Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-09-22T00:00:00Z
The main objective of this study was to unravel characteristics of Autism Spectrum Disorder (ASD) by studying autism traits, social cognition, and gender differences in Klinefelter Syndrome (KS)...Show moreThe main objective of this study was to unravel characteristics of Autism Spectrum Disorder (ASD) by studying autism traits, social cognition, and gender differences in Klinefelter Syndrome (KS) and Triple X syndrome. ASD traits were assessed with the parent-report Autism Spectrum Quotient. Social cognition was measured with the Social Cognitive Skills Test. Participants included 17 KS boys and 16 Triple X girls (Mage = 12.0 years, SD = 2.6), and 85 control children (Mage = 10.6 years, SD = 1.1). Our results showed that both boys and girls with an extra X chromosome show substantially elevated rates of ASD traits compared to controls. In addition, our study is the first to show that KS boys and Triple X girls have overall impaired social cognitive skills and function at a lower social cognitive level than typically developing children. Our study provides guidelines for the design and enhancement of screening instruments and treatment programs, which will benefit the development of these children. Future studies should focus on identifying risk factors endangering the development of children with ASD and those that are born with an extra X chromosome.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-09-22T00:00:00Z
This study seeks to uncover the externalizing behavioral phenotype of extra X chromosome children, and discover the role of emotion-regulation and executive functioning (EF) deficits in its...Show moreThis study seeks to uncover the externalizing behavioral phenotype of extra X chromosome children, and discover the role of emotion-regulation and executive functioning (EF) deficits in its development. Participants included extra X chromosome children (N = 29, 16 girls and 13 boys) and control children (N = 84, 33 boys, 51 girls). Ages ranged between 7 and 16 (Mage = 10;3, SD = 1;7). Externalizing behavior was assessed with the Child Behavior Checklist, the Cognitive Emotion Regulation Questionnaire assessed emotion regulation and two tasks of the Amsterdam Neuropsychological Tasks battery measured EF. To provide a detailed picture of overall social functioning of the participants the Social Skills Rating System was used. Results showed that extra X chromosome children show more externalizing behavior, more mental flexibility deficits and nearly significantly more rumination. In extra X chromosome children, externalizing behavior was positively related to inhibition deficits and to rumination levels. Emotion regulation and EF were not related but children exhibiting less rumination were more dependent on their EF in the prediction of externalizing behavior. Implications include evidence for the role of neuropsychological deficits in externalizing behavior and possible guidelines for the treatment of children with an extra X chromosome and externalizing behavior.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2015-01-01T00:00:00Z
This study explored the relation between chronotype and cognitive and behavioral problems in 333 school-aged children (mean age 9.97 years, 55% girls), with an important focus on a potential...Show moreThis study explored the relation between chronotype and cognitive and behavioral problems in 333 school-aged children (mean age 9.97 years, 55% girls), with an important focus on a potential mediating role of sleep duration and sleep quality. Participants completed short-form WISC-IIINL and several tasks on the Amsterdam Neuropsychological Tasks (ANT), which assesses important domains of attention. Their parents filled out a sleep log and several questionnaires regarding chronotype (CCTQ), sleep habits (CSHQ), and behavioral problems (CBCL). Results showed that indeed eveningness was associated with behavioral problems. No direct associations with cognitive functioning were found. Sleep duration was not associated with cognitive-behavioral functioning. Sleep quality, specifically feeling rested in the morning during weekdays, was associated with cognitive and behavioral functioning. Several mediating relations were identified. The findings highlight that sleep quality partially mediates the relation between chronotype and cognitive-behavioral problems. Evening types show behavioral problems when they do not feel rested in the morning. These findings have significant clinical implications.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2017-02-10T00:00:00Z
The current study examined the predictive interrelations between social cognition, executive functioning, social skills, and psychopathology in 4-to-7-year-old typically developing children....Show moreThe current study examined the predictive interrelations between social cognition, executive functioning, social skills, and psychopathology in 4-to-7-year-old typically developing children. Furthermore, the moderating and mediating effects of social skills on the relationships between social cognition, executive functioning and internalizing/externalizing behaviour were examined. The sample consisted of 286 children from regular primary schools in the Netherlands. Both direct and indirect measures of social cognition (Theory of Mind, emotion recognition and social cognitive skills in daily life) and executive functioning (inhibitory control, visual spatial working memory, verbal fluency, planning abilities and EF in daily life) were used in the study. Social skills and psychopathology were measured using parent-rating scales (SSRS and CBCL respectively). Problems in the domain of social cognition and executive functioning, as well as internalizing and externalizing behaviour problems were highly correlated. Also, social skills were highly correlated with psychopathology. Social cognition only predicted internalizing behaviour, whereas executive functioning only appeared to be a unique predictor of externalizing behaviour. Moderation and mediation models demonstrated social skills to be a moderator and partial mediator in the relationship between executive functioning and externalizing behaviour problems. Mediation analyses indicated the relationship between social cognition and externalizing behaviour to be fully mediated by executive functioning. The results of this study suggest that training social skills may be important for children who show deficits in executive functioning and who are at risk for developing externalizing behaviour problems. Furthermore, the mediating role of executive functioning on the relationship between social cognition and externalizing behaviour possibly explains the absence of a moderating/mediating effect of social skills on the relationship between social cognition and externalizing behaviour problems. For more knowledge on precursors of psychopathology, future studies should focus on atypically developing children, should examine the prediction of specific psychiatric disorders, examine the possible differential results from direct and indirect measures and examine the development of the social cognition, executive functions, social skills and psychopathology in middle and late childhood, and during adolescence.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-10-29T00:00:00Z
Neurofibromatosis type 1 (NF1) is an autosomal dominant genetic disorder associated with multiple cutaneous, physical and neurological symptoms. The aim of this study was to validate current NF1...Show moreNeurofibromatosis type 1 (NF1) is an autosomal dominant genetic disorder associated with multiple cutaneous, physical and neurological symptoms. The aim of this study was to validate current NF1 severity scales using PCA, and relating the NF1 severity scale and components to cognitive and behavioural outcomes. Participants were 18 children diagnosed with NF1 aged 8 to 16 years. The PCA showed that NF1 symptoms could be divided into neurological and appearance symptoms. The presence of more neurological symptoms was associated with a lower score on the task Comprehension. More symptoms in the appearance were associated with less assertiveness. A higher total number of NF1 symptoms was negatively related to the scale meta-cognition of the BRIEF, indicating poorer executive functioning in daily life for children with more NF1 symptoms. Also, elevated autistic traits were observed using the SRS, and poorer emotion recognition as measured with the ANT. Together, these results might indicate that children with NF1 share a neuropsychological profile commonly seen in children with ASD, which might be related to neurological symptoms.Show less
