Cover
Title Page
List of Contributors
Section I: Developmental Psychopathology: An up‐to‐date Historical and Methodological Overview
1. Part 1: Methods for Studying Developmental Psychopathology
  1. 1 Developmental Trajectories of Psychopathology: An Overview of Approaches and Applications
    1. Introduction
    2. Overview of the Approaches
    3. Examples of Applications
    4. Methodological Considerations
    5. Conclusions
    6. Acknowledgments
    7. References
  2. 2 Family‐based Quasi‐experimental Designs for Studying Environmental Risk Factors
    1. Confounding in Observational Studies
    2. Family‐Based Quasi‐Experimental Designs for Environmental Risk Factors
    3. Family‐Based Quasi‐Experimental Studies of SDP and ADHD
    4. Implications of Quasi‐Experimental Research for Developmental Psychopathology
    5. Summary
    6. Acknowledgment
    7. References
  3. 3 Using Mobile Technologies to Advance the Study of Psychopathology among Children and Adolescents
    1. Using Mobile Technologies to Study the Mental Health of Children and Adolescents in Daily Life
    2. Applications Using Mobile Technologies in the Study of Child and Adolescent Psychopathology
    3. Drawbacks and Limitations of Mobile Technologies for Researchers
    4. Conclusions and Future Directions
    5. References
  4. 4 Opening Minds: The Arts and Developmental Psychopathology
    1. Introduction
    2. Theorizing Imagination: Blind Spots in Art and Science
    3. Minding the Gaps: Participatory and Relational Approaches to Arts and Health
    4. Beyond Words: Bobby Baker
    5. Arts Applications and their Discontents: Aesthetic and Socially Engaged
    6. “Imagining Autism”
    7. Conclusion: Opening Dialogues between Neuropsychologies, the Arts and Neuroscience
    8. References
Section II: Cognitive, Neurobiological, and Genetic Influences
1. Part 1: Cognition/ Socioemotional Factors
  1. 5 Profiles of Executive Control in Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Tourette’s Syndrome: Performance‐Based versus Real‐World Measures
    1. Introduction
    2. Methods
    3. Results and Discussion
    4. Future Directions
    5. References
  2. 6 Domain‐specific and Domain‐general Approaches to Developmental Disorders: The Example of Specific Language Impairment
    1. Specific Language Impairment
    2. Areas in SLI that have been Championed by Domain‐specific Research
    3. Areas in SLI that have been Championed by Domain‐general Research
    4. Combination of Approaches for Developmental Disorders: I Neuroconstructivism
    5. Combination of Approaches for Developmental Disorders: II A New Constructive Way Forward
    6. Summary: Keeping the Best of Both Approaches
    7. References
  3. 7 Empathy Problems in Youth with Disruptive Behavior Disorders, with and without Callous Unemotional Traits
    1. Empathy‐Related Components
    2. Measuring Empathy
    3. DBD: a Heterogeneous Disorder
    4. Discussion
    5. Conclusion
    6. Acknowledgements
    7. References
2. Part 2: Developmental Neurobiology
  1. 8 Developmental Cognitive Neuroscience
    1. Developmental Cognitive Neuroscience
    2. Methods of Developmental Cognitive Neuroscience
    3. Developmental Cognitive Neuroscience of Autism Spectrum Disorders
    4. Temperamental Fearfulness, Anxiety and Attention Biases in Children
    5. Advantages and Limitations of Cognitive Neuroscience Approaches in the Context of Developmental Psychopathology
    6. Conclusion
    7. Acknowledgments
    8. References
  2. 9 Early Neurocognitive Markers of Developmental Psychopathology
    1. Introduction
    2. Studying Groups with Elevated Risk for Psychopathology
    3. Studying Specific Domains of Neurocognition
    4. Conclusion
    5. Summary
    6. Acknowledgements
    7. References
  3. 10 Sleep and Anxiety
    1. Definitions and Assessment—some considerations
    2. Measurement
    3. Importance of healthy sleep
    4. Sleep and Anxiety
    5. Longitudinal Studies of Sleep and Anxiety
    6. Mechanisms underpinning sleep and anxiety associations
    7. Treatment
    8. Conclusions
    9. References
3. Part 3: Genetics
  1. 11 The Genetic Basis of Psychological Traits in Infancy: Implications for Understanding the Causes of Developmental Psychopathology
    1. Overview
    2. Introduction
    3. Methods That Have Been Used in Genetic Research in Infancy
    4. Method
    5. Associations between Common Genetic Variants and Visual Attention
    6. Associations between Common Genetic Variants and Temperament and Behavior
    7. Attachment Disorganization
    8. Summary
    9. References
  2. 12 Generalist Genes and Developmental Psychopathology
    1. The Etiology of Learning Disabilities
    2. Etiology of Comorbidity
    3. Finding the Genes
    4. Conclusion
    5. References
  3. 13 Comorbidity
