Stian Orm

• Wood, Jeffrey J.; Orm, Stian; Wood, Karen S.; Straus, Jolie; Wolpe, Samara & Morrissey, Ashley [Show all 8 contributors for this article] (2026). The emotion regulation and recognition account of empathy‐related processes in autism: a multimodal, multilevel case–control study. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.70249. Full text in Research Archive Show summary

  Background Recent evidence suggests that many autistic individuals exhibit heightened emotional responsiveness to others' affect despite greater difficulty recognizing others' emotions and accurately inferring their perspectives. This study introduces and preliminarily evaluates the Emotion Regulation and Recognition Account (ERRA), a model proposing that susceptibility to emotion dysregulation and challenges with emotion cue interpretation jointly shape empathy‐related processing in autism. Methods Children aged 6–13 years ( N autistic = 103; N non‐autistic = 40) participated; groups were matched demographically. Children watched five videos of youth exhibiting strong affect (e.g. sad and angry) and answered questions about their reactions to and understanding of the videos. These responses were coded for empathy‐related processes such as emotional contagion and perspective taking. Electrodermal reactivity to and eye gaze towards the videos were also measured. Multilevel models were employed to test hypothesized pathways in the ERRA. Results Autistic children experienced greater affective intensity but exhibited less accurate emotion recognition than non‐autistic children when observing youth exhibiting strong affect. Greater physiological and affective intensity were associated with greater attention shifting, and more frequent attention shifting among autistic children was associated with less accurate emotion recognition. Less accurate emotion recognition was, in turn, associated with less emotional synchrony and perspective taking, which were linked with less prosocial motivation. Conclusions The findings provide initial support for the ERRA by suggesting that, rather than experiencing indifference, many autistic individuals have strong affective reactions when observing others in distress. These reactions may lead to attention shifting, which can reduce awareness of others' emotional cues, potentially interrupting the unfolding of empathic understanding and responding. Empathy‐supporting interventions can build upon the affective responsiveness to others experienced by many autistic individuals.

• Glaser, Bernt Damian; Bazezew, Meseret Mamo; Bragantini, Daniela; Hegemann, Laura Elizabeth; Orm, Stian & Morgan, Morgan James [Show all 10 contributors for this article] (2026). Age at Autism Diagnosis in the Norwegian Mother, Father, and Child Cohort Study (MoBa): Exploring the Association With Family Well-Being. Autism. ISSN 1362-3613. doi: 10.1177/13623613261474929. Full text in Research Archive Show summary

  For many autistic individuals, close family members represent a crucial source of support throughout their lifetime. Early autism diagnosis is thought to benefit both autistic individuals and their family members by facilitating early access to services and information. However, little research has empirically studied the relationship between age at diagnosis and well-being among autistic individuals and their family members. In this study, we examined predictors of age at autism diagnosis and its relationship with family well-being using the population-based Norwegian Mother, Father, and Child Cohort Study (MoBa). We found that the most important factors associated with a later age at diagnosis were fewer social communication difficulties at age three, fewer maternal concerns about development in early childhood, absence of a co-occurring intellectual disability diagnosis, female sex, and having older siblings. While a later age at diagnosis was associated with higher well-being for mothers and children during childhood, it was associated with lower well-being for children during adolescence. All associations were substantially attenuated after adjustment for various clinical, demographic, and genetic factors – reflecting complex patterns of confounding. We argue that future research should aim to leverage public awareness campaigns, screening programmes, or changes in clinical practice to understand the causal mechanisms underlying these relationships. Lay abstract Family members of autistic people are often an important source of support for their well-being. An earlier autism diagnosis might be helpful for autistic individuals and their families, because families might receive professional support sooner. However, the impact of an earlier diagnosis is difficult to study, because many child and family characteristics that lead to an earlier autism diagnosis may have their own influence on well-being in autistic individuals and their families. In this study, we look at how age at diagnosis and family well-being are related and how they both relate to different child and family characteristics. We find that children, on average, receive a later autism diagnosis when they have fewer social communication difficulties and fewer maternal concerns in early childhood, do not also have an intellectual disability diagnosis, are a girl, or have older siblings. We also found that a later autism diagnosis was associated with higher well-being for children and mothers in childhood but with lower well-being for children in adolescence. When we compared families with similar child and family characteristics, we no longer saw such clear links between age at diagnosis and well-being. This might be because of the complex mixture of influences child and family characteristics have on both age at diagnosis and well-being and suggests that other types of study may be better for investigating the impact of age at diagnosis on well-being in families.

• Prentice, Caitlin Mccombs; Orm, Stian; Kirchhofer, Solveig Melanie; Fredriksen, Trude; Botta, Matteo & Zahl, Erica [Show all 8 contributors for this article] (2026). Family Factors Associated with Teacher-Rated Mental Health for Siblings of Children with Chronic Disorders. School Mental Health. ISSN 1866-2625. doi: 10.1007/s12310-026-09866-2. Full text in Research Archive Show summary

  Siblings of children with chronic disorders are at risk of mental health problems, with risk factors including both individual-level characteristics and home-based, family-level factors. Such risk factors tend to inter-correlate, making non-family perspectives, such as those of teachers, an important part of a multi-informant approach to assessing sibling mental health. We investigated whether sibling-, mother- and father-reported family-level factors were associated with teacher-rated mental health of siblings in Norway. We used data from 127 teachers reporting on siblings’ mental health (sibling M age = 10.3 years, SD  = 2.0, 53.4% girls, 46.5% boys) to examine associations with familial factors reported by 113 mothers, 85 fathers, and 118 siblings of children with chronic disorders. We found that sibling-reported difficulties with adjustment to living with their brother or sister with a chronic disorder was moderately associated with more teacher-rated internalizing problems for siblings. Lower father-reported family social support was moderately associated with more teacher-rated externalizing problems for siblings. These associations remained significant in multivariate analyses examining all factors simultaneously as predictors of teacher-rated mental health and controlling for sibling age and sex. Emotional and behavioral problems of the child with a chronic disorder, parental mental health, and age difference between the sibling and the child with the disorder were not associated with teacher-rated mental health. Our findings suggest that teachers can detect mental health difficulties in siblings and therefore can be valuable informants on sibling mental health as part of a broader multi-informant approach.

• Fjermestad, K.W.; Skjefrås, M. Lahn-Johannessen; Hjelvik, O. & Orm, S. (2026). Coronavirus Fear and Mental Health in Parents of Children with Chronic Disorders: A 12-Month Longitudinal Study. Geopsychiatry. doi: 10.1016/j.geopsy.2026.100079. Full text in Research Archive Show summary

  Parents of children with chronic disorders are at increased risk of mental health difficulties. We investigated how coronavirus anxiety and pandemic restrictions affected parental mental health during the COVID 19-pandemic. Parents of children with chronic disorders (N=43) in Norway were followed prospectively for 12 months. Each month, parents completed the Hopkins Symptoms Checklist (SCL-5) as a measure of mental health and the Coronavirus Anxiety Scale (CAS). The stringency index from the Oxford COVID-19 Government Response Tracker was used as a measure of pandemic restrictions. The results showed no change in mental health difficulties or coronavirus anxiety at the group level over the 12 months. At the between-person level, parents with higher level of coronavirus anxiety reported more mental health difficulties (b = .96, p < .001) and an increase in mental health difficulties over the 12 months (b = .05, p = .025). At the within-person level, an increase in coronavirus anxiety from one time to another was associated with an increase in mental health difficulties over that same time (b = .84, p < .001). There was no significant effect of pandemic restrictions in the final model (b = .02, p = .066). We conclude that coronavirus anxiety, but not pandemic restrictions, affected the mental health trajectory of parents of children with chronic disorders during the COVID-19 pandemic. The main implication is that during ongoing or future crises, targeting crisis event-specific anxiety may prevent worsening mental health difficulties among parents of children with chronic disorders.

• Prentice, Caitlin Mccombs; Wehrli, Susanne; Zahl, Erica; Orm, Stian; Botta, Matteo & Vatne, Torun Marie [Show all 9 contributors for this article] (2026). Parent–Teacher Discrepancies About the Mental Health of Siblings of Children With Chronic Disorders: A Latent Profile Analysis. Journal of Emotional and Behavioral Disorders. ISSN 1063-4266. 34(2), p. 106–116. doi: 10.1177/10634266261417609. Full text in Research Archive Show summary

  Siblings of children with chronic disorders are at an increased risk of internalizing and externalizing problems, but the extent to which this is true varies depending on who rates sibling mental health. We examined interrater discrepancies between teachers and parents who rated the behavior of siblings of children with chronic disorders on the Strengths and Difficulties Questionnaire (SDQ) and investigated possible predictors of these discrepancies. We used Latent Profile Analysis (LPA) to identify classes of siblings with higher and lower levels of discrepancy between raters. Predictors of interrater discrepancy were also examined, including sibling age and sex, and the impact of the disorder. We identified four distinct classes of siblings with differing levels of interrater discrepancy and internalizing and externalizing problems. Sibling sex had a small effect on classes, with girls less likely to be included in the discrepant classes. Neither sibling age nor the impact of the disorder predicted being included in discrepant classes. Our findings reflect previous research showing that sibling experiences and outcomes tend to vary between individuals and across settings and that teachers tend to report fewer problems of different types than parents. Further research is needed to better understand predictors of these interrater discrepancies.

