Callous-unemotional traits and Autism

Jennifer Allen and Alice Jones look at a core element of psychopathic behaviour and its role in autism, and antisocial and prosocial behaviour generally

Callous-unemotional (CU) traits in adolescent boys and response to teacher reward and discipline strategies

The aim of this study was to investigate the relationship between callous-unemotional (CU) traits and response to rewards and discipline in adolescent boys using a mixed methods approach. Participants comprised 39 boys aged between 12 and 13 years and eight teachers. Quantitative findings showed that CU traits were significantly related to punishment insensitivity, controlling for conduct problems, autism symptoms and hyperactivity. In contrast, there was no significant association between CU traits and reward sensitivity. Qualitative analysis indicated that teachers view children high in CU traits as responsive to fewer reward and discipline strategies, and strategies need to be implemented and monitored with care to avoid unintended, undesirable outcomes. However, time-out, praise, support from other staff and maintaining a positive teacher-child relationship were identified as effective strategies. Findings emphasise the need to carefully select, modify and implement existing evidence-based classroom behaviour management strategies with high CU children

Pupils with social, emotional and mental health special needs: Perceptions of how restrictive physical interventions impact their relationships with teaching staff

Positive teacher-child relationships (TCRs) are vital for pupil well-being and are especially important for at-risk children. This qualitative study investigated the impact of restrictive physical interventions (RPIs) on TCRs in focus groups comprising ten boys aged 9–11 years attending two special schools in England. We examined the immediate and post incident impact of RPIs on the TCRs of two groups: students who have experienced RPIs and those who have witnessed RPIs. A range of consequences for student well-being, educational support and the TCR were identified. The implications of current study findings for the prevention and implementation of RPIs are discussed

Longitudinal Associations between Callous-unemotional (CU) Traits and School-based Affiliative Relationships among South Korean Children.

OBJECTIVE: Callous-unemotional traits (CU) traits are characterized by low empathy, guilt, and reduced sensitivity to others’ feelings, along with a reduced drive for social affiliation. However, little is known about the relationships between CU traits and social affiliation in the school context, or the influence of gender on these associations. This study tested reciprocal associations between CU traits and school-based affiliative relationships and explored gender as a potential moderator. METHOD: The sample included South Korean children aged 10 to 12 years (N = 218, M = 11.03, SD = .65, 52% boys). Children reported on CU traits, antisocial behavior, teacher-student relationship quality, and peer affiliation. Three-wave longitudinal cross-lagged models tested reciprocal associations between CU traits and affiliation with both teachers and peers, with multi-group modeling employed to test the moderating effect of gender. RESULT: Higher CU traits at time 1 predicted decreases in teacher affiliation at time 2 controlling for CU traits, teacher-child affiliation, and antisocial behavior at time 1, while lower teacher-child affiliation at time 2 predicted increases in CU traits at time 3 accounting for CU traits, teacher-child affiliation, and antisocial behavior at time 2. However, there were no reciprocal associations between CU traits and teacher affiliation nor significant associations between CU traits and peer affiliation. Gender did not moderate any pathways between CU traits and teacher or peer affiliation. CONCLUSIONS: Findings indicate CU traits may reduce teacher-child affiliation, potentially escalating risk for further increases in CU traits. Thus, teacher-child affiliation may represent an important target for school-based intervention for children with elevated CU traits regardless of gender

To what extent does punishment insensitivity explain the relationship between callous-unemotional traits and academic performance in secondary school students?

BACKGROUND: Callous‐unemotional (CU) traits are related to low achievement but not to deficits in verbal ability, commonly regarded as a major risk factor for poor academic outcomes in antisocial youth. This suggests that CU traits may have utility in explaining heterogeneous risk pathways for poor school performance in antisocial children. Reduced sensitivity to teacher discipline has been suggested as a potential explanation for the association between CU traits and low achievement, given its importance in facilitating engagement in learning. This study is the first to examine punishment insensitivity as a potential mechanism explaining the relationship between CU traits and poor achievement. AIM: The current study investigated the indirect pathway from CU traits via the predictor of punishment insensitivity to English, Maths, and Science grades. SAMPLE: A total of 437 English secondary school students aged 11 to 14 years (49% girls). METHODS: We conducted a mediation analysis within a structural equation modelling framework. CU traits and punishment insensitivity were assessed using child report questionnaires and academic grades were obtained from school records. RESULTS: CU traits were indirectly associated with low academic grades in Maths and Science, but not English, via punishment insensitivity, controlling for child age, gender, single parent household status, free school meals eligibility, externalizing problems, and classroom effects. CONCLUSIONS: Findings indicated that reduced sensitivity to discipline forms a pathway linking CU traits to poor performance in Maths and Science. Teachers may therefore need additional support to implement discipline effectively with children high in CU traits in order to prevent poor academic outcomes

The Influence of Antisocial Behavior and Callous-Unemotional Traits on Trajectories of School Engagement and Achievement in South-Korean Children

Poor educational outcomes are common among children with antisocial behavior problems, including among a subgroup of antisocial children with callous-unemotional traits, who show deficits in empathy, guilt, and prosociality. However, few studies have explored the unique contributions of antisocial behavior and callous-unemotional traits to school outcomes and most prior studies have been conducted in Western countries. The current study thus tested associations between callous-unemotional traits, antisocial behavior, and trajectories of school outcomes among South Korean children. Participants aged 10-12 years (N = 218; 52% boys) completed questionnaires assessing antisocial behavior, callous-unemotional traits, verbal ability, and school engagement, and teachers provided children’s Math and Korean grades at three time points during a single academic year. Prospective associations were explored in conditional latent growth curve models. Both antisocial behavior and callous-unemotional traits were related to lower school engagement at the start of the academic year, but the magnitude of the associations was greater for callous-unemotional traits, suggesting a greater adverse effect of callous-unemotional traits on engagement than antisocial behavior. Moreover, children with high levels of callous-unemotional traits showed stable and low levels of school engagement. There were no significant predictive associations between antisocial behavior or callous-unemotional traits and trajectories of academic grades. The findings suggest that interventions aimed at improving educational outcomes among antisocial children should be tailored according to the presence of callous-unemotional traits to target the specific needs of individual students, particularly at the start of the school year

