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Background. Sibling bullying is associated with mental health difficulties; both in the short and long term. It is commonly assumed that sibling bullying leads to mental health difficulties but observational studies rarely allow for such inferences to be made. Method. To ad-dress this gap in knowledge, we used a genetically sensitive design with data from the Avon Longitudinal Study of Parents and Children (maximum N=3,959). At ages 12-13 years, individuals self-reported their involvement in sibling bullying, as a victim and perpetrator, and parents reported on their child’s mental health difficulties. Polygenic scores, in-dices of genetic risk for psychiatric disorders (major depressive disorder and attention deficit hyperactivity disorder) were computed using children’s genetic data. Regression and structural equation models were fitted to the data. Results. Sibling bullying and polygenic scores both independently predicted mental health difficulties but the relationship between sibling bullying and mental health difficulties was not moderated by genetic risk. Addition-ally, polygenic scores for mental health difficulties were associated with both sibling bully-ing and mental health difficulties. Conclusion. These findings suggest that the relationship between sibling bullying and mental health difficulties is not simply causal; sibling bullying and mental health difficulties may be, at least partly, related due to shared genetic etiology.

Background and aims: Despite its high potential for affecting sibling relationships, few studies have explored the impact of the Covid-19 pandemic on this important family dynamic. Of these, the reported evidence has been inconsistent across cultures and lacks cross-cultural comparability. For the first time, we investigated cross-cultural variability in the impact of Covid-19, and the restrictions associated with it, on sibling relationships of autistic adolescents from a Western (United Kingdom) and non-Western (Turkey) country. We also explored how British and Turkish parents intervene in negative sibling interactions – i.e., sibling bullying –when witnessed. Methods: Parents of 164 British and 96 Turkish autistic adolescents, aged 9-20 years, were asked how they perceived the effects of Covid-19 on their children's sibling relationships, and how they were most likely to react to instances of sibling bullying. Free response data from parents were analysed using qualitative content analysis. Results: Our findings indicated more cross-cultural similarities than differences between British and Turkish families. The majority of both British and Turkish parents indicated that Covid-19 worsened sibling relationships between their autistic and non-autistic children. An overwhelming majority of British and Turkish parents also said that they would step in directly when witnessing sibling bullying. Despite the high volume of cross-cultural similarities generally, we also found some cross-cultural differences, for instance in relation to the most common negative impact of Covid-19 on sibling relationships and the most preferred parental responses to sibling bullying. Conclusions and implication: Implications and suggestions are discussed in more detail, drawing on the Etic approach to cross-cultural psychology.

Nearly one in two autistic adolescents is involved in sibling bullying, which is linked to increased mental health difficulties. Despite its high prevalence, only a handful of studies have focused on the relationship between sibling bullying and mental health in autistic adolescents. Of these, a vast majority of evidence comes from western cultures while little is known about non-western cultures. For the first time, the current study investigated the cross-cultural variability in the prevalence and demographic and mental health correlates of sibling bullying between a western (the United Kingdom) and non-western (Turkey) country. Parents of British (N=289) and Turkish (N=171) autistic adolescents, aged 9-20, years completed online questionnaires. Structural equation models were fitted to test the risk factors for and behavioural and mental health correlates of sibling bullying. Overall, sibling bullying was highly prevalent in the lives of both British and Turkish autistic adolescents as more than two-thirds either bullied a sibling or were bullied by a sibling every week. Consistent with previous reports, higher rates of sibling bullying were significantly correlated with poorer mental health in both British and Turkish autistic adolescents. Additionally, sibling bullying was indirectly linked to mental health difficulties through detrimental social behaviours (British and Turkish) and emotion regulation (British-only) in autistic adolescents. There were no indirect correlations between sibling bullying and mental health through social skills in either sample. Implications of these findings as well as cross-cultural similarities and differences are discussed in more detail in light of the relevant cross-cultural psychological theory.

Autistic children and adolescents and their parents are likely to have been disproportionally affected during the COVID-19 pandemic. There has been little focus on how the mental health of these vulnerable families developed during the pandemic and how it compared to those with other special educational needs and disabilities. Questionnaires were completed by a maximum of 527 parents/carers about their own and their child’s mental health at one or more time points between 23 March 2020 (at the onset of the first lockdown) and 10 October 2020 (when schools fully reopened for face-to-face teaching). Multi-level regression models were fitted to the data. Autistic young people had more depression and anxiety symptoms compared to young people with other special educational needs and disabilities throughout the study period. As lockdown progressed and schools subsequently reopened for face-to-face teaching, anxiety levels decreased for young people with special educational needs and disabilities but not for autistic young people, whose anxiety levels remained stable throughout. Depression symptoms, however, remained stable for both groups during this period as did parents’/carers’ psychological distress and well-being. These findings shed new light on the likely disproportionate effect of the COVID-19 pandemic on anxiety levels in autistic young people. Lay abstract Autistic children and adolescents, and their parents/carers, tend to experience more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. The rapid change in society as a result of the COVID-19 pandemic is likely to have disproportionately affected autistic young people and their parents/carers. We investigated how the mental health of autistic young people, and their parents/carers, developed during the first lockdown in the United Kingdom and how it changed once schools fully reopened for face-to-face teaching approximately 6 months later. Parents/carers completed online standardised questionnaires about their own and their child’s mental health at four time points between March 2020 and October 2020. We found that, throughout this period, autistic young people experienced more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. Anxiety levels decreased as lockdown progressed and schools reopened for face-to-face teaching but only for those with other special educational needs and disabilities. For autistic young people, both anxiety and depression symptoms remained high throughout. There were no differences in the mental health of parents/carers of autistic children compared to those with other special educational needs and disabilities. These findings suggest that the mental health of autistic children and adolescents is likely to have been disproportionately affected during and after the first lockdown in the United Kingdom. In the second part of this article (Asbury & Toseeb, 2022), we attempt to explain these trends using qualitative data provided by parents during the same period.