• Andreassen, Marita; Berg, Liam James; Larsen, Mikkel Møller; Vee, Tove Sandvoll; Andersen, Per Normann & Orm, Stian (2026). Academic self-efficacy and study engagement in university students with and without attention deficit hyperactivity disorder. Research in Developmental Disabilities. ISSN 0891-4222. 169, p. 1–11. doi: 10.1016/j.ridd.2026.105209. Full text in Research Archive Show summary

  Objectives To (1) compare academic self-efficacy and study engagement between students with and without attention deficit hyperactivity disorder (ADHD), (2) examine procrastination, self-esteem, and interpersonal relationships with peers and faculty as possible associated factors, and (3) explore whether these associations differ between students with and without ADHD. Method Students in higher education with ADHD (n = 99; Mage = 22.29, 79.8 % female) and without ADHD (n = 182, Mage = 21.57, 83.5 % female) completed scales. Data were analyzed with linear regression. Results Students with ADHD reported lower academic self-efficacy (d = −.45, p < .001) and study engagement (d = −.42, p = .003), more procrastination (d = 1.32, p < .001), lower self-esteem (d = −.36, p = .007), and poorer relationships with peers (d = −.65, p < .001) and faculty (d = −.49, p < .001) than students without ADHD. Across groups, higher academic self-efficacy was associated with less procrastination (β = −.24, p < .001), higher self-esteem (β =.32, p < .001), and better relationships with faculty (β =.37, p < .001). Self-efficacy and self-esteem were more strongly associated in students with ADHD. Higher study engagement was associated with less procrastination and better relationships with peers and faculty. Females without ADHD reported higher study engagement than males, whereas no gender differences were found among students with ADHD. Conclusions Students with ADHD experience lower academic self-efficacy and study engagement than their peers. Addressing procrastination and fostering social and academic integration may improve these outcomes.

• Svendsen, Tiril Slåen; Boson, Karin & Orm, Stian (2025). The Relationship Between Empathic Disequilibrium and the Big Five Personality Traits. Imagination, Cognition and Personality. ISSN 0276-2366. p. 1–22. doi: 10.1177/02762366251399084. Full text in Research Archive Show summary

  Research on the relationship between the Big Five personality traits and empathy lacks consensus, with no prior studies examining how these traits relate to empathy discrepancies, such as imbalances between cognitive and affective empathy. This study investigated associations between Big Five traits, cognitive empathy, affective empathy, and empathic disequilibrium. A total of 507 participants (mean age 42 years), recruited via social media and public flyers, completed the BFI-44 personality inventory, the Empathy Quotient (EQ), and the Interpersonal Reactivity Index (IRI). Neuroticism was associated with greater affective than cognitive empathy, Openness with greater cognitive than affective empathy, and Agreeableness with equilibrium, high cognitive and affective empathy. Results were mixed for Extraversion and Conscientiousness. Findings suggest that individuals high in Neuroticism may struggle with cognitive empathy, potentially due to difficulties in emotion recognition and perspective-taking, exacerbating their social worries and self- consciousness. Meanwhile, individuals high in Openness may prioritize understanding others’ emotions through perspective-taking, with relatively less emotional involvement. These results highlight nuanced links between personality and empathy.

• Skogli, Erik Winther; Andersen, Per Normann; Fossum, Ingrid Nesdal; Øverland, Elisabeth; Kjørren, Eldri Skjelkvåle & Hovik, Kjell Tore [Show all 8 contributors for this article] (2025). Deliberate and Affective Driven Decision-Making. A 10-Year Longitudinal Study of Decision-Making in Autism. Developmental Neuropsychology. ISSN 8756-5641. p. 1–16. doi: 10.1080/87565641.2025.2595934. Full text in Research Archive Show summary

  We investigated the developmental trajectory of decision-making in autistic individuals from childhood into emerging adulthood and examined the impact of internalizing symptoms on decision-making strategies. Thirty-eight autistic and 50 non-autistic individuals were assessed at baseline (Mage = 11.8 years, 72.7% boys), at 2-year, and 10-year follow-up. Autistic and non-autistic individuals showed similar improvements in decision-making performance over time. However, the autistic participants exhibited a more risk-averse decision-making style compared to the non-autistic participants. The pattern of risk-averse decision-making in the autistic individuals reflected a more deliberate thinking style in advantageous situations and the influence of internalizing symptoms in disadvantageous situations.

• Nedrehagen, Eirik Solberg; Vee, Tove Sandvoll; Stokstad, Janette Moland & Orm, Stian (2025). A scoping review of dialogic formative feedback practices in higher education. Frontiers in Education. 10, p. 1–18. doi: 10.3389/feduc.2025.1696703. Full text in Research Archive Show summary

  Background Feedback practices in higher education are important for student learning and engagement, and unfortunately, both students and university teachers report being dissatisfied with existing feedback practices. Existing practices are often summative instead of formative, and it has been proposed that the use of formative feedback can enhance learning and student satisfaction in higher education. This preregistered scoping review ( https://doi.org/10.17605/OSF.IO/2J4M5 ) aimed to map the current literature on dialogic formative feedback in higher education and provide an overview of the various approaches to dialogic formative feedback and the evaluation of outcomes of these practices as reported in the literature. Method The review followed established methodological frameworks for scoping reviews and report according to the PRISMA Extensions for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. We searched ERIC, Scopus, CINAHL, the Teacher Reference Center, and sources of gray literature to identify relevant studies. The search strategy was developed in collaboration with a research librarian, who conducted the final search. Two independent reviewers screened all identified records against predefined inclusion criteria. Results A total of 40 sources met the inclusion criteria. The studies varied considerably in terms of the purpose, setting, and content. However, most records described aims related to cognitive growth and increased self-regulated learning. Feedback was delivered across diverse contexts, most commonly in small group settings. The records identified several students-and teacher-related factors that appeared to influence the learning outcomes of formative feedback. Most of the sources focused on cognitive and affective measures ( n  = 11) or students’ experiences and perceptions ( n  = 10), while comparatively fewer examined teacher experiences and perceptions ( n  = 2) or academic achievement outcomes ( n  = 5). Conclusion The findings suggest that dialogic formative feedback can be implemented in a wide range of higher education contexts to promote self-regulated learning and cognitive development. Future research should investigate its effectiveness in improving academic achievement and further explore the impact of dialogic formative feedback on students’ educational outcomes, as well as teachers’ perspectives on applying dialogic feedback practices.

• Kirchhofer, Solveig Melanie; Fredriksen, Trude; Orm, Stian; Botta, Matteo; Zahl, Erica & Moreira, Hugo Cogo [Show all 11 contributors for this article] (2025). Effectiveness of a group intervention to improve mental health in siblings of children with chronic disorders: a cluster randomized controlled trial. Journal of Pediatric Psychology. ISSN 0146-8693. 50(6), p. 443–453. doi: 10.1093/jpepsy/jsaf021. Full text in Research Archive Show summary

  Objective: We evaluated the effectiveness of SIBS, a preventive intervention for siblings and parents of children with chronic disorders (CDs). Methods: This two-arm, unmasked cluster randomized controlled trial registered on ClinicalTrials.gov (NCT04056884), included 288 siblings (M age ¼ 10.4 years, SD ¼ 1.9) and parents of children with CDs (mainly neurodevelopmental disorders) randomly assigned to intervention (k ¼ 34, n ¼ 137) or waitlist control (k ¼ 35, n ¼ 151) groups. Eligible siblings were aged 8–16 years and had a sibling diagnosed with a CD. SIBS is manual-based and was delivered as five sessions over 2 weeks in primary care and hospital settings across Norway. Three sessions are separate for siblings and parents, and two are integrated sibling–parent dialogues. The primary outcome was sibling mental health, rated by siblings, parents, and teachers. The secondary outcome was parent–child communication, rated by siblings and parents. Analyses included intention-totreat (ITT) and complier average causal effects (CACE). Results: Although not statistically significant, at 3-month follow-up, the intervention group showed fewer mental health problems (ITT: siblingrated d ¼ −0.16, 95% CI [−0.49, 0.17]; parent-rated d ¼ −0.10, 95% CI [−0.48, 0.12]; teacher-rated d ¼ −0.18, 95% CI [−0.50, 0.29]) and higherquality parent–child communication (ITT: sibling-rated d ¼ 0.21, 95% CI [−0.10, 0.52]; parent-rated d ¼ 0.24, 95% CI [−0.07, 0.55]) compared to waitlist. Conclusions: The SIBS intervention demonstrated small, consistent positive effects on sibling mental health and parent–child communication. This suggests SIBS is a promising preventive program for siblings of children with CDs. Keywords: siblings, parents, intervention, prevention, randomized controlled trial.

• Fredriksen, Trude; Orm, Stian; Prentice, Caitlin Mccombs; Kirchhofer, Solveig Melanie; Zahl, Erica & Botta, Matteo [Show all 8 contributors for this article] (2025). Disorder Type and Severity as Predictors of Mental Health in Siblings of Children with Chronic Disorders. Journal of Autism and Developmental Disorders. ISSN 0162-3257. doi: 10.1007/s10803-025-06771-6. Full text in Research Archive Show summary

  Siblings of children with chronic disorders are at risk of developing mental health problems. Studies are inconclusive about whether sibling mental health is best predicted by the specific diagnoses of the child with disorder or by transdiagnostic factors. The aims of the present study were (1) to examine if specific diagnoses predicted sibling mental health, and (2) to examine if disorder severity in the child with the chronic disorder predicted sibling mental health. Baseline data from a randomized controlled trial were used. Siblings (aged 8 – 16 years) of children with chronic disorders and their parents were recruited from eight municipality and hospital clinics (N = 288). The children with chronic disorders were placed in ICD-10 diagnostic categories based on combined parent report and clinical records. Regression analyses with the most frequent primary diagnoses (ADHD, Asperger syndrome, autism, down syndrome, rare disorders) and a measure of disorder severity as predictors of sibling mental health were run. Father-reported disorder severity predicted sibling-reported internalizing problems and father-reported internalizing and externalizing problems in siblings. Mother-reported disorder severity predicted mother-reported sibling internalizing problems. No single primary diagnosis predicted sibling internalizing or externalizing problems. Disorder severity does to an extent predict sibling mental health, whereas single diagnostic categories do not. Disorder severity may be used to identify siblings at risk and/or in need of interventions. Fathers should be included in assessment and health care for siblings as their reports seem to predict sibling mental health better than the mothers.

