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The aim of this study was to conduct a longitudinal network analysis to identify the central characteristics of psychopathy and determine whether these features change over time during childhood. This study examined the network structure of psychopathy operationalized by the Child Problematic Traits Inventory at four time-points over three years in a sample of Chinese community children (N = 268, 48% boys). We examined (a) which features were central to the psychopathy networks, and (b) whether the network structure changed over time. Items assessing a lack of remorse, being unconcerned about others' feelings, and deceitfulness were positioned centrally with higher centrality indices at each time-point. The network structure of psychopathy was relatively stable over time. Our findings extend the knowledge about the core features of child psychopathy and the tendencies of those central characteristics throughout child development. We also discuss how these findings can help the development of targeted interventions and treatment of child psychopathy in clinical practice., Author(s): Xintong Zhang [sup.1] , Jiaxin Deng [sup.1] , Yiyun Shou [sup.2] [sup.3] , Meng-Cheng Wang [sup.1] Author Affiliations: (1) https://ror.org/05ar8rn06, grid.411863.9, 0000 0001 0067 3588, Department of Psychology, Guangzhou [...]

The purpose of this study was to assess the feasibility of a 6-week school-based running program for adolescents with disabilities and measure the effects of the program. Twenty adolescents with disabilities participated in the study. Teachers were asked to implement the program and assess physiological and psychosocial measures following the program. The teachers were willing to implement the program, reported full compliance from the participants, and improvements in psychosocial and physiological measures. Additional investigation is warranted to understand the full effects of school-based programs in adolescents with disabilities. Keywords: Adolescents with disabilities, running program, school-based, feasibility, Engaging in physical activity during a young age helps to promote cardiovascular health and help prevent metabolic diseases (Toscano et al., 2018). Physical activity also improves mental health, decreases rates [...]

Current debate has identified the factors emotion knowledge (EK) and attention as specific trajectories longitudinally influencing psychopathological development in childhood. The 'Emotion Knowledge Hypothesis' assumes that children with great emotion skills have high self-regulating abilities that result in lower cognitive load and stronger attention capacities. Attention problems are thus perceived as a consequence of reduced EK. According to the competing 'Attention Effect Hypothesis', attention problems and EK deficits are associated because of impaired learning capacities due to attention problems. According to this hypothesis, attention problems are predictive of impaired EK. If those specific trajectories are disrupted, this might attenuate the development of later behavior problems. The present study tests those competing hypotheses replicating previous studies in this field to shed light on potential psychopathology trajectories. A total of 136 pre- and elementary school children as well as their teachers participated in this study. Children's symptoms of inattention as well as their emotional competences were assessed 3 times over a 12-month period. We applied multilevel structural equation modelling and cross-lagged panel models for data analysis. Overall, we noted a drop in inattention scores and rise in emotional competences over the one-year course, indicating maturation effects. There was a significant but very small effect for attention scores predicting emotional competences. With respect to the question whether interventions should focus on the 'Emotion Knowledge' or 'Attention Effect' hypothesis, our findings imply that none of them has superiority over the other. Therefore, both emotion knowledge and attention are crucial for development, and that children with deficits in either domain should receive targeted interventions in order to disrupt potentially harmful developmental pathways., Author(s): Hanna Christiansen [sup.1] , Oliver Hirsch [sup.2] , Ashkan Beheshti [sup.1] , Mira-Lynn Chavanon [sup.1] Author Affiliations: (1) grid.10253.35, 0000 0004 1936 9756, Department of Psychology, Clinical Child and [...]

Previous research has shown that disruptive behavior can impair students' academic success (Pierce et al. in Remedial Spec Educ 25:175-188, 2004, https://doi.org/10.1177/07419325040250030501), as well as increase teacher's stress level (Westling in Remedial Spec Educ 31:48-63, 2010, https://doi.org/10.1177/0741932508327466). The Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement; however, few studies have evaluated the efficacy of CPI. The purpose of this study was to assess the effects of CPI on disruptive behavior and academic engagement of young students who engage in disruptive behavior. This study used a non-concurrent multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in disruptive behavior and an increase in academic engagement for all three participants and these levels persisted throughout schedule thinning. In addition, results of teacher and student social validity assessments indicated that the intervention was effective and easy to implement and that students preferred the intervention., Author(s): Andrea N. Zuniga [sup.1], Catia Cividini-Motta [sup.1] Author Affiliations: (1) grid.170693.a, 0000 0001 2353 285X, Applied Behavior Analysis Program, Department of Child and Family Studies, University of South Florida, [...]

The downward extension of psychopathic traits to childhood and adolescence proved to be important in both research and clinical practice. The current study investigates how distinct psychopathic traits (i.e., callous-unemotional traits, narcissism, impulsivity) contribute to the prediction of conduct disorder (CD) symptoms, and whether these associations vary as a function of age. Further, we aimed to examine the variability in mean levels of psychopathic traits from age 9 to age 20 in a large community sample (N = 9136) using cross-sectional analysis. The study's findings provided evidence for age variability in psychopathic traits, since narcissism was found to be more prevalent from age 13-15, impulsivity from age 13 to 20, and CU traits from age 15-18. These findings demonstrate that psychopathic traits are less prevalent during childhood than adolescence. Further, the pattern of association between CD symptoms and psychopathic traits also displayed variability by age. Specifically, even though the overall regression of psychopathic traits on CD symptoms suggested that the three psychopathic dimensions had comparable impact on CD, the separate regressions by age group suggested that impulsivity was the strongest predictor of CD in childhood and early adolescence (ages 9-14), while narcissism was the strongest predictor of CD in mid-adolescence (ages 15-17). In contrast, callous-unemotional traits had a more stable effect on CD symptoms across time. Current evidence can inform existing attempts for the developmental extension of the construct of psychopathy to childhood and adolescence., Author(s): Kostas A. Fanti [sup.1] , Alexandros Lordos [sup.1] Author Affiliations: (1) grid.6603.3, 0000000121167908, Department of Psychology, University of Cyprus, , P.O. Box 20537, CY 1678, Nicosia, Cyprus Introduction > [...]