methods for assessing and treating symptoms of mental ill health than traditional diagnostic approaches. It is not yet clear how many dimensions should be included in models for youth with neurodevelopmental conditions. The aim of this study was to delineate the hierarchical dimensional structure of psychopathology in a transdiagnostic sample of children and adolescents with learning-related problems, and to test the concurrent predictive value of the model for clinically, socially, and educationally relevant outcomes. A sample of N = 403 participants from the Centre for Attention Learning and Memory (CALM) cohort were included. Hierarchical factor analysis delineated dimensions of psychopathology from ratings on the Conner's Parent Rating Short Form, the Revised Children's Anxiety and Depression Scale, and the Strengths and Difficulties Questionnaire. A hierarchical structure with a general p factor at the apex, broad internalizing and broad externalizing spectra below, and three more specific factors (specific internalizing, social maladjustment, and neurodevelopmental) emerged. The p factor predicted all concurrently measured social, clinical, and educational outcomes, but the other dimensions provided incremental predictive value. The neurodevelopmental dimension, which captured symptoms of inattention, hyperactivity, and executive function and emerged from the higher-order externalizing factor, was the strongest predictor of learning. This suggests that in struggling learners, cognitive and affective behaviors may interact to influence learning outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
dc.languageeng
dc.publisherAmerican Psychological Association (APA)
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceessn: 1939-1846
dc.sourcenlmid: 0034461
dc.titleHigher-order dimensions of psychopathology in a neurodevelopmental transdiagnostic sample.
dc.typeArticle
dc.date.updated2022-01-07T18:56:49Z
prism.endingPage922
prism.issueIdentifier8
prism.publicationNameJ Abnorm Psychol
prism.startingPage909
prism.volume130
dc.identifier.doi10.17863/CAM.79891
rioxxterms.versionofrecord10.1037/abn0000710
rioxxterms.versionVoR
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by/4.0/
dc.contributor.orcidHolmes, Joni [0000-0002-6821-2793]
dc.contributor.orcidMareva, Silvana [0000-0002-1728-9811]
dc.contributor.orcidBennett, Marc P [0000-0001-7217-4059]
dc.identifier.eissn1939-1846
pubs.funder-project-idMedical Research Council (MC_UU_00005/2)
cam.issuedOnline2021-11


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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International