Transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approach
Abstract Background Communication, behavioural, and executive function problems often co-occur in childhood. Previous attempts to identify the origins of these comorbidities have typically relied on comparisons of different deficit groups and/or latent variable models. Here we apply a network approa...
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doaj-48eeac1ccaf64d1cbf727fcec8baec632020-11-25T04:12:21ZengBMCBMC Pediatrics1471-24312019-11-0119111210.1186/s12887-019-1818-7Transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approachSilvana Mareva0the CALM team1Joni Holmes2Medical Research Council Cognition and Brain Sciences Unit, University of CambridgeMedical Research Council Cognition and Brain Sciences Unit, University of CambridgeMedical Research Council Cognition and Brain Sciences Unit, University of CambridgeAbstract Background Communication, behavioural, and executive function problems often co-occur in childhood. Previous attempts to identify the origins of these comorbidities have typically relied on comparisons of different deficit groups and/or latent variable models. Here we apply a network approach to a heterogeneous sample of struggling learners to conceptualise these comorbidities as a dynamic system of interacting difficulties. Methods 714 children struggling with attention, learning, and/or memory were included. The sample consisted of children with both diagnosed (41%) and undiagnosed difficulties. The conditional independence network of parent ratings of everyday behaviour, cognition, and communication was estimated. Results A clustering coefficient identified four interconnected areas of difficulty: (1) structural language and learning; (2) pragmatics and peer relationships; (3) behavioural and emotional problems; and (4) cognitive skills. Emotional and behavioural symptoms shared multiple direct connections with pragmatic abilities and cognitive problems, but not with structural language skills or learning problems. Poor structural language and cognitive skills were associated with learning problems. Centrality indices highlighted working memory and language coherence as symptoms bridging different problem areas. Conclusion The network model identified four areas of difficulty and potential bridging symptoms. Although the current analytic framework does not provide causal evidence, it is possible that bridging symptoms may be the origins of comorbidities observed on a dimensional level; problems in these areas may cascade and activate problems in other areas of the network. The potential value of applying a dynamic systems network approach to symptoms of developmental disorders is discussed.http://link.springer.com/article/10.1186/s12887-019-1818-7ADHDLanguageExecutive functionLearning difficultiesBehaviour problemsNetwork analysis |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Silvana Mareva the CALM team Joni Holmes |
spellingShingle |
Silvana Mareva the CALM team Joni Holmes Transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approach BMC Pediatrics ADHD Language Executive function Learning difficulties Behaviour problems Network analysis |
author_facet |
Silvana Mareva the CALM team Joni Holmes |
author_sort |
Silvana Mareva |
title |
Transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approach |
title_short |
Transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approach |
title_full |
Transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approach |
title_fullStr |
Transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approach |
title_full_unstemmed |
Transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approach |
title_sort |
transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approach |
publisher |
BMC |
series |
BMC Pediatrics |
issn |
1471-2431 |
publishDate |
2019-11-01 |
description |
Abstract Background Communication, behavioural, and executive function problems often co-occur in childhood. Previous attempts to identify the origins of these comorbidities have typically relied on comparisons of different deficit groups and/or latent variable models. Here we apply a network approach to a heterogeneous sample of struggling learners to conceptualise these comorbidities as a dynamic system of interacting difficulties. Methods 714 children struggling with attention, learning, and/or memory were included. The sample consisted of children with both diagnosed (41%) and undiagnosed difficulties. The conditional independence network of parent ratings of everyday behaviour, cognition, and communication was estimated. Results A clustering coefficient identified four interconnected areas of difficulty: (1) structural language and learning; (2) pragmatics and peer relationships; (3) behavioural and emotional problems; and (4) cognitive skills. Emotional and behavioural symptoms shared multiple direct connections with pragmatic abilities and cognitive problems, but not with structural language skills or learning problems. Poor structural language and cognitive skills were associated with learning problems. Centrality indices highlighted working memory and language coherence as symptoms bridging different problem areas. Conclusion The network model identified four areas of difficulty and potential bridging symptoms. Although the current analytic framework does not provide causal evidence, it is possible that bridging symptoms may be the origins of comorbidities observed on a dimensional level; problems in these areas may cascade and activate problems in other areas of the network. The potential value of applying a dynamic systems network approach to symptoms of developmental disorders is discussed. |
topic |
ADHD Language Executive function Learning difficulties Behaviour problems Network analysis |
url |
http://link.springer.com/article/10.1186/s12887-019-1818-7 |
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