Purpose: In Summer 2021 a genomic study of autism, Spectrum 10K, was paused due to backlash from the autistic community. This raised important questions about how the autistic and autism communities perceive genomic research. The PEAPOD study was established to address this issue among a range of sub-groups within these communities. Methods: Twenty parents of nonverbal or minimally verbal autistic children took part. Data were provided in diverse formats including online interviews, telephone interviews and writing. This approach was co-produced with autistic experts by experience and involved a parent of a minimally verbal autistic child. Data were analysed using reflexive Thematic Analysis.Results: Participants were supportive of autism research, including some genomic research, as long as it is designed to support autistic people and is ethical and transparent. However, while some believed that polygenic scores, genomic predictors of the statistical probability of being autistic, would be helpful, others argued that this would only be true in an ideal world. Participants felt excluded from the autistic and autism communities, and that the dominant voices in those communities do not represent them or their children.Conclusion: Genomic researchers need to work with the autistic and autism communities to design future work, and it is important to ensure a representative range of voices are heard.

Purpose: Young people with developmental language disorder (DLD) have poorer mental health than those without DLD. However, not all young people with DLD are equally affected; some have more mental health difficulties than others. What explains these differences remains unclear. Method: Data from a community cohort study, the Avon Longitudinal Study of Parents and Children, were analyzed to investigate genetic and environmental influences on the development of mental health difficulties at five time points from childhood (7 years) to adolescence (16 years) in 6,387 young people (8.7% with DLD). Regression and latent class models were fitted to the data. Results: Polygenic scores (PGSs), indices of genetic risk, for common psychiatric disorders (major depressive disorder, anxiety disorder, and attention deficit hyperactivity disorder) predicted mental health difficulties in both groups (with and without DLD). The presence of DLD, in some instances, amplified mental health difficulties for those with high genetic risk for common psychiatric disorders. Subgroups of children with similar developmental trajectories of mental health difficulties were identified. Young people with DLD were more likely than those without DLD to follow mental health subgroups characterized by consistently high levels of difficulties during development. PGSs, socioeconomic status, and the early home environment distinguished subgroups with low mental health difficulties from those characterized by high levels of difficulties, but these effects did not differ based on DLD status. Conclusions: These findings suggest that, for the most part, both genetic and environmental risk affect the development of mental health difficulties in a cumulative way for young people with DLD (and those without). Some analysis did, however, suggest that genetic risk for common psychiatric disorders might manifest more strongly in those with DLD compared with those without DLD. Supplemental Material: https://doi.org/10.23641/asha.22351012

Funding: Royal Society - UF150663, RGF\EA\180141; Wellcome Trust - 217065/Z/19/Z; H2020 European Research Council - 694189; NWO - 451-15-017; National Health and Medical Research Council - 1173896; Canadian Institute for Health Research - MOP-133440. Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. Publisher PDF

Young people with special educational needs and disabilities (SENDs) and their families have been particularly hard hit by the COVID-19 pandemic. In this longitudinal study, sibling conflict in these families during and after the first lockdown in the United Kingdom was investigated. Online questionnaires were completed by 504 parents of young people with SENDs at four-time points between 23rd March 2020 and 10th October 2020 (over half completed the questionnaire at multiple time points). As lockdown progressed, young people with SENDs were more likely to be picked on or hurt by their siblings compared to earlier stages of the lockdown but there was no change in how frequently they harmed or picked on their siblings. After lockdown, both perpetration and victimisation decreased but not to the same rates as the first month of lockdown. Young people with SENDs with severe or complex needs were somewhat protected from sibling conflict. Findings are discussed with reference to implications for support and planning for future pandemics.

Friendships play a key role in supporting a successful transition to a new school for autistic children and young people. However, little is known about how these relationships have been impacted by restrictions put in place during the COVID-19 pandemic. This study aimed to explore how parents perceived the impact of COVID-19 on their autistic child’s friendships during transition to a new school. Semi-structured interviews were carried out with 14 parents of autistic children in the United Kingdom. Data were analysed using reflexive thematic analysis. Parents discussed a variety of experiences, which differed between and within school types and age groups. Several factors influenced children’s friendships during transition including support from their new school and others’ understanding of their needs. Parents described the differing expectations of what friendship was and how that affected their children’s existing and new relationships. For some, COVID-19 negatively impacted on friendships by reducing contact with existing and new friends. Others experienced positive or neutral experiences due to lockdown restrictions. This study highlights the diversity of needs among autistic children and calls for a personalised approach to transition support beyond the pandemic as one way of supporting autistic children to develop positive peer relationships. Lay abstract Research shows that moving schools can be a challenging time for autistic children and young people. One factor that has been found to support successful transition is friendships. However, there is little research exploring how transition between schools affects autistic children’s friendships, and even less on how children’s relationships during transition have been impacted by COVID-19. Fourteen parents of autistic children and young people were interviewed about their child’s move to a new school and the impact they felt this had on their friendships. Parents described how moving with existing friends helped some children to find the transition less challenging. Others had differing experiences, with their children’s friendships playing a much smaller role in the move. Differences were also seen with regard to the impact of COVID-19, with some parents speaking of how hard being away from friends was for their child, while others found the social restrictions a welcome break from interacting with peers. The study highlights how different the experiences of autistic individuals, and their parents, can be and the importance of a child-centred approach to transition support.