What's Good for the Goose is Bad for the Gander: Negative Political Advertising, Partisanship, and Turnout

types: ArticleThis study examines citizens’ perceptions of fairness and legitimacy in political advertising. Using focus groups, an original national survey, and data on election 2000, as well as drawing on results from a replication of the national survey in 2004, we characterize political ads from the citizen's perspective. We then turn to the impact of “negative” advertising on voter turnout. Like several studies, we find circumstances under which turnout can be increased by negative ad criticisms. However, we show that this general result is only part of the story. Drawing on research in political psychology, we suggest that voters are “motivated processors” of advertising claims; as such, they evaluate the fairness of an ad according to their partisan predispositions. We show that when partisans perceive the criticisms of their own party's candidate to be fair, they are less likely to say they will vote. As a result, we find that negative advertising not only may affect the total turnout in an election but also has an important and varying impact on the composition of the electorate

Posterior cricoid region fluoroscopic findings: the posterior cricoid plication.

The region posterior to the cricoid cartilage is challenging to assess fluoroscopically. The purpose of this investigation is to critically evaluate the posterior cricoid (PC) region on fluoroscopy and describe patterns of common findings. This was a case control study. All fluoroscopic swallowing studies performed between June 16, 2009, and February 9, 2010, were reviewed for features seen in the PC region. These findings were categorized into distinct patterns and compared to fluoroscopic studies performed in a cohort of normal volunteers. Two hundred patient studies and 149 healthy volunteer studies were reviewed. The mean age of the referred patient cohort and the volunteer cohort was 57 years (±19) and 61 years (±16), respectively (p > 0.05). The patient cohort was 53% male and the control cohort was 56% female (p > 0.05). Four groups were identified. Pharyngoesophageal webs were seen in 7% (10/149) of controls and 14% (28/200) of patients (p = 0.03). A PC arch impression was seen in 16% of patients (32/200) and controls (24/149) (p = 1). A PC plication was demonstrated in 23% (34/149) of controls and 30% (60/200) of patients (p = 0.13). No distinctive PC region findings were seen in 54% (81/149) of controls and 42% (84/200) of referred patients (p = 0.02). Four patients (2%) had both a web and a PC plication. Four categories of PC region findings were identified (unremarkable PC region, web, PC arch impression, and PC plication). Both patients referred for swallowing studies and healthy volunteers demonstrated esophageal webs, PC arch impressions, and PC plications. Only webs were more common in patients than in control subjects (p = 0.03). The PC impression and PC plication are likely to represent normal variants that may be identified on fluoroscopic swallow studies

Callous-Unemotional Traits Among Children and Adolescents in Asian Cultures: A Systematic Review

Considerable evidence now exists for callous and unemotional (CU) traits as markers for a high-risk pathway to child and adolescent conduct problems implicating unique risk processes and treatment needs, but research has been limited largely to Western countries. We review the evidence base related to CU traits in Asian countries that has emerged in recent years, with respect to four key questions. Specifically, are higher CU traits among Asian children and adolescents associated with (1) increased severity of conduct problems; (2) similar neurodevelopmental and neurocognitive correlates as reported in Western countries; (3) similar environmental risk factors as reported in Western countries; and (4) poorer treatment outcomes? A systematic search identified 28 studies that have reported on child and adolescent CU traits in Asian countries. Consistent with Western samples, CU traits were associated with individual risk factors including atypical neural activation during cognitive tasks and poor empathy, as well as parenting risk factors. CU traits were also positively associated with most measures of conduct problems. Differences from findings in Western samples, however, emerged for areas such as correlates of reactive aggression and delinquent peer influence. Treatment has been investigated in only one study to date and is therefore a high priority for future research. The limitations of existing evidence are addressed along with key directions for future cross-cultural research, including measurement research with children and adolescents

Parent-Child Communication About Educational Aspirations: Experiences of Adolescents in Rural China

The importance of parents in the transmission of educational aspirations to children is well-established. However, little is known about the quality of parent-child communication about educational aspirations and how this communication relates to children’s educational aspirations in socioeconomically disadvantaged families in rural China. In this study, we sought to gain insight into parent-child communication around educational aspirations from the perspective of Chinese rural adolescents. Twenty-three grade-9 students were recruited from middle schools in Songzi, a poor rural county in central China. Participants comprised 12 boys and 11 girls aged 14 to 16 years (M = 14.65 years, SD = 0.59). Students completed one-to-one qualitative interviews about parent-child communication and their educational aspirations in June 2020. Thematic analysis revealed that adolescents’ educational aspirations were strongly influenced by their parents’ beliefs and aspirations for them, with fulfilling parental aspirations and achieving economic success being important influences on rural adolescents’ educational aspirations. However, parent-child communication quality was undermined when parents had an authoritarian communication style and when parents were absent due to rural-urban migration, in which case adolescents reported stress and perceived lack of support in achieving their goals. In addition, mothers were viewed as playing a more vital role in communication than fathers. The implications of the findings for school and community-based interventions promoting rural parents’ ability to communicate effectively with their children about academic concerns are discussed