• Orm, Stian; Wood, Jeffrey J.; Fossum, Ingrid Nesdal; Adams, Keenan; Andersen, Per Normann & Fjermestad, Krister Westlye [Show all 8 contributors for this article] (2025). Anxiety Symptoms Predict Subsequent Depressive Symptoms in Neurodivergent Youth: A 10-Year Longitudinal Study. Research on Child and Adolescent Psychopathology. ISSN 2730-7166. 53(3), p. 429–441. doi: 10.1007/s10802-025-01292-3. Full text in Research Archive Show summary

  Neurodivergent youth often experience anxiety and depressive symptoms that may hamper adaptive functioning and well-being. There is little knowledge of how anxiety and depression are related in neurodivergent youth. Therefore, we aimed to examine whether the relationship between anxiety and depressive symptoms is uni- or bidirectional in neurodiverse youth. We assessed self-reported anxiety and depressive symptoms over time in 173 youth (Mbaseline age = 11.7 years, SD = 2.1, 64% males, 36% females). The sample comprised 38 autistic youth, 85 youth diagnosed with attention-deficit/hyperactivity disorder (ADHD), and 50 comparison youth assessed at baseline (T1), 2-year follow-up (T2, 97% retention), and 10-year follow-up (T3, 73% retention). We used cross-lagged models to analyze the data. In neurodivergent youth, more anxiety symptoms at T1 and T2 predicted more depressive symptoms at T2 and T3. Preceding anxiety symptoms were linked with later depressive symptoms, even after accounting for autoregressive effects of depressive symptoms. The results are consistent with a prodromal model in which anxiety symptoms can independently foreshadow the emergence of depressive symptoms over the course of development among neurodivergent youth. Potentially, addressing anxiety symptoms among youth with autism or ADHD could play a role in preventing the onset of youth depression.

• Kirchhofer, Solveig Melanie; Orm, Stian; Briggs, Nancy E.; Fredriksen, Trude; Zahl, Erica & Prentice, Caitlin Mccombs [Show all 11 contributors for this article] (2025). Siblings in families of children with chronic disorders: a model of risk and protective factors. Journal of Pediatric Psychology. ISSN 0146-8693. 50(6), p. 488–499. doi: 10.1093/jpepsy/jsaf017. Full text in Research Archive Show summary

  Objective We empirically tested a family systems model’s ability to explain variance in psychosocial adjustment among siblings of children with chronic developmental and physical disorders (CDs). The model included the impact of CD severity, family social support, parental mental health, and parent–sibling communication quality. We hypothesized that family social support would moderate the relationship between CD severity and parent mental health, and that sibling-reported communication quality with their parents would mediate the relationship between parent mental health and sibling psychosocial adjustment. Methods We used baseline data from a sibling intervention trial (SIBS-RCT) comprising 288 families with siblings aged 8–16 years and their parents, recruited from health services and user organizations. Parents reported CD severity, parental mental health, and family social support. Siblings self-reported their psychosocial adjustment, including mental health, CD-related adjustment, quality of life, and prosocial behavior. We employed structural equation modeling to test the hypothesized relationships. Results Higher parent–sibling communication quality was significantly associated with better sibling-reported quality of life and more prosocial behavior. Lower levels of paternal depression were significantly associated with better sibling-reported quality of life and mental health, whereas maternal depression was not. We did not find support for the hypothesized mediating and moderating pathways for family social support and parent–sibling communication. Conclusions The findings highlight the importance of addressing paternal mental health and parent–sibling communication in promoting sibling psychosocial adjustment. Future studies should use comprehensive, multi-informant approaches and consider the complex interplay of family factors in the context of childhood CD.

• Halsøy, Øyvind; Orm, Stian; Moreira, Hugo Cogo; Silverman, Wendy K. & Fjermestad, Krister Westlye (2025). Trajectories of depression and anxiety in adults with rare disorders across 13 months during the COVID-19 pandemic. Orphanet Journal of Rare Diseases. 20(1). doi: 10.1186/s13023-025-03633-3. Full text in Research Archive Show summary

  Background: Adults with rare disorders experience multiple psychosocial risk factors beyond their medical symptoms, including impaired quality of life, social isolation, loneliness, and mental health problems. These risk factors were amplified during the COVID-19 pandemic, when health care appointments and social/vocational activities were reduced or cancelled. There is a lack of longitudinal data tracking this population over time, making the long term consequences uncertain. Methods: We conducted a monthly survey of 58 adults aged between 19 and 71 years (M = 45.1 years, SD = 12.6) with rare disorders across 13 months during the COVID-19 pandemic in Norway. We measured symptoms of anxiety and depression with the Hopkins Symptom Checklist-5. Covid fear was measured with the Coronavirus Anxiety Scale. We examined the mental health and covid fear trajectories across the 13 months with multi-level growth curve models with repeated measures at Level 1 and individuals at Level 2. To account for differences in governmental restrictions throughout the 13 months, we used the stringency index from The Oxford Covid-19 Government Response Tracker. Results: The growth models indicated stable levels of anxiety and depression over 13 months that were elevated compared to existing population data and were unpredicted by pandemic restrictions. The level of covid fear was significantly associated with the levels of anxious and depressive symptoms. Conclusions: The current study found elevated and stable trajectories of mental health symptoms throughout the pandemic for persons with rare disorders. This highlights the necessity of investigating the long-lasting influence of the pandemic on mental health among individuals with rare disorders.

• Dahl, Jorun Elin; Vee, Tove Sandvoll; Orm, Stian & Andersen, Irene Aasen (2024). Foreldre til barn med autismespekterforstyrringar sine erfaringar kring samarbeid mellom skule og heim. Psykologi i kommunen (PIK). ISSN 1892-3364. Full text in Research Archive Show summary

  Bakgrunn: Barn med autismespekterforstyrring (ASF) har behov for eit heilskapleg tilpassa tilbod, og skule-heim samarbeidet er særleg viktig. Hensikta med studien var å undersøke korleis foreldre til barn med autismespekterforstyrringar erfarte involvering og samarbeid med skulen. Metode: Studien har ei kvalitativ tilnærming, basert på intervju med sju foreldre til barn med ASF. Data er analysert ved hjelp av systematisk tekstkondensering. Resultat: Foreldre vektlegg god dialog med skulen, og ønsker å medverke og involvere seg i barnet sin skulekvardag. Graden av medverknad og kommunikasjon med skulen varierer. Der skule-heim samarbeidet er basert på tett dialog, erfarer foreldra at skulen anerkjenner heimen som ein ressurs og opplever høg grad av medverknad. Andre foreldre opplever lav grad av foreldremedverknad. Dei kjenner seg til bry og opplever mykje konflikt med skulen. Konklusjon: For foreldre kjenneteiknar eit godt samarbeid at dei får ei oppleving av å vere likeverdig part og har ein tett dialog med skulen, og det kan bidra til å redusere foreldrestress. Det er nødvendig at skulen tek ansvar for eit strukturert samarbeid mellom skule og heim, og anerkjenner foreldre som ein likeverdig part i samarbeidet. Tilrettelegging for god og nær dialog kan potensielt bidra til å skape eit betre skule-heim samarbeid i utfordrande samarbeid.

• Zahl, Erica; Willemen, Agnes M.; Fredriksen, Trude; Kirchhofer, Solveig Melanie; Vatne, Torun Marie & Orm, Stian [Show all 9 contributors for this article] (2024). Mental health in mothers and fathers of children with chronic disorders. PEC Innovation. 5. doi: 10.1016/j.pecinn.2024.100331. Full text in Research Archive Show summary

  Objective This study applied the Family Systems Illness Model to examine how child disorder severity influences mental health in mothers and fathers of children with chronic (mainly developmental) disorders (CD). Methods We measured parental mental health and perceived child disorder severity among 204 mothers and 125 fathers of 220 children with CD and compared the mental health scores with norms. We analyzed how much of the variance in parental mental health was explained by child disorder severity, including discrepancy between maternally and paternally perceived severity. Results Compared to norms, we found elevated mental health problems in both mothers (d = 0.45) and fathers (d = 0.20) of children with CD. Mothers had higher scores than fathers on both mental health problems (d = 0.63) and severity (d = 0.43). Perceived disorder severity was similarly associated with mental health problems for mothers (β = 0.23) and fathers (β = 0.34). Discrepancy between maternal and paternal perceived disorder sever

• Øverland, Elisabeth; Hauge, Åshild Lappegard; Orm, Stian; Øie, Merete Glenne; Skogli, Erik Winther & Pellicano, Elizabeth [Show all 7 contributors for this article] (2024). “I have to charge my social battery”: Perspectives from autistic young adults on Quality of Life. Autism. ISSN 1362-3613. 28(6), p. 1369–1381. doi: 10.1177/13623613241245578. Full text in Research Archive Show summary

  Several studies report on lower quality of life for autistic people when compared to non-autistic people. However, there are ongoing discussions about the conceptualization of quality of life for the autistic population. This qualitative study investigated self-perceived quality of life in the context of autistic young adults’ everyday lives. Participants (age range 21–29 years) were recruited from a 10-year follow-up study, Lillehammer Neurodevelopmental Follow-up Study, all diagnosed in childhood and adolescence. Fourteen individual in-depth interviews were conducted. When asked about what was important for having a good quality of life, our autistic participants described relationships to people and pets as important, as well as having meaningful activities. Specific interests had guided many to their choice of both academic and work career. Many also described obstacles in their environment that had influenced their quality of life negatively, such as being misunderstood by teachers and other professionals, being bullied, and sensory and emotional overload. Our findings indicate that those in supportive roles should provide help with establishing connections to activities and people/animals, as this seems to be essential for creating a good quality of life. Taking advantage of passions and interests can create opportunities for autistic people. Findings suggest that future research should address the communication barriers between autistic people and professionals that can lead to misunderstandings