The current study investigated whether prosocial behavior and emotional problems, peer problems, conduct problems, and hyperactivity and inattention problems were long-term longitudinally and bidirectionally related at inter- and or intra-individual levels from early childhood through mid-adolescence. Parents in the United Kingdom reported their child’s prosocial behavior and multidimensional psychopathology at ages 3, 5, 7, 11, and 14 years (N = 16,984, 51% male, 83% White). Four random intercepts cross-lagged panel models were fitted. Higher levels of earlier prosocial behavior were associated with greater than expected decrements in psychopathology. At an intraindividual, within-person level, prosocial behavior was negatively bidirectionally associated with peer, conduct, and hyperactivity and inattention problems. Also at an intraindividual, within-person level, prosocial behavior was unidirectionally protective against emotional problems. At an interindividual level, prosocial behavior and each dimension of psychopathology were negatively associated. Therefore, engaging in prosocial behavior can reduce psychopathological symptoms over time (and vice versa), and youth who are more prosocial also tend to experience fewer psychopathological symptoms. Intraindividual associations were small while interindividual associations were moderate to large. Implications for theory, future research, and evidence-based interventions are discussed.

BACKGROUND: Children with developmental language disorder (DLD) are at higher risk of poorer mental health compared with children without DLD. There are, however, considerable individual differences that need to be interpreted, including the identification of protective factors. AIMS: Pathways from the early language and communication environment (ELCE, 1-2 years) to internalizing (peer and emotional problems) and externalizing (conduct problems and hyperactivity) problems in middle childhood (11 years) were mapped using structural equation modelling. Specifically, the role of indirect pathways via social skills (friendships, play and prosociality) in childhood (7-9 years) was investigated. METHODS & PROCEDURES: Secondary analysis of existing data from the Avon Longitudinal Study of Parents and Children (ALSPAC) was undertaken. The study sample consisted of 6531 children (394 with DLD). OUTCOMES & RESULTS: The pathways from the ELCE to internalizing and externalizing problems were similar for children with and without DLD. For both groups, a positive ELCE was associated with more competent social play and higher levels of prosociality in childhood, which in turn were associated with fewer externalizing problems in middle childhood. Furthermore, better friendships and higher levels of prosociality in childhood were both associated with fewer internalizing problems in middle childhood. CONCLUSIONS & IMPLICATIONS: A child's ELCE is potentially important not only for the development of language but also for social development. Furthermore, in the absence of adequate language ability, play and prosocial behaviours may allow children with DLD to deploy, practise and learn key social skills, thus protecting against externalizing problems. We suggest that consideration be given to play- and prosociality-based educational and therapeutic services for children with DLD. What this paper adds What is already known on this subject On the whole, children with DLD tend to have poorer mental health compared with their unaffected peers. There are, however, considerable differences and poor outcomes are not inevitable. What this study adds to the existing knowledge We demonstrate that children's ECLE is important for the development of social play behaviours and prosociality. Whilst children with DLD tend to have less competent social play and lower levels of prosociality compared with their unaffected peers, those with more competent social play and higher levels of prosociality are likely to have fewer externalizing problems later in childhood. We speculate that in the absence of adequate structural language ability, play and prosocial behaviours allow children with DLD to deploy, practise and learn key relationship skills, alongside behavioural and emotional regulation skills, thus protecting against externalizing problems. What are the potential or actual clinical implications of this work? Understanding the relationships among play, prosociality and externalizing problems may pave the way for play- and prosociality-based interventions in children with DLD. This may be particularly appealing for practitioners as such interventions capitalize on one of the most intuitive means of learning in childhood: play with friends. The likelihood of acceptability and engagement with such interventions may be higher in children than for traditional adult-led, paper-and-pencil activities.

Sibling bullying is associated with poor mental health in autistic adolescents. The reasons for this remain unclear. In the current investigation, self-esteem in mid-adolescence was investigated as a potential mediator in the relationship between sibling bullying – victimisation or perpetration – in early adolescence and mental health in late adolescence. Data from a national representative longitudinal cohort study in the United Kingdom, the Millennium Cohort Study, was accessed. Parent reports were used to identify a sample of 416 autistic adolescents. Autistic adolescents self-reported their sibling bullying experiences and self-esteem levels in early- and mid-adolescence alongside their positive (e.g., wellbeing) and negative mental health (e.g., internalising and externalising problems) in late adolescence. A series of structural equation models were fitted to the data. The findings showed that increased sibling bullying – both victimisation and perpetration – in early adolescence significantly predicted reduced self-esteem in mid-adolescence. In turn, reduced self-esteem in mid-adolescence significantly predicted poorer positive and negative mental health in late adolescence. That is, self-esteem significantly mediated longitudinal associations between sibling bullying and positive and negative mental health. These findings suggest that sibling bullying in early adolescence may lead to mental health difficulties in late adolescence through a reduction in self-esteem in mid-adolescence in autistic adolescents.

