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Higher-order dimensions of psychopathology in a neurodevelopmental transdiagnostic sample.

Joni Holmes; Silvana Mareva; Marc P. Bennett; Melissa J. Black; Jacalyn Guy

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Title: Higher-order dimensions of psychopathology in a neurodevelopmental transdiagnostic sample.
Author: Joni Holmes; Silvana Mareva; Marc P. Bennett; Melissa J. Black; Jacalyn Guy
Source: Journal of Abnormal Psychology · DOI 10.1037/abn0000710 Published 2021-11-01 · Open source record
License: CC BY 3.0 deed

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Hierarchical 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. General Scientific Summary This study identifies dimensions of psychopathology in a sample of children with neurodevelopmental difficulties who are at increased risk for mental health problems. Dimensions capturing neurodevelopmental concerns were the strongest predictors of the children’s current learning outcomes.

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Original journal: Journal of Abnormal Psychology
Published: 2021-11-01
DOI: 10.1037/abn0000710
Open record: PMC8628482

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