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Pathways from neurocognitive vulnerability to co-occurring internalizing and externalizing problems among women with and without attention-deficit/hyperactivity disorder followed prospectively for 16 years

Published online by Cambridge University Press:  14 October 2016

Elizabeth B. Owens  and
Stephen P. Hinshaw
Elizabeth B. Owens*
Affiliation:
University of California, Berkeley
Stephen P. Hinshaw
Affiliation:
University of California, Berkeley
*
Address correspondence and reprint requests to: Elizabeth B. Owens, Institute of Human Development, University of California, Berkeley, 1225 Tolman Hall, Berkeley, CA 94720; E-mail: lizowens@berkeley.edu.
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Abstract

Using a sample of 228 females with and without childhood attention-deficit/hyperactivity disorder followed prospectively across 16 years, we measured childhood neurocognitive vulnerability via executive dysfunction using teacher-reported cognitive and learning problems. We then ascertained relations between dimensionally measured internalizing and externalizing psychopathology during adulthood and showed that childhood neurocognitive vulnerability reliably predicted such associated psychopathology. We identified six serial mediation pathways from childhood neurocognitive vulnerability to adult psychopathology through three early- and late-adolescent domains: individual (self-control and delay of gratification), peer (rejection/conflict and acceptance/friendship), and school (academic performance and school failure). The serial indirect effects occurred for the pathways from childhood neurocognitive vulnerability through early-adolescent academic performance, to late-adolescent school failure, to adult associated psychopathology, and from neurocognitive vulnerability through adolescent self-control and then the ability to delay gratification, to adult psychopathology. Furthermore, these indirect effects, plus two others, were moderated by parental distress during childhood and early adolescence, such that under conditions of high distress, the serial indirect effects were weaker than when parental distress was low. We discuss the potential importance of behavioral self-regulation and educational success for later psychological functioning, especially among girls, as well as implications for ontogenic process models of psychopathology.

Type
Special Issue Articles
Information
Development and Psychopathology , Volume 28 , Special Issue 4pt1: Mechanisms of Comorbidity, Continuity, and Discontinuity in Psychopathology , November 2016 , pp. 1013 - 1031
Copyright
Copyright © Cambridge University Press 2016 

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