Social skills and associated psychopathology in children with chromosome 22q11.2 deletion syndrome: implications for interventions.
Social skills and associated psychopathology in children with chromosome 22q11.2 deletion syndrome: implications for interventions.
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染色体 22q11.2 缺失综合征儿童的社交技能和相关精神病理学：对干预措施的影响。
DOI：
10.1111/j.1365-2788.2011.01477.x
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Hooper,S
中科院分区：
文献类型：
--
作者：
Shashi,V;Veerapandiyan,A;Schoch,K;Kwapil,T;Keshavan,M;Ip,E;Hooper,S
背景：尽管在22q11染色体缺失综合征（22q11DS）儿童中已经发现了明显的神经心理障碍，但社交技能和社会认知仍然没有得到很好的表征。目的探讨22q11DS患儿的社会技能、社会认知及其与神经心理功能/行为和精神诊断的关系。方法66名患有22q11DS的儿童和54名对照组接受了神经心理测试，并接受了面部和听觉情感识别的非言语准确性诊断分析（DANVA），这是一种社会认知的测量方法；他们的父母/监护人接受了社交技能评分系统(SSRS) -家长版，儿童行为检查表(CBCL) -家长版和儿童计算机诊断访谈表（C‐DISC）。结果22q11DS组社交技能总分明显低于对照组，问题社交行为较多，神经认知功能较差，焦虑障碍发生率较高，内化症状较多。与对照组相比，患有22q11DS的参与者在阅读面部表情的能力上也表现出明显的缺陷，但在通过语调处理情绪方面，他们的表现与对照组没有什么不同。在22q11DS组中，较高的社会能力与较高的整体功能评估和父母的社会经济地位相关。患有焦虑症、注意缺陷多动障碍、C - DISC诊断为两种以上精神疾病和内化症状较高的患者的社会能力较差。SSRS得分与智商、执行功能、注意力或语言学习和记忆没有显著的相关性。社会认知和社会技能得分之间没有相关性。结论22q11DS儿童的社交技能与行为/情绪功能相关，而与神经认知无关。因此，治疗行为或情感问题，如注意力缺陷多动障碍和焦虑症，可能为提高这些儿童的社交技能提供一条途径。
BackgroundAlthough distinctive neuropsychological impairments have been delineated in children with chromosome 22q11 deletion syndrome (22q11DS), social skills and social cognition remain less well‐characterised.ObjectiveTo examine social skills and social cognition and their relationship with neuropsychological function/behaviour and psychiatric diagnoses in children with 22q11DS.MethodsSixty‐six children with 22q11DS and 54 control participants underwent neuropsychological testing and were administered the Diagnostic Analysis of Non‐Verbal Accuracy (DANVA) for face and auditory emotion recognition, a measure of social cognition: their parents/guardians were administered the Social Skills Rating System (SSRS) – parent version, Child Behavior Checklist (CBCL) – parent version and the Computerised Diagnostic Interview Schedule for Children (C‐DISC).ResultsThe 22q11DS group exhibited significantly lower social skills total score and more problem social behaviours, lower neurocognitive functioning, higher rates of anxiety disorders and more internalising symptoms than the control group. Participants with 22q11DS also exhibited significant deficits in their ability to read facial expressions compared with the control group, but performed no differently than the control participants in the processing of emotions by tone of voice. Within the 22q11DS group, higher social competency was correlated with higher global assessment of functioning and parental socio‐economic status. Social competency was worse in those with anxiety disorders, attention deficit hyperactivity disorder, more than two psychiatric diagnoses on the C‐DISC and higher internalising symptoms. No significant correlations of SSRS scores were seen with IQ, executive functions, attention, or verbal learning and memory. No correlations were found between social cognition and social skill scores.ConclusionOur results indicate that social skills in children with 22q11DS are associated with behaviour/emotional functioning and not with neurocognition. Thus, treating the behaviour or emotional problems such as attention deficit hyperactivity disorder and anxiety disorders may provide a pathway for improving social skills in these children.