Mental health inequalities along ethnic and socioeconomic groupings are well documented. The extent to which these observed inequalities are genuine or reflect measurement differences is unclear. In the current study we sought to investigate this in a large population-based sample of children and adolescents in the United Kingdom. The main objective of the study was to establish whether the parent-report Strengths and Difficulties Questionnaire (SDQ) was invariant across ethnicity and socioeconomic status groupings at six time points from 3 to 17 years (maximum N = 17,274). First, we fitted a series of confirmatory factor analysis models to the data and confirmed that the five-factor structure (emotional problems; peer problems; conduct problems; hyperactivity/inattention; and prosocial behaviour) had acceptable fit at ages 5, 7, 11, and 14 years. Next, we tested configural, metric, and scalar invariance at these time points and demonstrated scalar invariance across household income, parent highest education, and ethnicity categories. The five-factor structure did not fit well at ages 3 and 17 years; therefore invariance was not tested at these ages. These findings suggest the parent-report SDQ can be used to measure socioeconomic and ethnic inequalities in mental health from ages 5–14 years but more consideration is required outside these ages.

Worldwide, the majority of people prefer using the right hand for most motor tasks, including writing. Because of the link between handedness and language hemispheric dominance, handedness has been studied for association with language-related disorders. No clear pattern has emerged from these studies, and inconsistencies have been attributed to small sample sizes, publication bias, and heterogeneous criteria for the definition of handedness and disorders.Here, we assessed the frequency of non-right handedness (NRH) in 10 distinct cohorts not analysed before in this context. We identified N = 2,499 cases with reading and/or language impairment and N = 4,428 unique controls on the basis of a priori defined criteria. Overall, NRH was more frequent and more variable in the cases (8-24%) than in the controls (8-16%). Meta-analysis in the eight cohorts that met the inclusion criteria showed an increase of NRH in individuals with language/reading impairment compared to controls (OR = 1.21, CI = 1.06 - 1.37, p = 0.009). No moderator effects were detected for type of cohort (epidemiological versus clinical) and type of impairment (language versus reading). Our results support a genuine but modest association between NRH and reading and language impairments, suggesting shared biological pathways underlying brain lateralization, handedness, and cognitive functions.

The primary aim of this study was to translate the Sibling Bullying Questionnaire (SBQ) into Turkish and validate it. A secondary aim was to estimate the prevalence of sibling bullying in Turkish adolescents. The SBQ was translated by a team of English-Turkish bilinguals. Self-report data were collected from Turkish adolescents (N = 301) aged 10 to 18 years old (mean age = 14.25 years, SD = 2.46). Confirmatory factor analysis (CFA) was used to confirm the factor structure of the newly translated Turkish SBQ (T-SBQ). Descriptive analyses were then conducted to report the characteristics of the sample and the prevalence of sibling bullying. CFA confirmed the original two-factor structure of the T-SBQ indicating that a first-order correlated two-factor model shows the best fit: x2=160.33 (p df = 61, RMSEA = 0.07, CFI = 0.95 and TLI = 0.93. The T-SBQ showed satisfactory levels of internal consistency in victimisation (α = 0.84) and perpetration (α = 0.83) subscales, excellent reliability in the overall test scale (α = 0.90), and a high level of convergent validity when compared with the Revised Sibling Bullying Questionnaire (α = 0.79). In terms of sibling bullying prevalence, approximately half of the adolescents (51%) reported having been involved in some form of sibling bullying in the preceding six months, either as pure-victim (18%), pure-bully (3%) or bully-victim (30%). This result aligns with the findings from other countries such as the United States (41%), Israel (51%), and the United Kingdom (49%). The T-SBQ is valid and reliable in measuring sibling bullying in Turkish adolescents and sibling bullying is prevalent in the lives of Turkish adolescents.

Due to the COVID-19 pandemic and resultant school closures, social distancing measures, and restrictions placed on routine activities, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a school transition in 2020, and to examine what impact parents perceived the COVID-19 pandemic had on their child’s school transition. Emphasis was placed on identifying facilitating factors that had benefitted school transitions, and barriers, which had negatively impacted these experiences. Semi-structured interviews were carried out with 13 parents of autistic children in the UK. Reflexive thematic analysis was carried out to identify themes in interview data. Parents reported a variety of experiences, and factors that were perceived as facilitatory to some were observed to be barriers by others. For some parents, the COVID-19 pandemic negatively impacted aspects of school transitions. For example, school closure in March 2020, being unable to visit their child’s new school, and social distancing measures were discussed as being barriers to an easy transition. However, other parents identified these factors as being facilitatory for their child or reported that these circumstances created opportunities to approach the school transition in a unique, improved manner. This paper sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of COVID-19 on school transitions, including practices which may be advantageous to retain.

Sibling bullying is associated with poor mental health outcomes, but the relevance of specific bullying roles remains unclear. Data from a population-based study (n = 17,157, 48% female) focusing on early (11 years), middle (14 years), and late (17 years) adolescence were analyzed. Associations between sibling bullying roles in early adolescence and positive and negative mental health outcomes in late adolescence were investigated. Generally, bullying, irrespective of role, was associated with poorer mental health outcomes in late adolescence. As the frequency of bullying victimization increased between early and middle adolescence so did the severity of mental health outcomes in late adolescence. The developmental trajectories of externalizing problems were influenced by bullying in early adolescence. Sibling bullying, irrespective of role, is associated with poor mental health outcomes.

