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Persistent and distressing psychotic-like experiences using adolescent brain cognitive development℠ study data.

Nicole R Karcher1, Rachel L Loewy2, Mark Savill2

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Summary
This summary is machine-generated.

Distressing psychotic-like experiences (PLEs) in children, persistent or transient, are linked to developmental delays and brain changes. The greatest impairments occur when PLEs are both persistent and distressing.

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Area of Science:

  • Neuroscience
  • Child Psychiatry
  • Developmental Psychology

Background:

  • Childhood psychotic-like experiences (PLEs) can indicate future psychiatric disorders.
  • Distress and persistence are key factors differentiating benign from clinically relevant PLEs.

Purpose of the Study:

  • To investigate the association between persistent and/or distressing PLEs and baseline risk factors, functioning, and mental health service utilization.
  • To understand how distress and persistence interact in relation to impairments in youth.

Main Methods:

  • Utilized three waves of data from the Adolescent Brain Cognitive Development (ABCD) study.
  • Created four groups based on PLEs persistence and distress: persistent distressing, transient distressing, persistent non-distressing, and transient non-distressing.
  • Employed hierarchical linear models to analyze associations.

Main Results:

  • Distressing PLEs (transient or persistent) were associated with delayed developmental milestones and altered structural MRI metrics.
  • Distress and persistence interacted, with the persistent distressing PLEs group showing the most significant impairments across functioning, psychopathology, cognition, and environmental adversity.
  • Family history did not show significant effects.

Conclusions:

  • Distress is a critical factor, often mediating the relationship between persistent PLEs and impairments.
  • Findings highlight the importance of considering both distress and persistence when assessing the clinical relevance of childhood PLEs.
  • These results inform clinical evaluation and intervention strategies for youth with PLEs.