• Zahl, Erica; Moreira, Hugo Cogo; Fredriksen, Trude; Kirchhofer, Solveig Melanie; Orm, Stian & Vatne, Torun Marie [Show all 8 contributors for this article] (2024). Mental health dynamics between mothers and siblings of children with disabilities. Frontiers in Psychology. 15. doi: 10.3389/fpsyg.2024.1501343. Full text in Research Archive Show summary

  Introduction: When a child has a disability, their families face significant challenges that also impact parents' and siblings' mental health and adjustment. We examined the potential bidirectional relationships between parental mental health and sibling mental health and adjustment in families of children with a disability. Methods: We utilized baseline and 12-month follow-up data from a randomized controlled trial of a brief intervention designed to enhance parent-sibling communication in families of children with a disability. The sample comprised 214 siblings aged 8-16 years and their parents (N = 203 mothers, N = 124 fathers). We estimated bivariate latent change score models to examine the longitudinal cross-domain associations between changes in parental mental health and changes in sibling mental health, and changes in parental mental health and sibling adjustment. Results: The results showed that changes in maternal mental health and sibling adjustment over the 12-month period were correlated (r =

• Boettcher, Johannes; Orm, Stian & Fjermestad, Krister Westlye (2024). Autism traits, social withdrawal, and behavioral and emotional problems in a Norwegian cohort of adolescents with rare genetic disorders. Research in Developmental Disabilities. ISSN 0891-4222. 147. doi: 10.1016/j.ridd.2024.104699. Full text in Research Archive Show summary

  Background: Adolescents with rare genetic disorders represent a population that can be at risk in psychosocial terms. Despite its importance, the association of autism traits and social withdrawal in behavioral and emotional problems in adolescents with rare genetic disorders remains understudied. Aim: The study aimed to empirically examine the clinical characteristics of adolescents with rare genetic disorders with a behavior theory-driven approach. Method: We investigated the behavioral and emotional problems and current and lifetime autistic traits in a sample of 93 Norwegian adolescents (Mage = 13.2 years, SDage = 2.4, rangeage 10–17, 62.4% females, 37.6% males) with various rare genetic disorders. The adolescents were investigated cross-sectionally utilizing standardized psychometric questionnaires rated by their parents. Results: More current and lifetime autistic traits and social withdrawal were all associated with more internalizing problems. Further analyses demonstrated that social withdrawal partially mediated the positive association between current autistic traits and internalizing problems. In contrast, social withdrawal fully mediated the positive association between lifetime autistic traits and internalizing problems. Conclusion and implications: Our results demonstrate important characteristics of adolescents with rare genetic disorders that may guide clinicians and future interventions. Social withdrawal may be prodromal to internalizing problems such as anxiety and depression. Thus, clinically addressing social withdrawal can represent a means to prevent internalizing problems in adolescents with rare genetic disorders and autistic traits.

• Tien, Ingrid S.; Orm, Stian; Wood, Jeffrey J.; Skogli, Erik Winther & Fjermestad, Krister Westlye (2024). Sex Differences in Autism Symptoms and Mental Health Difficulties in Adolescents with Rare Genetic Disorders. Advances in Neurodevelopmental Disorders. ISSN 2366-7532. doi: 10.1007/s41252-024-00405-1. Full text in Research Archive Show summary

  Objectives Adolescents with rare genetic disorders often display autism traits and mental health difficulties. Sex differences have been identified for mental health symptoms, including comorbidity with autism difficulties, among autistic youth. However, these sex differences may differ with rare genetic ethology and have yet to be examined in rare genetic disorders. Therefore, the aim of this study was to examine sex differences in mental health difficulties and autism symptoms among adolescents with rare genetic disorders. Method Adolescents with rare genetic disorders (N = 93 Mage = 13.2 years, SD = 2.4, 60.2% females, 39.8% males) were assessed with parent-reports on the Child Behavior Checklist, the Social Communication Questionnaire, and the Social Responsiveness Scale. Results Males displayed more total autism characteristics and externalizing difficulties compared with females (Hedges g = 0.44-0.71). Within autism subdomains, males displayed more restrictive and repetitive behaviors and social communication difficulties compared with females (Hedges g = 0.43-0.63). In examining interaction effects, females were found to have a stronger relationship between restrictive and repetitive behaviors and total mental health and externalizing behaviors than males on the Social Communication Questionnaire. Conclusions The sex differences typically found with idiopathic autism could be extended to a sample of adolescents with a known genetic likelihood of autism traits. Among adolescents with rare genetic conditions, autism symptoms may be more strongly associated with mental health difficulties in females compared with males.

• Veerman, Linda K.M.; Orm, Stian; Fjermestad, Krister Westlye; Vatne, Torun Marie; Haukeland, Yngvild Bjartveit & Sterkenburg, Paula S. [Show all 7 contributors for this article] (2024). Measuring adjustment of siblings of children with disabilities: psychometric properties across translations, age groups and informants. International Journal of Developmental Disabilities (IJDD). ISSN 2047-3869. doi: 10.1080/20473869.2024.2411511. Full text in Research Archive
• Orm, Stian; Tien, Ingrid S.; Wood, Jeffrey J. & Fjermestad, Krister Westlye (2024). Autism and attention-deficit/hyperactivity symptoms as risk factors of school attendance problems in youth with rare genetic disorders. Discover Psychology. 4(1). doi: 10.1007/s44202-024-00303-6. Full text in Research Archive Show summary

  Background School attendance problems are common among youth with autism spectrum disorder (ASD) or attention defcit/hyperactivity disorder (ADHD). We investigated the role of ASD and ADHD symptoms in school attendance problems among youth with rare genetic disorders, which are present in fewer than 1 in 2000 people. Method Parents completed the Social Responsiveness Scale (SRS) and the Child Behavior Checklist (CBCL) about their youth with a rare genetic disorder (N=93; Mage=13.2 years, SD=2.3, 62.4% females, 37.6% males). School attendance problems were assessed with the CBCL school anxiety and truancy items. The data were analyzed using generalized linear mixed models. Results One-fourth of the sample (27%) displayed school anxiety, and 11% displayed truancy. More ASD symptoms (OR=1.04, 95% CI [1.02, 1.06]) and ADHD symptoms (OR=1.22, 95% CI [1.07, 1.38]) were associated with a higher risk of school anxiety. The analyses indicated that the associations between ASD and ADHD symptoms and school anxiety could be accounted for by internalizing symptoms. Externalizing symptoms were associated with truancy. There was no relationship between ASD/ADHD symptoms and truancy. Conclusions More ASD and ADHD symptoms in youth with rare genetic disorders are associated with an increased risk of being afraid of school, but not truancy. The risk entangled by ASD and ADHD symptoms can be accounted for by the commonly co-occurring internalizing symptoms. Assessment of ASD and ADHD symptomatology in youth with rare genetic disorders may be important to target educational and psychosocial support and prevent school attendance problems.

• Orm, Stian; Wood, Jeffrey J.; Fossum, Ingrid Nesdal; Andersen, Per Normann; Fjermestad, Krister Westlye & Øie, Merete Glenne [Show all 7 contributors for this article] (2024). Within-Person Effects of Executive Functioning on Anxiety and Depressive Symptoms in Youth with Neurodevelopmental Disorders: A Longitudinal Study. Advances in Neurodevelopmental Disorders. ISSN 2366-7532. doi: 10.1007/s41252-024-00421-1. Full text in Research Archive Show summary

  Objectives The objective was to disentangle the role of between- and within-person variation in executive functioning (EF) in the development of anxiety and depressive symptoms among youth with neurodevelopmental disorders. Methods We assessed 85 youth with ADHD, 38 youth with autism spectrum disorder (ASD), and 50 typically developing (TD) youth at baseline (Mage = 11.7 years, 64% males), 2-year follow-up, and 10-year follow-up with neuropsychological tests of EF and anxiety and depressive symptoms scales. Results Across groups, depressive symptoms increased with age, whereas anxiety symptoms were stable. Greater within-person improvement in overall EF from baseline to 2-year follow-up predicted reduced anxiety symptoms. Greater within-person improvement in cognitive flexibility predicted reduced depressive symptoms from baseline to 2-year follow-up. Conclusions We conclude that improvement in EF skills in youth may lessen the severity of anxiety and depressive symptoms over time. Thus, EF could be an intervention target to prevent anxiety and depressive symptoms.

• Fossum, Ingrid Nesdal; Øie, Merete Glenne; Orm, Stian; Andersen, Per Normann & Skogli, Erik Winther (2024). Longitudinal Predictors of Adaptive Functioning in Emerging Adults with and without Autism Spectrum Disorder. Research on Child and Adolescent Psychopathology. ISSN 2730-7166. 53. doi: 10.1007/s10802-024-01265-y. Full text in Research Archive Show summary

  Individuals with autism spectrum disorder (ASD) display heterogeneity in adaptive functioning, underscoring the need to identify predictors to inform clinical and scientific interventions. We investigated the longitudinal associations between an autism diagnosis, co-occurring psychopathology symptoms, executive functions (EF) and subsequent adaptive functioning in individuals with and without ASD (IQ > 70). Sixty-six individuals (26 with ASD, 40 without ASD) were assessed at baseline (mean age = 11.8 years, SD = 2.1) and at 10-year follow-up (mean age 21.4, SD = 2.3). The diagnostic evaluation comprised a comprehensive assessment of autism symptoms and emotional and cognitive functioning. Co-occurring psychopathology symptoms were assessed with two measures: self-reported depressive symptoms with the Short Mood and Feelings Questionnaire and parent-reported total problems with the Child Behavior Checklist 6–18. Participants completed neuropsychological tests to evaluate EF. We investigated adaptive functioning by using the Weiss Functional Impairment Rating Scale (WFIRS) which is a self-report measure of impairment in the following domains: family, work, school, life skills, self-concept, social and risk-taking. Among the emerging adults previously diagnosed with ASD, 46% reported living independently, 75% had at least one friend, and 71% were employed or in education. Individuals with ASD reported significantly lower adaptive functioning compared to individuals without ASD (WFIRS Total, Hedges’ g = 0.92). Greater EF difficulties in childhood/adolescence predicted lower adaptive functioning in emerging adulthood, surpassing the influence of autism diagnosis and co-occurring symptoms. The findings highlight the influential role of EF, implying that interventions targeting EF difficulties could improve long-term outcomes for individuals with ASD.

