Multivariate Assessment of Inhibitory Control in Youth: Links With Psychopathology and Brain Function.

Inhibitory control is central to many theories of cognitive and brain development, and impairments in inhibitory control are posited to underlie developmental psychopathology. In this study, we tested the possibility of shared versus unique associations between inhibitory control and three common symptom dimensions in youth psychopathology: attention-deficit/hyperactivity disorder (ADHD), anxiety, and irritability. We quantified inhibitory control using four different experimental tasks to estimate a latent variable in 246 youth (8-18 years old) with varying symptom types and levels.

Evaluating the development and well-being assessment (DAWBA) in pediatric anxiety and depression.

Enhancing screening practices and developing scalable diagnostic tools are imperative in response to the increasing prevalence of youth mental health challenges. Structured lay psychiatric interviews have emerged as one such promising tool. However, there remains limited research evaluating structured psychiatric interviews, specifically their characterization of internalizing disorders in treatment-seeking youth.

Translating Big Data to Clinical Outcomes in Anxiety: Potential for Multimodal Integration.

Purpose Of The Review: This review describes approaches to research on anxiety that attempt to link neural correlates to treatment response and novel therapies. The review emphasizes pediatric anxiety disorders since most anxiety disorders begin before adulthood.

Recent Findings: Recent literature illustrates how current treatments for anxiety manifest diverse relations with a range of neural markers.

Social-Emotional Attention in School-Age Children: A Call for School-Based Intervention during COVID-19 and Distance Learning.

Early research indicates that the COVID-19 pandemic and subsequent regulations put children at increased risk of negative mood, anxiety, attention difficulties, and social challenges. Concordantly, these difficulties also are associated with deficits in social-emotional attention in children. On a daily basis, students are required to process and respond to a large amount of complex social-emotional information, including attending to teachers and interacting with peers.

Attention control ability, mood state, and emotional regulation ability partially affect executive control of attention on task-irrelevant emotional stimuli.

Executive control of attention is important for goal-directed behavior, and it is influenced by emotional information. This study examined the effect of stimulus valence on a color word flanker task and how individual differences within a general population may affect task performance. 119 participants completed a color word flanker task with task-irrelevant emotional information (positive, negative, neutral).