The quality of a child's early language and communication environment (ELCE) is an important predictor of later educational outcomes. However, less is known about the routes via which these early experiences influence the skills that support academic achievement. Using data from the Avon Longitudinal Study of Parents and Children (n = 7,120) we investigated relations between ELCE (

Adolescence is a critical time for the continued maturation of brain networks. Here, we assessed structural connectome development in a large longitudinal sample ranging from childhood to young adulthood. By projecting high-dimensional connectomes into compact manifold spaces, we identified a marked expansion of structural connectomes, with strongest effects in transmodal regions during adolescence. Findings reflected increased within-module connectivity together with increased segregation, indicating increasing differentiation of higher-order association networks from the rest of the brain. Projection of subcortico-cortical connectivity patterns into these manifolds showed parallel alterations in pathways centered on the caudate and thalamus. Connectome findings were contextualized via spatial transcriptome association analysis, highlighting genes enriched in cortex, thalamus, and striatum. Statistical learning of cortical and subcortical manifold features at baseline and their maturational change predicted measures of intelligence at follow-up. Our findings demonstrate that connectome manifold learning can bridge the conceptual and empirical gaps between macroscale network reconfigurations, microscale processes, and cognitive outcomes in adolescent development.

Summary Decision-making is a cognitive process of central importance for the quality of our lives. Here, we ask whether a common factor underpins our diverse decision-making abilities. We obtained 32 decision-making measures from 830 young people and identified a common factor that we call “decision acuity,” which was distinct from IQ and reflected a generic decision-making ability. Decision acuity was decreased in those with aberrant thinking and low general social functioning. Crucially, decision acuity and IQ had dissociable brain signatures, in terms of their associated neural networks of resting-state functional connectivity. Decision acuity was reliably measured, and its relationship with functional connectivity was also stable when measured in the same individuals 18 months later. Thus, our behavioral and brain data identify a new cognitive construct that underpins decision-making ability across multiple domains. This construct may be important for understanding mental health, particularly regarding poor social function and aberrant thought patterns.

The current study investigated whether prosocial behaviour and multidimensional psychopathology are bidirectionally related at intra- and or inter-individual levels from early childhood through mid-adolescence. Parents in the United Kingdom reported their child’s prosocial behaviour, emotional problems, peer problems, conduct problems, and hyperactivity and inattention problems at ages 3, 5, 7, 11, and 14 years (N = 16,984, 51% male, 83% white). Four random intercepts cross-lagged panel models were fitted. Higher levels of earlier prosocial behaviour were associated with greater than expected decrements in psychopathology. Higher levels of earlier psychopathology were associated with greater than expected decrements in prosocial behaviour. Therefore, prosocial behaviour was bidirectionally associated with multidimensional psychopathology. Additionally, children and adolescents who were more prosocial tended to experience lower levels of psychopathology. Therefore, engaging in prosocial behaviour can reduce psychopathological symptoms over time (and vice versa), and youth who are more prosocial also tend to experience fewer psychopathological symptoms. Most previously reported associations between prosocial behaviour and psychopathology confound intra- and inter-individual effects. The findings of the current study imply complex state and trait level relations between prosocial behaviour and psychopathology and provide further evidence for long-term longitudinal developmental cascades.

There is considerable variability in the extent to which young people with developmental language disorder (DLD) experience mental health difficulties. What drives these individual differences remains unclear. In the current article, data from the Twin Early Development Study were used to investigate the genetic and environmental influences on psychopathology in children and adolescents with DLD ( n = 325) and those without DLD ( n = 865). Trivariate models were fitted to investigate etiological influences on DLD and psychopathology, and bivariate heterogeneity and homogeneity models were fitted and compared to investigate quantitative differences in etiological influences on psychopathology between those with and without DLD. The genetic correlation between DLD and internalizing problems in childhood was significant, suggesting that their co-occurrence is due to common genetic influences. Similar, but nonsignificant effects were observed for externalizing problems. In addition, genetic influences on internalizing problems, but not externalizing problems, appeared to be higher in young people with DLD than those without DLD, suggesting that the presence of DLD may exacerbate genetic risk for internalizing problems. These findings indicate that genetic influences on internalizing problems may also confer susceptibility to DLD (or vice versa) and that DLD serves as an additional risk factor for those with a genetic predisposition for internalizing problems.

Background There is increasing evidence that sibling bullying is associated with various social, emotional, and mental health difficulties. It is, however, unclear which factors predict sibling bullying in middle childhood and whether child-level individual differences make some children more susceptible to sibling bullying involvement. Objective To investigate the precursors of sibling bullying in middle childhood in a UK based population sample. Participants and setting Existing data from the prospective Millennium Cohort Study (N = 16,987) were used. Primary caregivers reported on precursors (child age 7 years or earlier) whilst children self-reported on sibling bullying (child age 11 years). Analysis A series of multinomial logistic regression models were fitted. First, testing for crude associations between sibling bullying and the precursors individually. Culminating in a final model with the significant predictors from all of the previous models. Results Structural family-level characteristics (e.g. birth order, ethnicity, and number of siblings) were found to be the strongest predictors of sibling bullying involvement followed by child-level individual differences (e.g. emotional dysregulation and sex). Parenting and parental characteristics (e.g. primary caregiver self-esteem and harsh parenting) predicted sibling bullying, but to a lesser extent. Conclusions These findings suggest that structural family characteristics and child-level individual differences are the most important risk factors for sibling bullying. If causality can be established in future research, they highlight the need for interventions to be two-pronged: aimed at parents, focusing on how to distribute their time and resources appropriately to all children, and the children themselves, targeting specific sibling bullying behaviors.