• Prentice, Caitlin Mccombs; Orm, Stian; Botta, Matteo; Vatne, Torun Marie; Fredriksen, Trude & Kirchhofer, Solveig Melanie [Show all 7 contributors for this article] (2024). Teacher-Rated Mental Health of Siblings of Children with Chronic Disorders. School Mental Health. ISSN 1866-2625. 16, p. 1183–1196. doi: 10.1007/s12310-024-09685-3. Full text in Research Archive Show summary

  Siblings of children with chronic disorders are at a heightened risk for internalizing and externalizing problems. Studies on sibling mental health typically use parent report, and sometimes sibling self-report, but do not include the perspectives of teachers. We investigated how teachers and parents in Norway rated sibling mental health to gain a more coherent picture of siblings’ well-being and functioning across the home and school contexts. We compared how siblings aged 8–16 years (45% boys, 54% girls) were scored on the strengths and difficulties questionnaire by teachers (n = 125), mothers (n = 115), and fathers (n = 81) with population norms and clinical cutoffs. For boys, the mean teacher scores did not indicate problems for total difficulties or any subscale except hyperactivity–inattention, but mean parent scores were higher for total difficulties and most subscales (d = .44 to .96). For girls, teachers indicated higher than norm scores for total difficulties, emotional problems, hyperactivity–inattention and peer problems (d = .26 to .46), while parents indicated higher total difficulties and problems across most subscales (d = .31 to .54). Prosocial behavior was as a relative strength of siblings across all raters. Siblings may not display the same level of mental health problems in school as at home, and teachers can offer an important perspective on siblings’ mental health and functioning.

• Orm, Stian; Øie, Merete Glenne & Haugen, Ingvild (2024). Iowa Gambling Task performance in individuals with schizophrenia: The role of general versus specific cognitive abilities. Frontiers in Psychiatry. 15. doi: 10.3389/fpsyt.2024.1454276. Full text in Research Archive Show summary

  Objective: We aimed to explore how specific cognitive processes, such as attention and executive functions, account for variance in decision-making measured by Iowa Gambling Task (IGT) performance among individuals with schizophrenia spectrum disorders. Methods: Adults (N = 65, Mage = 25.4) with schizophrenia spectrum disorders participating in a clinical trial (registered at clinicaltrials.gov NCT03048695) completed the IGT, neuropsychological tests of attention, response inhibition, mental flexibility, working memory, and planning, as well as subtests from the Wechsler tests of intelligence to estimate IQ. Associations between performance on specific tasks, a composite score of executive function and attention, and IGT performance measured in two ways, one using the total net score, decks (C+D) -(A+B) and the other as preference for decks with more frequent gains than losses, decks (B+D) -(A+C), were analyzed with correlational and hierarchical regression analysis controlling for estimated IQ and psychotic symptoms, measured by the Positive and Negative Syndrome Scale. Results: In the regression analyses, the strongest predictor of IGT performance measured as the total net score was estimated IQ (b = 1.43, p < .001). Neither specific cognitive tasks nor the composite score of executive functioning significantly contributed to explaining variance in IGT total net score beyond IQ and symptoms of psychosis. However, IQ and symptoms of psychosis did not predict tendency towards selecting decks with different gain-to-loss frequency, whereas poorer composite executive functioning predicted a pattern of selecting decks A and C with more frequent losses, (b = 8.30, p < .05). Discussion: The results suggest that both IQ and executive functions contribute to IGT performance, but in distinct ways. Whereas lower IQ may contribute to overall more disadvantageous decision-making, poorer executive functioning may contribute to a more risk-aversive decision-making style. A clinical implication may be that individuals with schizophrenia and lower IQ or poorer executive functioning will have a higher need for support and interventions targeting decision-making.

• Mebostad, Mette Ingebrigtsen; Orm, Cathrine; Orm, Stian & Nordahl-Hansen, Anders Johan (2024). School Refusal Behaviour and Social Skills in Children with Attention-Deficit/hyperactivity Disorder. International Journal of Disability, Development and Education. ISSN 1034-912X. doi: 10.1080/1034912X.2024.2355340. Full text in Research Archive Show summary

  Children with Attention-Deficit/Hyperactivity Disorder (ADHD) have higher school absenteeism and poorer social skills compared with typically developing children. The objectives of this study were to investigate (1) which forms of school refusal behaviour (SRB) are more common and (2) the relationship between SRB and social skills in children with ADHD. Parents (N = 96) of children with ADHD (M age = 12.4, range 10–15, 61.5% boys) completed the School Refusal Assessment Scale – Revised and the Social Skills Improvement System. Findings were analysed using analysis of variance, correlational analyses, and multiple regression analyses. The most common forms of SRB were avoidance of aversive situations at school and seeking attention from significant others. Significant correlations between different forms of SRB and engagement, autistic traits, cooperation skills, and self-control were found. Less engagement significantly predicted more SRB due to avoidance of aversive situations, avoidance of social situations, and seeking attention from significant others in multiple regression analyses. Targeting social engagement in social skills training for children with ADHD may decrease SRB.

• Øverland, Elisabeth; Andersen, Per Normann; Orm, Stian; Øie, Merete Glenne; Skogli, Erik Winther & Hauge, Åshild Lappegard (2024). “I Have Tried to Fit In, but I Just Want to Be Me”: Development Toward Identity Formation in Young Autistic Adults. Autism in Adulthood. ISSN 2573-9581. doi: 10.1089/aut.2024.0156. Full text in Research Archive Show summary

  Abstract Background: Research increasingly focuses on how autistic individuals use different strategies to adapt to their social environment. Awareness about how these strategies could impact well-being is essential. In this study, we aimed to explore the developmental perspective of social strategies and identity formation from childhood to young adulthood among young autistic adults. Methods: Participants were initially recruited in 2009 when diagnosed with an autism spectrum disorder at Child and Adolescent Mental Health Services (CAMHS) centers in one region of Norway (Mage = 12 years). For this follow-up study, 14 participants agreed to take part in individual in-depth, semistructured interviews conducted ∼12 years later. We applied reflexive thematic analysis to the interview material. Results: From the analysis of the interviews, we identified one overarching theme: I have tried to fit in, but I just want to be me: Development toward agency. The overarching theme represents an ongoing process of agency, tied to three main themes. Participants reported functioning differently in social situations throughout development (Theme 1) when compared with non-autistic peers. Consequently, they reflected on helpful strategies (Theme 2) that they found beneficial in navigating the social world. Gradually, the participants developed identity formation toward acceptance of being different (Theme 3). Conclusion: This study highlights the complexity of social interaction and self-perception in autism. Participants recognized their unique ways of interacting and used various strategies to fit in. Growing older, they became more self-aware and preferred social situations that met their needs for predictability, quiet environments, and routines. Interestingly, participants did not always view autism as a core part of their identity. This suggests that autistic adults may be more satisfied in acknowledging and appreciating their differences rather than trying to fit into conform identities. Our findings highlight the need to encourage strategies that promote well-being and individuality as autistic individuals become adults.

• Fjermestad, Krister Westlye; Orm, Stian; Fredriksen, Trude; Haukeland, Yngvild Bjartveit & Vatne, Torun Marie (2024). Factor Structure of the Experiences in Close Relationships—Relationship Structures Scale (ECR-RS) in Siblings of Children with Chronic Disorders. Children. 11(5), p. 1–11. doi: 10.3390/children11050560. Full text in Research Archive Show summary

  Our objective was to examine the factor structure of the Experiences in Close Relationships-Relationships Structures (ECR-RS), an attachment-theory based relationship measure, in at-risk sample comprising siblings of children with chronic disorders. Psychometric studies with general populations have demonstrated that the ECR-RS comprises two factors, representing anxiety and avoidance in close relationships. The sample comprised 103 siblings (M age = 11.5 years, SD = 2.2, range 8 to 16 years) of children with chronic disorders and their parents. The siblings completed a 9-item version of the Experiences in Close Relationships-Relationships Structures (ECR-RS) about their relations with mothers and fathers that was analyzed with confirmatory factor analysis. We examined construct validity using correlations between sibling social functioning, measured with the Strengths and Difficulties Questionnaire, and parent mental health, measured with the Hopkins Symptom Checklist-90-Revised. The ECR-RS comprised two factors, anxiety and avoidance, in line with previous studies. Both factors demonstrated significant overlap with sibling social functioning, but not with parental mental health. We conclude that the ECR-RS comprises two factors, anxiety and avoidance, that are related to siblings' social functioning. The ECR-RS can be used as a psychometrically sound measure of relationship anxiety and avoidance in families of children with chronic disorders.