    1. Comorbidity in Developmental Psychopathology
    2. Autism Spectrum Disorder and Language Disorder
    3. Genetics and Endophenotypes: Linking Genes to Behavior
    4. References
Section III: Environmental Influences
1. Part 1: Family/Peer Issues
  1. 14 Parenting Influences on Development and Psychopathology
    1. Introduction
    2. Parenting Risk Factors
    3. Social‐cognitive Influences on Parenting
    4. From Risk Factors to Risk Mechanisms
    5. Interplay Between Parenting and Child Factors
    6. Conclusions
    7. References
  2. 15 Peer Processes and Child Psychopathology: A Focus on Externalizing Behaviors
    1. Friends and Friendlessness
    2. Reciprocated Relationships, Homophily, and Social Contagion
    3. Peer Rejection and Enmity
    4. The Role of Parenting
    5. Externalizing Behavior Problems: Violence and Aggression
    6. Externalizing Behavior Problems: Social and Relational Aggression
    7. Reactive and Proactive Aggression
    8. Conclusions
    9. References
  3. 16 Environmental Influences: The Special Case of Gender
    1. Introduction
    2. Gender‐specific Parenting Variables
    3. Gender‐specific Early‐life Events
    4. Gender Specifics in Exposure to Substances and Parental Crime
    5. Gender‐specific Schooling Effects
    6. Summary
    7. References
2. Part 2: Adverse Circumstances – Upbringing
  1. 17 Development under Adverse Circumstances as a Risk for Psychopathology: An Intergenerational Study of Children from Disadvantaged High‐Risk Backgrounds
    1. Overview
    2. Growing Up in Poverty and Disadvantage (from G1 to G2)
    3. The Intergenerational Transmission of Psychopathology from G2 to G3
    4. Psychopathology in At‐risk Children (G3) from the Concordia Project
    5. Conclusions
    6. Summary
    7. Acknowledgments
    8. References
  2. 18 Family Context and Psychopathology: The Mediating Role of Children’s Emotion Regulation
    1. Infancy and Early Childhood (Birth–4 years)
    2. Middle Childhood (Ages 5–9 years)
    3. Adolescence (Ages 10–17 years)
    4. Emerging Adulthood (Ages 18–25 years)
    5. Conclusions and Future Directions
    6. References
3. Part 3: Adverse Events and Cultural Influences
  1. 19 Disasters and the Development of Psychopathology in Youth: An Ecological Perspective
    1. Introduction
    2. An Ecological Needs‐based Perspective
    3. Research Linking Disaster Exposure to Emotional and Behavioral Problems
    4. Conclusions
    5. References
  2. 20 Cultural Perspectives and Influences on Developmental Psychopathology: Lessons about Risk, Disorder, and Wellbeing from the Study of the Indigenous Peoples of North America
    1. What is Culture?
    2. The Disruption of the Cycle of Culture
    3. Cultural Identification
    4. Culture, Risk, and Wellbeing
    5. Culture, Context, and Risk: Examples from the Study of Indigenous Youths of North America
    6. Culturally based Perceptions of Mental Health Problems
    7. Cultural Influences on Intervention
    8. Conclusions
    9. References
Section IV: DSM‐5 and the Future of Developmental Psychopathology Research
1. Part 1: Psychiatric and Diagnostic Impact
  1. 21 Overview of Key Changes in the DSM‐5 and Clinical Implications for Child and Adolescent Mental Health Practice
    1. Introduction
    2. Structural and Conceptual Changes in the DSM‐5
    3. New and Merged Disorders in DSM‐5
    4. Other Significant Diagnostic Changes and Those with Particular Implications for Child and Adolescent Practice
    5. Implications for Research
    6. Concluding Comments
    7. References
  2. 22 Autistic Traits in the Development of Non‐Autistic Psychopathology
    1. Autism Spectrum Disorder (ASD): An Evolving Construct
    2. ASD and Anorexia Nervosa
    3. ASD and Conduct Problems
    4. Future Directions of the Investigation of Autistic Traits as a Risk Factor for the Development of Non‐autistic Psychopathology
    5. Acknowledgments
    6. References
  3. 23 A Brief History of the Diagnostic Classification of Childhood Externalizing Disorders
    1. Introduction
    2. Attention Deficit Hyperactivity Disorder
    3. Oppositional Defiant Disorder
    4. Conduct Disorder
    5. Conclusions
    6. References
2. Part 2: Legal, Societal, and Policy Impact
  1. 24 How can Developmental Psychopathology Influence Social and Legal Policy? Adolescence, Mental Health, and Decision Making
    1. Impact of Recent Developmental Research on Criminal Legal Policy for Adolescents
    2. A Second Wave of Policy Research?
    3. Early Risk Factors for Adolescent Psychopathology, and Double Jeopardy
    4. Decision Making Deficits among Adolescents with Psychopathology
    5. How can Developmental Psychopathology Influence Policy for Adolescent Offenders with a Psychological Disorder?
    6. Acknowledgments
    7. References
Index
End User License Agreement