Sibling bullying is associated with various psychosocial difficulties. We investigated this in 231 individuals with Autism Spectrum Disorder (ASD) and 8180 without ASD between middle childhood (age 11 years) and early adolescence (age 14 years). On the whole, self-reported sibling bullying decreased from middle childhood to early adolescence. Despite this, individuals with ASD continued to report more sibling bullying as both perpetrator and victim in early adolescence than those without ASD. We found that self-report sibling bullying in middle childhood was associated with psychosocial difficulties in early adolescence. Moreover, individuals with ASD were more likely to report being bullied by both siblings and peers in middle childhood and this pattern of victimisation was associated with concurrent and longitudinal psychosocial difficulties. Electronic supplementary material The online version of this article (10.1007/s10803-019-04116-8) contains supplementary material, which is available to authorized users.

The COVID-19 pandemic has had a huge impact on how people go about their day to day life. The sudden change, along with necessary measures such as self-isolation and social distancing has been particularly challenging for children with special educational needs and disabilities (SENDs) and their families, given their reliance on many on carefully established routines and relationships as well as professional and informal support. Three hundred and thirty nine parents of children with SENDs (the majority with Autism Spectrum Conditions) completed an online survey during the first two months of the social distancing in the UK (23rd March 2020 - 22nd May 2020). Parents provided detailed accounts of their family’s needs both to support their child during lockdown and to transition back to school. Many of these support needs during lockdown were either unique to families of children with SENDs or represented a more profound challenge than in most neurotypical families. There were considerable differences in satisfaction with support during COVID-19 suggesting wide variation in support provided to families of children with SENDs. The findings also suggest that educators and policy makers should place the implementation of clear routines and targeted mental health support at the centre of any strategy designed to support children with SENDs in making the transition back to school. The study provides preliminary insights into parental perspectives on support during the COVID-19 pandemic for families with children with SENDs.

Parents of children with Special Educational Needs and Disabilities in the UK (n = 241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed.

Purpose Children with poor language tend to have worse psychosocial outcomes compared to their typically developing peers. The most common explanations for such adversities focus on developmental psychological processes whereby poor language triggers psychosocial difficulties. Here, we investigate the possibility of shared biological effects by considering whether the same genetic variants, which are thought to influence language development, are also predictors of elevated psychosocial difficulties during childhood. Method Using data from the U.K.-based Avon Longitudinal Study of Parents and Children, we created a number of multi–single-nucleotide polymorphism polygenic profile scores, based on language and reading candidate genes ( ATP2C2, CMIP, CNTNAP2, DCDC2, FOXP2, and KIAA0319, 1,229 single-nucleotide polymorphisms) in a sample of 5,435 children. Results A polygenic profile score for expressive language (8 years) that was created in a discovery sample ( n = 2,718) predicted not only expressive language (8 years) but also peer problems (11 years) in a replication sample ( n = 2,717). Conclusions These findings provide a proof of concept for the use of such a polygenic approach in child language research when larger data sets become available. Our indicative findings suggest consideration should be given to concurrent intervention targeting both linguistic and psychosocial development as early language interventions may not stave off later psychosocial difficulties in children.

Objective We examine the potential associations between self-rated health, employment situation, relationship status and personal wellbeing in young adults with and without a history of language impairment (LI). Methods In total, 172 24-year-olds from the UK participated, with approximately half (N = 84) having a history of LI. Personal wellbeing was measured using ratings from three questions from the Office for National Statistics regarding life satisfaction, happiness and life being worthwhile. Results There were similarities between individuals with a history of LI and their age-matched peers in self-rated personal wellbeing. However, regression analyses revealed self-rated health was the most consistent predictor of personal wellbeing for individuals with a history of LI in relation to life satisfaction (21% of variance), happiness (11%) and perceptions that things one does in life are worthwhile (32%). None of the regression analyses were significant for their peers. Conclusions Similarities on ratings of wellbeing by young adults with and without a history of LI can mask heterogeneity and important differences. Young adults with a history of LI are more vulnerable to the effects of health, employment and relationship status on their wellbeing than their peers.

Longitudinal research into the development of prosociality during childhood contributes to our understanding of individual differences in social and emotional outcomes. There is a dearth of literature on the development of prosociality in children with Developmental Language Disorder (DLD). Data from the UK based Millennium Cohort Study was used to investigate prosociality from age 5 to 11 years in 738 children at risk of Developmental Language Disorder (r-DLD) and 12,972 children in a general population (GP) comparison group. Multilevel mixed effects regression models were run to investigate the mean change in prosociality and latent class growth analysis was used to identify heterogeneous groups of children who shared similar patterns of development. Overall, children at risk of DLD were less prosocial at age 5 and, although they did become more prosocial by the age of 11, they did not reach the same levels of prosociality as those in the GP group. Subsequent sub group analysis revealed four distinct developmental trajectories: stable high (19 %), stable slightly low (36 %), decreasing to slightly low (5 %), and increasing to high (40 %). Children at risk of DLD were less likely than those in the GP group to be in the stable high class and more likely to be in the stable slightly low class. For children at risk of DLD, being prosocial was protective against concurrent social and emotional difficulties. But being prosocial in early childhood was not protective against later social and emotional difficulties nor did the absence of prosociality in early childhood make social and emotional difficulties in middle childhood inevitable. Rather, the presence of prosociality in middle childhood was the key protective factor, regardless of prosociality in early childhood. Prosociality is not a key area of concern for children at risk of DLD. Instead, it is an area of relative strength, which can be nurtured to mitigate social and emotional difficulties in children at risk of DLD, particularly in middle childhood.