• Fossum, Ingrid Nesdal; Orm, Stian; Andersen, Per Normann; Geurts, Hilde M; Øie, Merete Glenne & Skogli, Erik Winther (2023). Childhood executive function predicts internalizing and externalizing symptoms in emerging adults with and without autism: A 10-year longitudinal study. Developmental Neuropsychology. ISSN 8756-5641. 48(3), p. 97–111. doi: 10.1080/87565641.2023.2206663. Full text in Research Archive Show summary

  Individuals with autism spectrum disorder (ASD) and typically developing individuals were assessed on three neuropsychological tests of executive function (EF) and on scales of autism symptoms and co-occurring internalizing and externalizing symptoms at baseline (T1; N = 88, Mage = 11.8 years, 73% males), 2-year (T2; 99% retention, Mage = 13.9 years), and 10-year follow-ups (T3; 75% retention, Mage = 21.4 years). An EF composite score from T1 significantly predicted internalizing symptoms at T2 (β = .228) and internalizing and externalizing symptoms at T3 (β = .431 and .478, respectively), when controlling for age and autism symptoms. OThe findings suggest that EF difficulties are a long-term risk factor for more co-occurring symptoms.

• Orm, Stian; Blikstad-Blumenthal, Celina & Fjermestad, Krister Westlye (2023). Attitudes toward people with intellectual disabilities in Norway. International Journal of Developmental Disabilities (IJDD). ISSN 2047-3869. doi: 10.1080/20473869.2023.2230825. Full text in Research Archive Show summary

  Background We investigated attitudes toward individuals with an intellectual disability (ID) in a Norwegian sample and tested the psychometric properties of a Norwegian translation of the Community Living Attitudes Scale – Intellectual Disability (CLAS-ID). Method The sample was 645 adults (M = 41.9 years, SD = 13.8, 80% female). One subgroup had working experience with individuals with an ID (n = 377), and another subgroup had a family member with an ID (n = 133). Results The four-factor structure of the CLAS-ID showed good model fit in a confirmatory factor analysis of the Norwegian translation with adequate internal consistency. Participants with working experience with ID or a family member with ID reported more favorable attitudes compared with participants without working experience or without a family member with ID, respectively. Women and older participants reported more positive attitudes compared to men and younger participants. Conclusion The Norwegian translation of the CLAS-ID appears to be a valid tool for assessing attitudes toward individuals with an ID. Individuals with first-hand experience with individuals with an ID have more positive attitudes than those without, and women and older people have more positive attitudes than men and younger people.

• Orm, Stian; Dean, Michelle; Fletcher-Watson, Sue & Nordahl-Hansen, Anders (2023). Short report: Autistic adults’ recommendations on how to improve autistic portrayals in TV-series and movies. Research in Developmental Disabilities. ISSN 0891-4222. 136. doi: 10.1016/j.ridd.2023.104484. Full text in Research Archive Show summary

  Background: TV-series and movies are important sources of knowledge about autism for the general public. Aims: This study’s purpose was to elicit autistic adults’ opinions on portrayals of autistic characters in film and television productions and how this can be improved. Methods and procedure: In this study, we examined the recommendations of autistic adults (n = 798, Mage = 30.3, 48% female) and non-autistic adults (n = 1463, Mage = 35.0, 62% female) from 90 countries on how film and television productions can improve autistic portrayals. Outcomes and results: Autistic adults rated three improvement factors as most important: (1) Appointing autistic writers, (2) Having an autistic consultant, and (3) Representing greater di- versity in autistic characters. Compared to the non-autistic groups, autistic adults rated “Appointing autistic writers” as more important. Autistic participants also endorsed “Having an autism-expert consultant” and “Making the character display all relevant diagnostic criteria” significantly less than non-autistic groups. Conclusions and implications: Participants strongly endorsed that autistic adults should to a much larger extent be included as writers, consultants and actors to enhance the making of autistic characters in film and TV.

• Orm, Stian; Øie, Merete Glenne; Fossum, Ingrid Nesdal; Fjermestad, Krister Westlye; Andersen, Per Normann & Skogli, Erik Winther (2023). Predictors of Quality of Life and Functional Impairments in Emerging Adults With and Without ADHD: A 10-Year Longitudinal Study. Journal of Attention Disorders. ISSN 1087-0547. 27(5), p. 458–469. doi: 10.1177/10870547231153962. Full text in Research Archive Show summary

  Objective: We tested the hypotheses that (1) a diagnosis of ADHD in childhood or adolescence is associated with reduced quality of life (QoL) and everyday functioning in emerging adulthood, and (2) executive function (EF) deficits, internalizing difficulties, and ADHD symptoms predict reduced QoL and more functional impairments. Method: We assessed 85 children and adolescents with ADHD and 50 typically developing (TD) peers at baseline (Mage = 11.6 years, 58% males), 2-year follow-up, and 10-year follow-up with neuropsychological tests of EF and self-reports. Results: Individuals with ADHD reported lower QoL and functional impairments in emerging adulthood compared to TD peers. More internalizing difficulties and ADHD symptoms at baseline and 2-year follow-up significantly predicted lower QoL and more functional impairments at the 10-year follow-up. Conclusion: ADHD and internalizing difficulties in childhood or adolescence have a negative impact on QoL and everyday functioning in emerging adulthood. Keywords: ADHD; anxiety; depression; executive function; functional impairments; longitudinal; quality of life.

• Andersen, Per Normann; Orm, Stian; Fossum, Ingrid Nesdal; Øie, Merete Glenne & Skogli, Erik Winther (2023). Adolescence internalizing problems as a mediator between autism diagnosis in childhood and quality of life in emerging adults with and without autism: a 10-year longitudinal study. BMC Psychiatry. 23(1). doi: 10.1186/s12888-023-04635-w. Full text in Research Archive Show summary

  Background Individuals with autism tend to have a reduced quality of life across their lifespan. This reduced quality of life may be a result of autism traits, mental distress, and poor person/environment fit. In this longitudinal study, we looked at the role of adolescence internalizing and externalizing problems in mediating the relationship between having an autism diagnosis from childhood and perceived quality of life as emerging adults.Methods A total of 66 participants in a group of emerging adults with autism (mean age 22.2 years), and without autism (mean age 20.9 years) were assessed in three assessment waves (T1 at 12 years, T2 at 14 years, and T3 at 22 years of age). Parents filled out the Child Behavior Checklist at T2 and participants filled out the Perceived Quality of Life Questionnaire at T3. Total and indirect effects were tested in serial mediation analysis.Results The results showed that internalizing problems fully mediated the association between childhood autism diagnosis and the quality of life in emerging adulthood, while externalizing problems did not.Conclusion Our findings suggest that attention to adolescent internalizing problems is important to improve the later quality of life for emerging adults with autism.

• Jensen, Vegar Hattestad; Orm, Stian; Øie, Merete Glenne; Andersen, Per Normann; Hovik, Kjell Tore & Skogli, Erik Winther (2023). Executive functions and ADHD symptoms predict educational functioning in children with ADHD: A two-year longitudinal study. Applied neuropsychology: Child. ISSN 2162-2965. doi: 10.1080/21622965.2023.2292264. Full text in Research Archive Show summary

  The aim of this two-year longitudinal study was to investigate whether deficits in executive functions (EF) predict impaired everyday functioning after two years in children and adolescents with ADHD. A sample of 135 participants with and without ADHD were assessed with neuropsychological tests of EF and parent ratings of everyday functioning with the Child Behavior Checklist at baseline (Mage = 11.6, SD = 2.0), and after two years (Mage = 13.6, SD = 2.1). Results showed that ADHD symptoms and impaired EF at baseline predicted lower educational functioning when controlling for general cognitive ability (i.e. "IQ") at two-year follow-up. Furthermore, the results indicated that increased ADHD symptoms predicted problems both with social functioning and functioning in leisure activities (i.e. sport/hobbies/chores/jobs), whereas higher IQ predicted better functioning in leisure activities. The current study primarily highlights the importance of detecting and treating ADHD symptoms in order to prevent reduced functional outcomes, and that EF tests may contribute to identify children in need of educational interventions targeting EF deficits.

• Orm, Stian; Wood, Jeffrey J.; Corbett, Blythe & Fjermestad, Krister Westlye (2023). Suicidal Risk Behaviors in Adolescents With Rare Neurodevelopmental Disorders: The Role of Sex, Autistic Traits, and Mental Health Difficulties. Journal of Pediatric Psychology. ISSN 0146-8693. 48(10), p. 852–860. doi: 10.1093/jpepsy/jsad051. Full text in Research Archive
• Zapf, Holger; Boettcher, Johannes; Haukeland, Yngvild Bjartveit; Orm, Stian; Coslar, Sarah & Fjermestad, Krister Westlye (2023). A systematic review of the association between parent-child communication and adolescent mental health. JCPP Advances. 4(2). doi: 10.1002/jcv2.12205. Full text in Research Archive Show summary

  Background This systematic review addresses how adolescent-rated parent-child communication (PCC) quality is related to adolescent mental health. Methods We performed a systematic literature search in Medline and APA PsycInfo, including peer-reviewed quantitative studies examining associations between adolescent-rated dyadic PCC quality and general as well as specific measures of adolescent mental health. Qualitative and case studies were excluded, as were studies reporting only parent-rated communication quality or instruments assessing other constructs than dyadic PCC. We screened 5314 articles, of which 37 were included in the review. We assessed study quality with the Mixed Methods Appraisal Tool. Results We synthesized the findings in a table and narratively, reporting the main outcomes organized according to mental health constructs. The included studies were mainly cross-sectional. The results showed that adolescent-rated PCC quality is negatively associated with mental health constructs, demonstrating small to large effects across different mental health constructs and populations. The associations were found for general mental health and specific domains, including depression, anxiety, psychosis, suicidal ideation, post-traumatic stress symptoms, and addictive internet use/gaming. Conclusions The findings demonstrate that PCC is a relevant variable to consider in assessing adolescent mental health and preventive efforts. Limitations include the exclusive focus on adolescent-reported PCC questionnaires since parent- and observer-rated instruments may lead to different results. Also, PCC is related to other constructs, such as dyadic relationships, that were not included in this review. We conclude that PCC is a relevant variable to consider in mental health research. Our findings suggest that PCC may be considered in mental health practice, both in terms of assessing its quality and potentially by tailoring interventions to enhance PCC. These may represent a mean to promote adolescent mental health.