List of Tables

Chapter 01
1. Table 1.1 Summary of the key outputs of the GCM, GBTM, and the GMM approaches.
2. Table 1.2 Example of data in wide form and in long form. Data on externalizing problems in wide and long forms for three participants and four time points.
3. Table 1.3 Hypothetical scores of conduct problems from 6 to 12 years old for four participants.
Chapter 05
1. Table 5.1 Summary of executive function studies (2010–2015) utilizing real‐world measures among individuals with ASD.
2. Table 5.2 Summary of executive function studies utilizing performance‐based tasks (2010–2015) among individuals with ASD.
3. Table 5.3 Summary of executive function studies (2010–2015) utilizing real world measures among individuals with ADHD.
4. Table 5.4 Summary of executive function studies (2010–2015) utilizing performance‐based tasks among individuals with ADHD.
5. Table 5.5 Summary of executive function studies (2010–2015) utilizing real world measures among individuals with TS.
6. Table 5.6 Summary of executive function studies (2010–2015) utilizing performance‐based tasks among individuals with TS.
7. Table 5.7 A sampling of real world executive function measures, including the associated age range and a brief description.
8. Table 5.8 A sampling of performance‐based executive function measures, including the associated age range and a brief description.
Chapter 06
1. Table 6.1 Differing theoretical stances on typical and atypical development.
Chapter 07
1. Table 7.1 Key terms in Chapter 7.
Chapter 08
1. Table 8.1 Advantages and disadvantages of different neuroscience techniques most commonly used in developmental studies.
2. Table 8.2 Advantages and limitations of cognitive neuroscience approaches to the study of developmental psychopathology.
Chapter 11
1. Table 11.1 Quick Look summary of the 32 genetic studies on psychological phenotypes in infancy (presented chronologically within phenotype domain).
Chapter 17
1. Table 17.1 Concordia Project studies showing the relation between parent‐related risk factors and child outcomes.
Chapter 19
1. Table 19.1 Ecologies in the model and examples of how basic needs may influence disaster responses or be influenced by disaster exposure in each ecology.
Chapter 21
1. Table 21.1 New disorders in DSM‐5 of relevance to child and adolescent clinicians.
2. Table 21.2 Disorders in DSM‐5 that have resulted from the merging of two or more DSM‐IV disorders.
Chapter 23
1. Table 23.1 A summary of major changes in the diagnostic criteria for externalizing disorders in the most recent editions of the Diagnostic and Statistical Manual of Mental Disorders (DSM).
Chapter 24
1. Table 24.1 Examples of the types of risks youth with mental health problems face within juvenile justice systems.

List of Illustrations

Chapter 01
1. Figure 1.1 Hypothetical Trajectories According to the GCM, GBTM, and the GMM Approaches.
2. Figure 1.2 Linking Probabilities between the Trajectories of Hyperactivity and Physical Aggression (Based on Fontaine et al., 2008). Part A: Probabilities of Physical Aggression (PA) Conditional on Hyperactivity (HYP); Part B: Probabilities of Hyperactivity (HYP) Conditional on Physical Aggression (PA).
Chapter 09
1. Figure 9.1 Different models for how single or multiple genetic and/or environmental risk factors in infancy lead to ASD behavioral outcomes in childhood. In model (c), risk factors predict outcomes through dynamic changes over the course of development. Alternatively, the developmental process might buffer initial vulnerability, canalizing the impact of risk.
2. Figure 9.2 Hypothetical trajectories for expression of risk in infant siblings at both neural and behavioral levels. The ASD trajectory is characterized by a high‐dose of mediating risk factors, the impact of which becomes compounded and amplified over time. The BAP characterizes infants with a low‐dose of risk factors leading to subclinical expression of the condition. Canalization involves similar initial expression of risk but eventual restoration of the typical developmental trajectory.
Chapter 20
1. Figure 20.1 Cycles of culture.
Chapter 22
1. Figure 22.1 A model of autistic traits and non‐autistic psychopathology.

