Department of Psychology, Florida International University.
J Clin Child Adolesc Psychol. 2020 Jul-Aug;49(4):493-508. doi: 10.1080/15374416.2019.1591280. Epub 2019 Apr 11.
The purpose of the current study was to identify profiles of self-regulation across executive functioning (EF) and emotion regulation (ER) and examine profiles's impact on treatment outcomes. Participants included 100 preschoolers (M = 4.73, 75% Male, 79% Hispanic) including 37 with autism spectrum disorder and attention-deficit/hyperactivity disorder (ASD+ADHD), 32 with ADHD-only, and 31 typically developing children. Parents and teachers reported on children's EF, ER, ASD, and ADHD symptoms. Children were administered an EF battery and observed for ER during a frustration task. Children participated in an intensive behavioral summer treatment program (STP-PreK) aimed at improving school readiness across behavioral, academic, and self-regulation domains. Latent profile analyses produced 4 profiles: (a) Low ER and EF Deficits, (b) High ER Deficits, (c) High EF Deficits, and (d) Moderate ER and EF Deficits. ASD and ADHD symptoms predicted lower membership probability within the Low ER and EF Deficits Profile and higher membership probability within the Moderate ER and EF Deficits Profile. However, only ASD symptoms predicted membership within the High EF Deficits Profile. Only ADHD symptoms predicted membership within the High ER Deficits Profile. Even after accounting for diagnostic symptoms, profile membership was predictive of treatment response across behavioral and academic domains. Children in the High EF Deficits Profile experienced the largest gains. Results highlight the specificity of self-regulation deficits within and across diagnoses. Self-regulation profiles demonstrated clinical utility in predicting treatment response above traditional symptom based classifications, providing evidence for the use of transdiagnostic approaches.
本研究的目的是确定自我调节在执行功能（EF）和情绪调节（ER）方面的特征，并探讨这些特征对治疗结果的影响。参与者包括 100 名学龄前儿童（M=4.73，75%为男性，79%为西班牙裔），其中 37 名患有自闭症谱系障碍和注意力缺陷/多动障碍（ASD+ADHD），32 名患有 ADHD 仅，31 名发育正常的儿童。父母和教师报告了儿童的 EF、ER、ASD 和 ADHD 症状。对儿童进行 EF 测试，并在挫折任务中观察他们的 ER。儿童参加了一项密集的行为夏季治疗计划（STP-PreK），旨在改善行为、学业和自我调节领域的入学准备。潜在剖面分析产生了 4 种特征：（a）低 ER 和 EF 缺陷，（b）高 ER 缺陷，（c）高 EF 缺陷，（d）中 ER 和 EF 缺陷。ASD 和 ADHD 症状预测低 ER 和 EF 缺陷特征的成员概率较低，而中等 ER 和 EF 缺陷特征的成员概率较高。然而，只有 ASD 症状预测了高 EF 缺陷特征的成员资格。只有 ADHD 症状预测了高 ER 缺陷特征的成员资格。即使考虑到诊断症状，特征成员资格也可以预测行为和学术领域的治疗反应。高 EF 缺陷特征的儿童获益最大。结果突出了自我调节缺陷在诊断内和诊断间的特异性。自我调节特征在预测治疗反应方面优于传统的基于症状的分类，为使用跨诊断方法提供了证据。