• Strømgren, Børge; Løkke, Jon Arne & Orm, Stian (2023). Måleeenskaper ved et verktøy for måling av akseptabilitet og målingsrutiner i praksisfeltet. En oppdatering. Norsk Tidsskrift for Atferdsanalyse (NTA). ISSN 0809-781X. 50, p. 81–93. Full text in Research Archive Show summary

  Innledning. Sosial validitet og underdimensjonen akseptabilitet er viktig i anvendt atferdsanalyse og atferdsanalyse i praksis, og er knyttet til en av de sju dimensjonene i anvendt atferdsanalyse, den anvendte dimensjonen. Akseptabilitet er en viktig del av atferdsanalysens estetikk og omhandler normative vurderinger og atferdsanalysens anseelse. Vi har tidligere gjennomført en pilotstudie på måleegenskapene ved en skala for akseptabilitet som antydet god strukturvaliditet og test-retest reliabilitet. I denne studien undersøker vi strukturvaliditet til skalaen i et større og mer heterogent utvalg av ulike yrkesgrupper fra ulike tjenester og med ytterligere en klinisk vignett. Metode. Studenter ved høgskoler og deltakere på konferanser ble invitert til å delta gjennom en lenke til anonyme spørreskjema via Nettskjema. 175 besvarte hele eller deler av spørreskjemaene. Resultater. Konfirmerende faktoranalyse understøtter faktorstrukturen funnet i pilotstudien, alle faktorladninger var over .925. Likt som ved en tidligere undersøkelse skilte skalaen på vignetter med antatt høy og lav grad av akseptabilitet, det var ikke signifikante forskjeller mellom skalaskårene i denne studien og i den tidligere med samme skala og vignetter. Videre korrelerte utdanningsnivå og rapportert bakgrunnskunnskap om akseptabilitet, moderat for utforming av tiltak (rs = .48), og sterk for igangsetting (rs = .50) og evaluering av tiltak (rs = .52). Diskusjon. Skalaen viser god strukturvaliditet og egner seg for måling av akseptabilitet. Fremtidige studier bør fokusere på anvendelse og implementering av skalaen i klinisk praksis.

• Fjermestad, Krister Westlye; Orm, Stian; Silverman, Wendy K. & Moreira, Hugo Cogo (2022). Short report: COVID-19-related anxiety is associated with mental health problems among adults with rare disorders. Research in Developmental Disabilities. ISSN 0891-4222. 123. doi: 10.1016/j.ridd.2022.104181. Full text in Research Archive Show summary

  Background For adults with rare disorders, COVID-19 can be more severe and deadlier. This may lead to anxiety about COVID-19 among adults with rare disorders, including worries about being infected. COVID-19 anxiety is linked with mental health problems in the general population. Aims To examine the levels of mental health problems and COVID-19 anxiety, and their association, among adults with rare disorders. Methods and procedures Adults with rare disorders (N = 58, Mage = 45.2 years, SD = 12.7, 69.0% females, 31.0% males) answered standardized mental health and COVID-19 anxiety questionnaires online. Their scores were compared with samples without rare disorders. Outcomes and results Mental health problems were higher than in a sample without rare disorders (effect size d = 1.14), as was COVID-19 anxiety (effect size d = 0.53). COVID-19 anxiety correlated significantly with mental health problems (r = .46). Controlling for age, gender, and work status, COVID-19 anxiety explained 16.1% of the variance in mental health problems (ΔR2 = .161, p = .001). Conclusions and implications COVID-19 anxiety is higher than norms and associated with mental health problems for adults with rare disorders. During the pandemic, clinicians are recommended to assess COVID-19 anxiety for patients with rare disorders.

• Skogli, Erik Winther; Orm, Stian; Fossum, Ingrid Nesdal; Andersen, Per Normann & Øie, Merete Glenne (2022). Attention-deficit/hyperactivity disorder persistence from childhood into young adult age: a 10-year longitudinal study. Cognitive Neuropsychiatry. ISSN 1354-6805. 27(6), p. 447–457. doi: 10.1080/13546805.2022.2123735. Full text in Research Archive Show summary

  Introduction The aim of this study was to estimate ADHD persistence in a European clinical sample of children diagnosed with ADHD and followed prospectively for 10 years into young adulthood. Methods We assessed 85 children with ADHD at baseline (Mage = 11.6, SD = 2.1, 54% male) and re-assessed 59 at 10-year follow-up (Mage = 21.4, SD = 2.3, 54% male). ADHD symptoms at baseline were assessed with a semi-structured clinical interview (Kiddie-Schedule for Affective Disorders and Schizophrenia/Present and lifetime version) and parent rating scales (ADHD Rating Scale IV, Child Behavior Checklist). ADHD symptoms at 10-year follow-up were assessed with a semi-structured clinical interview (MINI-Plus) and self-report scales (ADHD Self-Report Scale version 1.1 screener, Adult Self Report). Functional impairment at 10-year follow-up was assessed with the Global Assessment of Functioning scale. Results At 10-year follow-up, 39% met ADHD symptom thresholds based on clinical evaluation using MINI-Plus or the ADHD Self-Report Scale version 1.1 screener or the Adult Self Report together with clinicians’ rating of functional impairment. Conclusion ADHD persistence rates in this European clinical sample match previous estimates and indicate that a significant proportion of those diagnosed with ADHD as children still exhibit clinical levels of ADHD symptoms in adulthood.

• Vee, Tove Sandvoll; Orm, Stian; Løkke, Jon Arne & Finden, Eireen (2022). Gluten- og kaseinfrie dietter ved autismespekterforstyrrelser. Psykologi i kommunen (PIK). ISSN 1892-3364. Full text in Research Archive Show summary

  Bakgrunn: Det er foreslått at økt opioidaktivitet knyttet til peptider fra gluten og kasein kan spille en kausal rolle ved autismespekterforstyrrelser. Hypotesen impliserer at autismespekterforstyrrelser kan behandles ved gluten- og kaseinfrie dietter. Formålet med litteraturoversikten er å undersøke dokumentasjonen på at gluten- og/eller kaseinfri diett fører til reduksjon av autismesymptomer. Kunnskapsgrunnlag: Systematisk litteratursøk etter randomiserte, kontrollerte studier som har undersøkt effekten av gluten- og/eller kaseinfrie dietter hos barn og ungdom med autismespekterforstyrrelser. Metode: Søket identifiserte ni randomiserte kontrollerte studier med totalt 395 deltakere i alderen 2-18 år. I seks av studiene ble det ikke funnet signifikant forskjell mellom diettgruppen og kontrollgruppen. Tre studier rapporterte en signifikant forbedring i kjernesymptomer knyttet til kommunikasjon og sosial interaksjon. To av de tre studiene har ikke kartlagt og ekskludert deltakere med allergi for gluten eller kasein til tross for at det er økt forekomst av mage-tarm problemer hos personer med autismespekterforstyrrelser. Konklusjon: Seks studier finner ingen signifikante endringer i kjernesymptomer etter en diettintervensjon. Flere av studiene er gjennomført med få deltakere og det er stor variasjon i intervensjonsvarighet. Det er derfor usikkert grunnlag for å anbefale gluten og/eller kaseinfri diett for behandling av autismespekterforstyrrelser.

• Zapf, Holger; Boettcher, Johannes; Haukeland, Yngvild Bjartveit; Orm, Stian; Coslar, Sarah & Wiegand-Grefe, Silke [Show all 7 contributors for this article] (2022). A Systematic Review of Parent–Child Communication Measures: Instruments and Their Psychometric Properties. Clinical Child and Family Psychology Review. ISSN 1096-4037. 26(1), p. 121–142. doi: 10.1007/s10567-022-00414-3. Full text in Research Archive Show summary

  Parent–child communication represents an important variable in clinical child and family psychology due to its association with a variety of psychosocial outcomes. To give an overview of instruments designed to measure the quality of parent–child communication from the child’s (8–21 years) perspective and to assess the psychometric quality of these instruments, we performed a systematic literature search in Medline and PsycInfo (last: February 25, 2022). Peer-reviewed journal articles published in English with a child-rated instrument measuring the quality of parent–child communication were included. Initial screening for eligibility and inclusion, subsequent data extraction, and quality assessment were conducted by couples of review team members. Based on the screening of 5115 articles, 106 studies reported in 126 papers were included. We identified 12 parent–child communication instruments across the studies. The Parent-Adolescent Communication Scale (PACS) was used in 75% of the studies. On average, the evidence for psychometric quality of the instruments was low. Few instruments were used in clinical and at-risk samples. Several instruments are available to rate parent–child communication from the child’s perspective. However, their psychometric evidence is limited and the theoretical foundation is largely undocumented. This review has limitations with regard to selection criteria and language bias.

• Skogli, Erik Winther; Andersen, Per Normann; Orm, Stian; Hovik, Kjell Tore & Øie, Merete Glenne (2022). Executive Functioning in Everyday Life in Youth with Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorders: A Two-Year Longitudinal Study. International Journal of Disability, Development and Education. ISSN 1034-912X. doi: 10.1080/1034912X.2022.2095360. Full text in Research Archive Show summary

  Problems with executive function (EF) are considered a hallmark of Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). However, little is known about the developmental pathway of everyday EF in these two groups, and whether the two groups follow a similar or different developmental course. In this longitudinal study, children and adolescents with ADHD (n = 84, Mage = 11.6, SD = 2.0), ASD (n = 38, Mage = 12.0, SD = 2.3), and typically developing children (TDC; n = 50, Mage = 11.6, SD = 2.0) were clinically diagnosed and assessed with parent-ratings of everyday EF at baseline and at two-year follow-up (97% retention). Results showed that both individuals with ADHD and individuals with ASD displayed elevated levels of everyday EF problems relative to the TDC at baseline (Hedges g = 1.99 to 2.99). Over the two-year period, everyday EF improved in individuals with ADHD relative to the TDC, whereas individuals with ASD displayed no improvement relative to the TDC. At two-year follow-up, individuals with ADHD and individuals with ASD continued to display elevated levels of everyday EF problems relative to the TDC (Hedges g = 1.61 to 3.19).