List of Contributors

Nathalie M. G. Fontaine, School of Criminology, University of Montreal

Isaac T. Petersen, Department of Psychological and Brain Sciences, Indiana University

Henrik Larsson, Department of Medical Epidemiology and Biostatistics, Karolinska Institute, Stockholm, Sweden

Brian M D’Onofrio, Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA

Madeleine J. George, Duke University

Michael A. Russell, Penn State University

Candice L. Odgers, Duke University

Nicola Shaughnessy, School of Arts, University of Kent

Cynthia S. Peng, Department of Speech, Language, and Hearing Sciences, George Washington University, USA

Gregory L. Wallace, Department of Speech, Language, and Hearing Sciences, George Washington University, USA

Nicola Botting, Division of Language and Communication Science, School of Health Sciences, City, University of London

Chloë Marshall, UCL Institute of Education, University College London

Jarla Pijper, Adolescent Development, Utrecht University & Clinical Child and Adolescent Studies, Leiden University

Minet de Wied, Adolescent Development, Utrecht University

Stephanie van Goozen, Clinical Child and Adolescent Studies, Leiden University & School of Psychology, Cardiff University

Wim H. J. Meeus, Adolescent Development, Utrecht University & Developmental Psychology, Tilburg University

Stefanie Hoehl, 1. Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; 2. Department of Applied Psychology: Health, Development, Enhancement and Intervention, University of Vienna

Emily J.H. Jones, Brain and Cognitive Development, Birkbeck, University of London

Mark H. Johnson, Brain and Cognitive Development, Birkbeck, University of London

Dr Alice Jones Bartoli, University of London

Prof Alice M. Gregory, Goldsmiths, University of London

Kostas A. Papageorgiou, 1. School of Psychology, Queen's University Belfast, UK; 2. Department of Psychology, Tomsk State University, Russia

Angelica Ronald, Department of Psychological Sciences, Birkbeck, University of London

Yulia Kovas, (1) Goldsmiths, University of London; (2) Tomsk State University

Maria Grazia Tosto, Tomsk State University

David M. Williams, School of Psychology, University of Kent

David J. Hawes, PhD, School of Psychology, The University of Sydney

Luna C. Muñoz Centifanti, University of Liverpool, UK

Scott Risser, Montana Tech, USA

Bethany Little, Durham University, UK & Vrije Universiteit, Netherlands

Hedwig Eisenbarth, University of Southampton

Dale M. Stack, Concordia University, Department of Psychology and Centre for Research in Human Development

Lisa A. Serbin, Concordia University, Department of Psychology and Centre for Research in Human Development

Célia Matte‐Gagné, Concordia University, Department of Psychology and Centre for Research in Human Development

Danielle Kingdon, Concordia University, Department of Psychology and Centre for Research in Human Development

Kelly Doiron, Concordia University, Department of Psychology and Centre for Research in Human Development

Alex E. Schwartzman, Concordia University, Department of Psychology and Centre for Research in Human Development

Amanda Sheffield Morris, Oklahoma State University

Benjamin J. Houltberg, Fuller Theological Seminary

Michael M. Criss, Oklahoma State University

Cara D. Bosler, Oklahoma State University

Carl F. Weems, Iowa State University

Brandon G. Scott, Arizona State University

Jacob A. Burack, Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada

Ashley Reynolds, Department of Psychology, Concordia University, Montreal, Quebec, Canada

Oriane Landry, School of Psychology and Public Health, La Trobe University Melbourne, VIC, Australia

Gillian Klassen, Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada

Natalie Russo, Department of Psychology, Syracuse University, Syracuse, New York, USA

Stephanie A. Fryberg, Department of Psychology and American Indian Studies, University of Washington, Seattle, Washington, USA

Valsamma Eapen, School of Psychiatry, Faculty of Medicine, University of New South Wales, Australia

Rudi Črnčec, School of Psychiatry, Faculty of Medicine, University of New South Wales, Australia

William Mandy Department of Clinical, Educational and Health Psychology, Division of Psychology & Language Sciences, Faculty of Brain Sciences, University College London

Paul J. Frick, Louisiana State University & Australian Catholic University

Laura C. Thornton, Boys Town, Omaha, Nebraska USA

Kathryn L. Modecki, Griffith University, Brisbane, Australia

Bep Norma Uink, Murdoch University, Western Australia

The Wiley Handbook of Developmental Psychopathology

List of Contributors

Section I
Developmental Psychopathology: An up‐to‐date Historical and Methodological Overview

Part 1
Methods for Studying Developmental Psychopathology