Children and adolescents with developmental language disorder (DLD) are, overall, vulnerable to difficulties in emotional adjustment and in peer relations. However, previous research has shown that different subgroups follow different trajectories in respect to the quality of peer relations. Less is known about the trajectories of emotional development. We consider here the possibility that development in these two domains is interrelated: that is, the trajectories of emotional and peer problems will proceed in parallel. We conducted longitudinal joint trajectories analyses of emotional and peer relations in a sample of young people identified as having DLD at the age of 7 years and seen at intervals up to 16 years. Potential influences on joint trajectory group membership were examined. Findings revealed five distinct joint trajectories. Emotional and peer difficulties do occur together from childhood to adolescence for just over half of the sample, but not all. The variables most clearly associated with group membership were pragmatic language ability, prosociality and parental mental health. This is the first study to examine joint longitudinal trajectories of emotional and peer difficulties in individuals with DLD. We demonstrate that development in individuals with DLD is heterogeneous and identify three key variables associated with personal and social adjustment from childhood to adolescence. Theoretical and clinical implications of these findings are discussed. Electronic supplementary material The online version of this article (10.1007/s00787-018-1261-6) contains supplementary material, which is available to authorized users.

BackgroundGenetic risk is thought to drive clinical variation on a spectrum of schizophrenia-like traits but the underlying changes in brain structure that mechanistically link genomic variation to schizotypal experience and behaviour are unclear.MethodsWe assessed schizotypy using a self-reported questionnaire, and measured magnetization transfer (MT), as a putative micro-structural MRI marker of intra-cortical myelination, in 68 brain regions, in 248 healthy young people (aged 14-25 years). We used normative adult brain gene expression data, and partial least squares (PLS) analysis, to find the weighted gene expression pattern that was most co-located with the cortical map of schizotypy-related magnetization (SRM).ResultsMagnetization was significantly correlated with schizotypy in bilateral posterior cingulate cortex and precuneus (and for disorganized schizotypy also in medial prefrontal cortex; all FDR-corrected P < 0.05), which are regions of the default mode network specialized for social and memory functions. The genes most positively weighted on the whole genome expression map co-located with SRM were enriched for genes that were significantly down-regulated in two prior case-control histological studies of brain gene expression in schizophrenia. Conversely, the most negatively weighted genes were enriched for genes that were transcriptionally up-regulated in schizophrenia. Positively weighted (down-regulated) genes were enriched for neuronal, specifically inter-neuronal, affiliations and coded a network of proteins comprising a few highly interactive “hubs” such as parvalbumin and calmodulin.ConclusionsMicrostructural MRI maps of intracortical magnetization can be linked to both the behavioural traits of schizotypy and to prior histological data on dysregulated gene expression in schizophrenia.

See Gratwicke and Foltynie (doi:10.1093/brain/awx333) for a scientific commentary on this article. Cognitive impairments in Parkinson’s disease show variable onset, severity and progression. Ray et al. demonstrate that the future cognitive status of newly diagnosed patients can be predicted from the volume of the nucleus basalis of Meynert, with implications for the development of interventions for cognitive decline in Parkinson’s disease dementia., See Gratwicke and Foltynie (doi:10.1093/brain/awx333) for a scientific commentary on this article. Cognitive impairments are a prevalent and disabling non-motor complication of Parkinson’s disease, but with variable expression and progression. The onset of serious cognitive decline occurs alongside substantial cholinergic denervation, but imprecision of previously available techniques for in vivo measurement of cholinergic degeneration limit their use as predictive cognitive biomarkers. However, recent developments in stereotactic mapping of the cholinergic basal forebrain have been found useful for predicting cognitive decline in prodromal stages of Alzheimer’s disease. These methods have not yet been applied to longitudinal Parkinson’s disease data. In a large sample of people with de novo Parkinson’s disease (n = 168), retrieved from the Parkinson’s Progressive Markers Initiative database, we measured cholinergic basal forebrain volumes, using morphometric analysis of T1-weighted images in combination with a detailed stereotactic atlas of the cholinergic basal forebrain nuclei. Using a binary classification procedure, we defined patients with reduced basal forebrain volumes (relative to age) at baseline, based on volumes measured in a normative sample (n = 76). Additionally, relationships between the basal forebrain volumes at baseline, risk of later cognitive decline, and scores on up to 5 years of annual cognitive assessments were assessed with regression, survival analysis and linear mixed modelling. In patients, smaller volumes in a region corresponding to the nucleus basalis of Meynert were associated with greater change in global cognitive, but not motor scores after 2 years. Using the binary classification procedure, patients classified as having smaller than expected volumes of the nucleus basalis of Meynert had ∼3.5-fold greater risk of being categorized as mildly cognitively impaired over a period of up to 5 years of follow-up (hazard ratio = 3.51). Finally, linear mixed modelling analysis of domain-specific cognitive scores revealed that patients classified as having smaller than expected nucleus basalis volumes showed more severe and rapid decline over up to 5 years on tests of memory and semantic fluency, but not on tests of executive function. Thus, we provide the first evidence that volumetric measurement of the nucleus basalis of Meynert can predict early cognitive decline. Our methods therefore provide the opportunity for multiple-modality biomarker models to include a cholinergic biomarker, which is currently lacking for the prediction of cognitive deterioration in Parkinson’s disease. Additionally, finding dissociated relationships between nucleus basalis status and domain-specific cognitive decline has implications for understanding the neural basis of heterogeneity of Parkinson’s disease-related cognitive decline.

