Children with Klinefelter may face difficulties in their later life when it comes to social emotional development and behavior problems (Bruining et al., 2009). This could lead to behavior- and...Show moreChildren with Klinefelter may face difficulties in their later life when it comes to social emotional development and behavior problems (Bruining et al., 2009). This could lead to behavior- and emotion regulation problems including anxiety. During a stressful life event it is crucial to be able to control/use cognitive emotion regulation strategies (Thompson, 1994). If this fails, it can lead to behavior- or social development problems. Although separate results from previous studies suggest a link between anxiety, regulation problems and stressful life events, this possible coherence has not been studied yet for Klinefelter children. Method: To investigate this, 95 children in the age of 1-7 years (of which 51 children with Klinefelter) and their parents participated in a series of questionnaires (Child Behavior Checklist, Children’s Behavior-/Early Childhood Behavior-/VMG Life Events Questionnaire). Results: Children with Klinefelter were found to be more anxious and showed a less expressive internal regulation state compared to the control group, according to their parents. According to the CBQ/ECBQ Reactivity/Soothability subscale results, children with Klinefelter showed less expressive (blunted) emotions when they were in pain, upset or experienced an exciting activity/event. In addition, stressful life events turned out to be a predictor for anxious depressed behavior in children with Klinefelter. There was also no interaction found for the degree of stressful life events and anxious/depressed or reactivity/soothability behavior within the Klinefelter- or control group. Conclusion: Children with Klinefelter experience more anxiety/depressed behavior and less expressive internal regulation state than children without Klinefelter. An association between stressful life events and anxiety/depressed behavior is found within children with Klinefelter, but there is no evidence found for a coherence between stressful life events and regulation problems. Furthermore, no interaction was found between the degree of stressful life events and anxious/depressed or reactivity/soothability behavior within the Klinefelter- or control group.Show less
Genes on the X and Y chromosomes have been found to have influence on the development of the brain, and thus on the development of psychopathology. Children with Sex Chromosome Trisomies (SCT) have...Show moreGenes on the X and Y chromosomes have been found to have influence on the development of the brain, and thus on the development of psychopathology. Children with Sex Chromosome Trisomies (SCT) have an abnormal number of X or Y chromosomes and may therefore be at risk for developmental problems, including internalizing problems. The present study aims to provide an answer to the question whether children aged 1 to 6 years with SCT have more internalizing symptoms than children without SCT, whether there is a difference between SCT karyotypes (XXX, XXY or XYY) and to what extent internalizing symptoms increase with age. This study included 29 children with XXX, 43 children with XXY, 20 children with XYY and 42 boys and 46 girls without SCT, all between the age of 1 to 6. These children’s parents completed the CBCL1-5 and a background-questionnaire while the WIPPSI-III was administered to the children. The study showed that children with SCT have an increased amount of internalizing symptoms compared to the control group. It also appears that there is a difference between the three SCT groups in degree of difference with the control group on internalizing symptoms. Finally, internalizing symptoms of children with SCT appear to have a stronger increase with age than the control group. In all three outcomes, it was also found that there is a difference between the SCT groups and between the SCT group and control group in which types of internalizing symptoms emerge. Thus, this study has shown that it is important to be aware of internalizing symptoms in young children, so that further development of these problems can be prevented. It is also important to keep in mind that internalizing problems manifest differently in these children, which makes it important to find a fitting intervention.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
closed access
One in 650-1000 individuals has sex chromosome trisomy (SCT), being born with an extra X or Y chromosome (XXX; XXY; XYY). SCT comes with various developmental risks. The present study was designed...Show moreOne in 650-1000 individuals has sex chromosome trisomy (SCT), being born with an extra X or Y chromosome (XXX; XXY; XYY). SCT comes with various developmental risks. The present study was designed to evaluate the relation between parental factors (parenting skills (parental reflective functioning, sensitivity, and intrusiveness) and family functioning) and the social cognitive skills and its rate of development of children with SCT. Literature suggests that parenting skills and family functioning influence social cognitive development in typical children, but this has not been researched in children with SCT. Included in this study were 106 children with SCT and 102 controls (age M = 3.65, SD = 1.78 range = .98-7.66). A free play task, the parental developmental interview, and a questionnaire were used for evaluating parental factors, and the social cognitive skills of the child were measured using the ASIEP-3. Children with SCT showed significant impairments in social cognitive skills while the rate of development of social cognitive skills proved identical to controls. Parental sensitivity, intrusiveness, and reflective functioning were similar across groups and were found to not significantly influence social cognitive development. Family functioning was found to be positively related to the social cognitive skills of SCT children. However, family functioning did not influence the rate of social cognitive development of either SCT or control groups. The findings imply other factors to be of more importance in the social cognitive development of children with SCT at the average ages of 1-2 years and 3-6 years. It is recommended to research other factors, namely brain maturation and timing of diagnosis. Further knowledge about which factors stimulate the development of the social cognitive abilities of children with SCT, to what extent and at what age, is of importance as this may help to develop and personalize prevention and intervention programs.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2017-09-20T00:00:00Z
One of the dysfunctions associated with Klinefelter syndrome (KS) (47,XXY) are difficulties in social functioning, which may arise as a consequence of executive functioning (EF) and Theory of Mind ...Show moreOne of the dysfunctions associated with Klinefelter syndrome (KS) (47,XXY) are difficulties in social functioning, which may arise as a consequence of executive functioning (EF) and Theory of Mind (ToM) deficits. In this study, the influence of EF on ToM skills in KS boys was examined, as well as how these skills relate to autistic features. ASD traits were assessed with the parent-report Autism-Spectrum Quotient. ToM skills were measured with the Social Cognitive Skills Test. EF skills were measured with the Clinical Evaluation of Language Fundamentals and Amsterdam Neuropsychological Tasks. 28 KS boys (Mage=13.2, SD=3.0) participated in this study, along with 45 ASD boys (Mage=11.9, SD=2.0) and 46 boys from the general population (Mage=12.2, SD=2.9) as control groups. KS boys showed substantially elevated levels of ASD traits compared to the general population, but lower levels than ASD boys. In addition, difficulties regarding ToM and cognitive flexibility were more prominent in KS boys than in ASD boys compared to the general population. ToM task performance could partly be explained by spatial WM and attention switching (as autistic trait) could partly be explained by ToM skills in KS boys. The current study highlights the importance of attention modulation skills and ToM skills in social functioning of individuals with KS, providing promising insights regarding prevention and intervention. Future studies should focus on the effectiveness of enhancing EF skills in KS boys and the role of the X chromosome in vulnerability for autistic traits.Show less
