Negative and disorganized symptoms mediate the relationship between verbal learning and global functioning in adolescents with early-onset psychosis
Neurocognitive deficits are associated with impaired global functioning and psychotic symptoms. However, whether symptoms can mediate the relationship between neurocognition and global functioning in adolescent psychosis is unclear. Here, we investigated if symptoms assessed with the Positive And Ne...
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| Veröffentlicht in: | European child & adolescent psychiatry 2020-12, Vol.29 (12), p.1693-1703 |
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| creator | Smelror, Runar Elle Rund, Bjørn Rishovd Lonning, Vera Jørgensen, Kjetil Nordbø Wedervang-Resell, Kirsten Andreassen, Ole A. Ueland, Torill Myhre, Anne M. Agartz, Ingrid |
| description | Neurocognitive deficits are associated with impaired global functioning and psychotic symptoms. However, whether symptoms can mediate the relationship between neurocognition and global functioning in adolescent psychosis is unclear. Here, we investigated if symptoms assessed with the Positive And Negative Syndrome Scale (PANSS), mediated the relationship between neurocognitive performance and global functioning in adolescents with non-affective early-onset psychotic disorders (EOP). Sixty-one adolescent EOP patients (age 12–18 years) from 2 Norwegian clinical cohorts were included. Linear regression models were applied to investigate associations between neurocognitive domains from the MATRICS Consensus Cognitive Battery (MCCB) and global functioning. PANSS symptoms were analyzed using the Wallwork/Fortgang five-factor model. Using the INDIRECT macro for SPSS, mediation effects were tested using bootstrapping with 95% bias corrected confidence intervals. Verbal learning was positively associated with global functioning (
P
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| doi_str_mv | 10.1007/s00787-020-01479-7 |
| format | Article |
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P
< 0.001) and negatively associated with the disorganized symptom factor (
P
= 0.002), controlling for age, sex and cohort. Testing of indirect effects, controlling for age, sex and cohort, showed that the Negative (point estimate = 1.56, 95% CI 0.22, 3.47) and Disorganized (point estimate = 1.24, 95% CI 0.05, 3.69) symptom factors significantly mediated the relationship between verbal learning and global functioning. We found that verbal learning, negative and disorganized symptoms influenced global functioning in adolescents with EOP, while reality-distorted positive symptoms did not. These results suggest that assessing these domains in EOP is helpful for planning treatment and rehabilitation programs focusing on functional outcome.</description><identifier>ISSN: 1018-8827</identifier><identifier>ISSN: 1435-165X</identifier><identifier>EISSN: 1435-165X</identifier><identifier>DOI: 10.1007/s00787-020-01479-7</identifier><identifier>PMID: 32036438</identifier><language>eng</language><publisher>Berlin/Heidelberg: Springer Berlin Heidelberg</publisher><subject>Adolescents ; Age ; Age differences ; Age of onset ; Bias ; Bootstrap method ; Child & adolescent psychiatry ; Child and Adolescent Psychiatry ; Cognition ; Cognitive ability ; Five factor model ; Indirect effects ; Learning ; Medicin och hälsovetenskap ; Medicine ; Medicine & Public Health ; Original Contribution ; Psychiatry ; Psychosis ; Psychotic symptoms ; Regression analysis ; Rehabilitation ; Teenagers ; Verbal learning</subject><ispartof>European child & adolescent psychiatry, 2020-12, Vol.29 (12), p.1693-1703</ispartof><rights>The Author(s) 2020</rights><rights>The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>info:eu-repo/semantics/openAccess</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c586t-1d17512c3335b354ec3834078cd983e792c8e4d231c443d0fa365e5ad465a5e03</citedby><cites>FETCH-LOGICAL-c586t-1d17512c3335b354ec3834078cd983e792c8e4d231c443d0fa365e5ad465a5e03</cites><orcidid>0000-0001-8611-6132</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s00787-020-01479-7$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s00787-020-01479-7$$EHTML$$P50$$Gspringer$$Hfree_for_read</linktohtml><link.rule.ids>230,314,552,780,784,885,12846,26567,27924,27925,30999,41488,42557,51319</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32036438$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink><backlink>$$Uhttp://kipublications.ki.se/Default.aspx?queryparsed=id:143085117$$DView record from Swedish Publication Index$$Hfree_for_read</backlink></links><search><creatorcontrib>Smelror, Runar Elle</creatorcontrib><creatorcontrib>Rund, Bjørn Rishovd</creatorcontrib><creatorcontrib>Lonning, Vera</creatorcontrib><creatorcontrib>Jørgensen, Kjetil Nordbø</creatorcontrib><creatorcontrib>Wedervang-Resell, Kirsten</creatorcontrib><creatorcontrib>Andreassen, Ole A.</creatorcontrib><creatorcontrib>Ueland, Torill</creatorcontrib><creatorcontrib>Myhre, Anne M.</creatorcontrib><creatorcontrib>Agartz, Ingrid</creatorcontrib><title>Negative and disorganized symptoms mediate the relationship between verbal learning and global functioning in adolescents with early-onset psychosis</title><title>European child & adolescent psychiatry</title><addtitle>Eur Child Adolesc Psychiatry</addtitle><addtitle>Eur Child Adolesc Psychiatry</addtitle><description>Neurocognitive deficits are associated with impaired global functioning and psychotic symptoms. However, whether symptoms can mediate the relationship between neurocognition and global functioning in adolescent psychosis is unclear. Here, we investigated if symptoms assessed with the Positive And Negative Syndrome Scale (PANSS), mediated the relationship between neurocognitive performance and global functioning in adolescents with non-affective early-onset psychotic disorders (EOP). Sixty-one adolescent EOP patients (age 12–18 years) from 2 Norwegian clinical cohorts were included. Linear regression models were applied to investigate associations between neurocognitive domains from the MATRICS Consensus Cognitive Battery (MCCB) and global functioning. PANSS symptoms were analyzed using the Wallwork/Fortgang five-factor model. Using the INDIRECT macro for SPSS, mediation effects were tested using bootstrapping with 95% bias corrected confidence intervals. Verbal learning was positively associated with global functioning (