High levels of childhood happiness, self-esteem, and prosociality are associated with positive social and emotional outcomes. Little is known about whether these constructs co-occur and how levels of co-occurrence are different in children with or without Autism Spectrum Disorder (ASD). Data was obtained from 13,285 11-year olds (408 with ASD) from a UK based prospective cohort study. Latent class analysis revealed five distinct classes: The "very low prosociality class" (with ASD 32% vs. without ASD 7%) was characterized by children who were happy and had high self-esteem but they were not prosocial. The "low happiness class" (with ASD 3% vs. without ASD 3%), included those children who had moderate self-esteem and were prosocial but were the least happy. Children in the "low to moderate positive functioning class" (with ASD 16% vs. without ASD 6%) were moderately happy and had the lowest self-esteem but were prosocial. The "moderate to high positive functioning class" (with ASD 17% vs. without ASD 23%) was characterized by children who were happy, had moderate self-esteem, and were very prosocial. The majority of children were in the "optimum class" (with ASD 31% vs. without ASD 62%), and were very happy, very prosocial with high self-esteem. Our findings demonstrate that for the majority of children in our sample, happiness, self-esteem, and prosociality co-occur. Furthermore, although as a group children with ASD have lower levels of positive functioning, our multivariable latent class approach suggests that nearly half of children with ASD are happy, have good levels self-esteem, and are prosocial. Autism Res 2018, 11: 1011-1023. © 2018 International Society for Autism Research, Wiley Periodicals, Inc.High levels of childhood happiness, self-esteem, and prosociality are associated with positive social and emotional outcomes. In this study, we investigated whether happiness, self-esteem and prosociality co-occur in children, and how possible co-occurrence differs between those with and without Autism Spectrum Disorder. We found that for the majority of children happiness, self-esteem, and prosociality co-occur. Furthermore, although as a group children with ASD have lower levels of positive functioning, our findings suggest that nearly half of children with ASD are happy, have good levels of self-esteem, and are prosocial.

Highlights • First study of entry into driving by young people with language impairment (LI). • Individuals with LI are less likely than peers to have acquired a licence by age 24. • Language and independence at 17 contribute to the prediction of holding a licence. • Individuals with LI are at no greater risk of traffic violations/accidents. • Individuals with LI may benefit from support during the preparation and test phases., Language impairment (LI) is a common developmental disorder which affects many aspects of young people’s functional skills and engagement with society. Little is known of early driving behaviour in those with this disability. This longitudinal study examines early driving experience in a sample of young adults with LI, compared with a sample of typically developing age-matched peers (AMPs). At age 24 years, significantly fewer participants with LI had acquired a driving licence. A crucial hurdle for those with LI appeared to be the Theory part of the (UK) test. Logistic regression analysis indicated that language ability and a measure of independence at age 17 contributed to the prediction of licence possession at age 24. There was no evidence of differences in traffic violations or accident rates between those with and without LI. There is little evidence that young people with LI are at greater risk on the roads than peers without LI, but some individuals with LI might benefit from support in the course of preparation for driving and in the driving test.

Purpose The purposes of this study were to test the predictions that lower self-esteem and higher shyness in individuals with a history of language impairment (LI) would continue from adolescence into early adulthood and that those with LI would have lower social self-efficacy in early adulthood. Method Participants were young people with a history of LI and a comparison group of age-matched peers. Both groups were tested at ages 17 and 24 years. Participants completed measures of language ability, nonverbal IQ, shyness, global self-esteem, and (at age 24 years only) social self-efficacy. Results Young adults with LI scored lower than age-matched peers on self-esteem, higher on shyness, and lower on social self-efficacy (medium to large effect sizes). In line with expectations, in the group with LI, language ability in adolescence predicted shyness in young adulthood, which, in turn, was negatively associated with self-esteem. There was also a direct association between language ability in adolescence and self-esteem in young adulthood. Conclusions Young people with a history of LI are likely to be entering adulthood less socially confident than their peers. Interventions may be desirable for young adults with LI, and the present findings indicate social self-efficacy as a key area of social confidence that calls for practitioners' attention.

Socializing and networking was transformed in the technological era by the introduction of social networking sites (SNSs). These online sites contain an abundance of information about individual preferences, interests, types, and frequency of social interactions, etc. However, scientific studies that have utilized SNS activity data to aid our understanding of mental health disorders are scarce. This is partly due to the practicalities of accessing SNS data and methodological issues of large-scale data collection, but also because the construct validity of SNS measures is unknown. By and large, the literature to date has attempted to link various SNSs measures to various mental health symptomologies, mostly collected using self-report measures rather than data generated by SNSs. Although such research has demonstrated some preliminary and putative associations between SNS activity and mental health measures, the current literature is still in its infancy and arguably lacks rigor in design, offering limited insights into its theoretical significance and plausibility. In this review, we will provide an account of the theoretical importance of using data generated from SNSs in mental health research and provide a brief overview of the literature published in this area to date.