Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement.

autism depression educational achievement failure model irritability peer relationships

Journal

Development and psychopathology
ISSN: 1469-2198
Titre abrégé: Dev Psychopathol
Pays: United States
ID NLM: 8910645

Informations de publication

Date de publication:
26 Jan 2023
Historique:
entrez: 26 1 2023
pubmed: 27 1 2023
medline: 27 1 2023
Statut: aheadofprint

Résumé

In the general population, irritability is associated with later depression. Despite irritability being more prevalent in autistic children, the long-term sequelae are not well explored. We tested whether irritability in early childhood predicted depression symptoms in autistic adolescents, and whether associations could be explained by difficulties in peer relationships and lower educational engagement. Analyses tested the longitudinal associations between early childhood irritability (ages 3-5) and adolescent depression symptoms (age 14) in a prospective inception cohort of autistic children (

Identifiants

pubmed: 36700357
pii: S0954579422001316
doi: 10.1017/S0954579422001316
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

1-11

Subventions

Organisme : Wellcome Trust
ID : 204823
Pays : United Kingdom
Organisme : Wellcome Trust
ID : 213608
Pays : United Kingdom

Auteurs

Virginia Carter Leno (V)

Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.

Nicola Wright (N)

Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.
Department of Psychology, Manchester Metropolitan University, UK.

Andrew Pickles (A)

Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.

Rachael Bedford (R)

Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.
Department of Psychology, University of Bath, UK.

Anat Zaidman-Zait (A)

Constantine School of Education, Tel Aviv University, Tel Aviv, Israel.

Connor Kerns (C)

University of British Columbia, Vancouver, Canada.

Lonnie Zwaigenbaum (L)

University of Alberta, Edmonton, Canada.

Eric Duku (E)

McMaster University, Hamilton, Ontario, Canada.

Teresa Bennett (T)

McMaster University, Hamilton, Ontario, Canada.

Stelios Georgiades (S)

McMaster University, Hamilton, Ontario, Canada.

Isabel M Smith (IM)

Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada.
Autism Research Centre, IWK Health Centre, Halifax, Nova Scotia, Canada.

Annie Richards (A)

Autism Research Centre, IWK Health Centre, Halifax, Nova Scotia, Canada.

Tracy Vaillancourt (T)

Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada.

Peter Szatmari (P)

University of Toronto, Toronto, Ontario, Canada.
Centre for Addiction and Mental Health, Canada.
The Hospital for Sick Children, Toronto, Ontario, Canada.

Mayada Elsabbagh (M)

Montreal Neurological Institute, Azrieli Centre for Autism Research, McGill University, Montreal, Quebec, Canada.

Classifications MeSH