P
< 0.001) and negatively associated with the disorganized symptom factor (
P
= 0.002), controlling for age, sex and cohort. Testing of indirect effects, controlling for age, sex and cohort, showed that the Negative (point estimate = 1.56, 95% CI 0.22, 3.47) and Disorganized (point estimate = 1.24, 95% CI 0.05, 3.69) symptom factors significantly mediated the relationship between verbal learning and global functioning. We found that verbal learning, negative and disorganized symptoms influenced global functioning in adolescents with EOP, while reality-distorted positive symptoms did not. These results suggest that assessing these domains in EOP is helpful for planning treatment and rehabilitation programs focusing on functional outcome.</description><subject>Adolescents</subject><subject>Age</subject><subject>Age differences</subject><subject>Age of onset</subject><subject>Bias</subject><subject>Bootstrap method</subject><subject>Child & adolescent psychiatry</subject><subject>Child and Adolescent Psychiatry</subject><subject>Cognition</subject><subject>Cognitive ability</subject><subject>Five factor model</subject><subject>Indirect effects</subject><subject>Learning</subject><subject>Medicin och hälsovetenskap</subject><subject>Medicine</subject><subject>Medicine & Public Health</subject><subject>Original Contribution</subject><subject>Psychiatry</subject><subject>Psychosis</subject><subject>Psychotic symptoms</subject><subject>Regression analysis</subject><subject>Rehabilitation</subject><subject>Teenagers</subject><subject>Verbal 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adolescent psychiatry</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Smelror, Runar Elle</au><au>Rund, Bjørn Rishovd</au><au>Lonning, Vera</au><au>Jørgensen, Kjetil Nordbø</au><au>Wedervang-Resell, Kirsten</au><au>Andreassen, Ole A.</au><au>Ueland, Torill</au><au>Myhre, Anne M.</au><au>Agartz, Ingrid</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Negative and disorganized symptoms mediate the relationship between verbal learning and global functioning in adolescents with early-onset psychosis</atitle><jtitle>European child & adolescent psychiatry</jtitle><stitle>Eur Child Adolesc Psychiatry</stitle><addtitle>Eur Child Adolesc Psychiatry</addtitle><date>2020-12-01</date><risdate>2020</risdate><volume>29</volume><issue>12</issue><spage>1693</spage><epage>1703</epage><pages>1693-1703</pages><issn>1018-8827</issn><issn>1435-165X</issn><eissn>1435-165X</eissn><abstract>Neurocognitive deficits are associated with impaired global functioning and psychotic symptoms. However, whether symptoms can mediate the relationship between neurocognition and global functioning in adolescent psychosis is unclear. Here, we investigated if symptoms assessed with the Positive And Negative Syndrome Scale (PANSS), mediated the relationship between neurocognitive performance and global functioning in adolescents with non-affective early-onset psychotic disorders (EOP). Sixty-one adolescent EOP patients (age 12–18 years) from 2 Norwegian clinical cohorts were included. Linear regression models were applied to investigate associations between neurocognitive domains from the MATRICS Consensus Cognitive Battery (MCCB) and global functioning. PANSS symptoms were analyzed using the Wallwork/Fortgang five-factor model. Using the INDIRECT macro for SPSS, mediation effects were tested using bootstrapping with 95% bias corrected confidence intervals. Verbal learning was positively associated with global functioning (
P
< 0.001) and negatively associated with the disorganized symptom factor (
P
= 0.002), controlling for age, sex and cohort. Testing of indirect effects, controlling for age, sex and cohort, showed that the Negative (point estimate = 1.56, 95% CI 0.22, 3.47) and Disorganized (point estimate = 1.24, 95% CI 0.05, 3.69) symptom factors significantly mediated the relationship between verbal learning and global functioning. We found that verbal learning, negative and disorganized symptoms influenced global functioning in adolescents with EOP, while reality-distorted positive symptoms did not. These results suggest that assessing these domains in EOP is helpful for planning treatment and rehabilitation programs focusing on functional outcome.</abstract><cop>Berlin/Heidelberg</cop><pub>Springer Berlin Heidelberg</pub><pmid>32036438</pmid><doi>10.1007/s00787-020-01479-7</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0001-8611-6132</orcidid><oa>free_for_read</oa></addata></record> |
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| identifier | ISSN: 1018-8827 |
| ispartof | European child & adolescent psychiatry, 2020-12, Vol.29 (12), p.1693-1703 |
| issn | 1018-8827 1435-165X 1435-165X |
| language | eng |
| recordid | cdi_swepub_primary_oai_swepub_ki_se_473620 |
| source | NORA - Norwegian Open Research Archives; SWEPUB Freely available online; Applied Social Sciences Index & Abstracts (ASSIA); SpringerLink Journals - AutoHoldings |
| subjects | Adolescents Age Age differences Age of onset Bias Bootstrap method Child & adolescent psychiatry Child and Adolescent Psychiatry Cognition Cognitive ability Five factor model Indirect effects Learning Medicin och hälsovetenskap Medicine Medicine & Public Health Original Contribution Psychiatry Psychosis Psychotic symptoms Regression analysis Rehabilitation Teenagers Verbal learning |
| title | Negative and disorganized symptoms mediate the relationship between verbal learning and global functioning in adolescents with early-onset psychosis |
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