• Orm, Stian; Andersen, Per Normann; Fossum, Ingrid Nesdal; Øie, Merete Glenne & Skogli, Erik Winther (2022). Brief report: Autism spectrum disorder diagnostic persistence in a 10-year longitudinal study. Research in Autism Spectrum Disorders. ISSN 1750-9467. 97(102007). doi: 10.1016/j.rasd.2022.102007. Full text in Research Archive Show summary

  Background: The aim was to examine diagnostic persistence of Autism Spectrum Disorder (ASD) in individuals without intellectual disability from childhood to emerging adulthood. Method: We assessed 38 children with estimated full-scale intelligence quotient (IQ) >70 who were diagnosed with ASD at baseline (Mage=12.0, SD=2.3, 84% male), and re-assessed two (n=37, Mage=14.2, SD=2.4, 84% male) and 10 years (n=23, Mage=21.7, SD=2.4, 78% male) later. Results: At two-year follow-up, all participants still met diagnostic criteria for ASD according to the Diagnostic and Statistical Manual for Mental Disorders – fourth version (DSM-IV). At 10-year follow-up, 65% met diagnostic criteria for ASD according to DSM-IV, 48% met diagnostic criteria according to the Diagnostic and Statistical Manual for Mental Disorders – fifth version (DSM-5), 57% met the ASD cut-off on the Autism Spectrum Quotient 10-item (AQ-10), and 78% met either DSM-IV criteria or cut-off on the AQ-10. Higher IQ in childhood predicted loss of ASD diagnosis according to DSM-IV criteria (Hedges g = 1.30). A higher proportion of girls compared to boys displayed loss of ASD diagnosis according to DSM-IV criteria. Conclusions: These findings suggest that ASD traits among individuals without intellectual disability may wane into emerging adulthood and that loss of ASD diagnosis is associated with higher IQ and being a girl. Diagnostic re-evaluations may be warranted for some individuals diagnosed with ASD as children or adolescents.

• Orm, Stian; Pollak, Yehuda; Fossum, Ingrid Nesdal; Andersen, Per Normann; Øie, Merete Glenne & Skogli, Erik Winther (2022). Decision-making and Risky Behavior in Individuals with Attention-Deficit/Hyperactivity Disorder: A 10-year Longitudinal Study. Developmental Neuropsychology. ISSN 8756-5641. 47(4), p. 193–209. doi: 10.1080/87565641.2022.2082430. Full text in Research Archive Show summary

  We assessed 85 children with Attention-Deficit/Hyperactivity Disorder (ADHD) and 50 typically developing children (TD) (Mage = 11.59, 57.8% boys) with the Hungry Donkey Task (HDT) at baseline and 2-year follow-up, and the Iowa Gambling Task at 10-year follow-up (75% retention). Improvement in the proportion of advantageous choices was observed from two- to 10-year follow-up, but the ADHD group improved less and was outperformed by the TD group at the 10-year follow-up. More advantageous choices on the HDT at baseline predicted less risky behavior at 10-year follow-up. Male sex and more inattentive or externalizing symptoms at baseline predicted more risky behavior.

• Vee, Tove Sandvoll; Orm, Stian & Løkke, Jon Arne (2022). Zoom fatigue under covid-19-pandemien: Hva innebærer fenomenet, og hvordan kan det forebygges? Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 45(4), p. 264–279. doi: 10.18261/uniped.45.4.3. Full text in Research Archive Show summary

  Studien tar for seg fenomenet Zoom fatigue, omfang og beskrivelse av fenomenet og mulige forklaringsmodeller. Studenter kan oppleve at det er vanskeligere å lære i Zoom-forelesninger, og studien ser på mulige tiltak for å forebygge fenomenet. Vi har benyttet scoping review, som gir oversikt over et forskningsfelt med stor heterogenitet mellom studiene. Resultatene viser at digital undervisning kan føre til utmattelse, slitenhet og stress, som samlet kan omtales som Zoom fatigue. Majoriteten av studentene opplever Zoom fatigue ved digital undervisning. Utfordringer ved teknologien, kognitiv belastning og opplevelse av sosial distansering trekkes frem som hovedforklaringer på Zoom fatigue. Zoom fatigue kan muligens forebygges eller reduseres ved å korte ned tiden på undervisningen og oppmuntre studentene til å bevege seg og ta hyppige pauser. Undervisning med studentaktivitet i små grupper i breakout rooms, omvendt klasserom, blandet læring, problembasert læring og kasusundervisning kan bidra til mindre utmattelse og forebygge Zoom fatigue. Fremtidig forskning bør undersøke hvordan ulike faktorer henger sammen med Zoom fatigue, og teste ut tiltak eksperimentelt.

• Øverland, Elisabeth; Hauge, Åshild Lappegard; Orm, Stian; Pellicano, Elisabeth; Øie, Merete Glenne & Skogli, Erik Winther [Show all 7 contributors for this article] (2022). Exploring life with autism: Quality of Life, daily functioning and compensatory strategies from childhood to emerging adulthood: A qualitative study protocol. Frontiers in Psychiatry. 13. doi: 10.3389/fpsyt.2022.1058601. Full text in Research Archive Show summary

  Introduction: This study aims to investigate self-perceived quality of life, daily functioning, and the use of compensatory strategies in emerging adults with autism. Methods and analysis: Participants will be recruited from the Lillehammer Neurodevelopmental 10-year follow-up study (LINEUP), with the aim of 15 individual in-depth interviews. Subsequently, two focus groups with clinicians will be invited to reflect on the themes found in the individual interviews. All interviews will be recorded and analyzed using reflexive thematic analysis. Ethics and dissemination: The study is approved by the Regional Committee for Medical Research Ethics in South-East Norway. The findings will be disseminated to academic and clinical audiences through journal articles and conference presentations. To reach the broader autistic and autism communities, the findings will be shared with the Autism Society at national and local meetings, in their membership magazine, and on their social media channel.

• Kirchhofer, Solveig Melanie; Orm, Stian; Haukeland, Yngvild Bjartveit; Fredriksen, Trude; Wakefield, Claire E. & Fjermestad, Krister Westlye (2022). A systematic review of social support for siblings of children with neurodevelopmental disorders. Research in Developmental Disabilities. ISSN 0891-4222. 126. doi: 10.1016/j.ridd.2022.104234. Full text in Research Archive Show summary

  Background Social support is a protective factor for siblings of children with neurodevelopmental disorders. Aims We reviewed studies on social support received by siblings of children with neurodevelopmental disorders. Methods and procedures We conducted a pre-registered systematic review (CRD42020207686), searching PsycINFO, MEDLINE, Web of Science, and Scopus. Outcomes and results Fifteen articles were eligible for the review, 13 of which used cross-sectional designs. Two studies investigated sibling social support after an intervention. Multiple variables were negatively related to social support (e.g., sibling depression, loneliness, stress). Variables that were positively related to social support included prosocial behavior, competence (academic, social, and activity-related), problem-focused coping, and family quality of life. Potential moderators of the relationship between social support and psychosocial adjustment included the type of disorder of the affected sibling and the type of social support provider. We conclude with an overview of the reliability and validity of the seven social support measurements used across the studies. Conclusions and implications Lower levels of social support are associated with more negative psychosocial adjustment among siblings of children with neurodevelopmental disorders. We encourage future researchers to further investigate ways to increase social support for siblings to improve outcomes. Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.

• Orm, Stian; Andersen, Per Normann; Teicher, Martin H.; Fossum, Ingrid Nesdal; Øie, Merete Glenne & Skogli, Erik Winther (2022). Childhood executive functions and ADHD symptoms predict psychopathology symptoms in emerging adults with and without ADHD: A 10-year longitudinal study. Research on Child and Adolescent Psychopathology. ISSN 2730-7166. 51. doi: 10.1007/s10802-022-00957-7. Full text in Research Archive Show summary

  Deficits in executive functions (EFs) are theorized to play an important role in causing functional impairment and associated psychopathology in individuals with ADHD. The objective of this study was to examine the role of EFs and ADHD symptoms as longitudinal predictors of psychopathology symptoms in individuals with ADHD and typically developing individuals. We assessed individuals with and without ADHD (N = 135) with neuropsychological tests of EFs and scales of ADHD symptoms and psychopathology symptoms at baseline (T1; Mage = 11.59, 57.8% boys), 2-year follow-up (T2; Mage = 13.63, 97% retention), and 10-year follow-up (Mage = 21.18, 75% retention). Baseline EFs predicted psychopathology symptoms at the 2- and the 10-year follow-up, explaining 17% and 12% of the variance, respectively. Baseline EFs predicted both internalizing and externalizing symptoms, and the predictive value of EFs on psychopathology symptoms at 10-year follow-up was accounted for by cognitive flexibility. Baseline ADHD symptoms were a significant predictor of all symptom domains at all time points. Thus, childhood EFs, in particular cognitive flexibility, can predict psychopathology symptoms in emerging adulthood beyond the effect of ADHD symptoms. This supports dominating theories of ADHD stating that executive dysfunction contributes to the observed phenotype, including associated psychopathology symptoms, and suggests that EFs are important targets of interventional efforts.

• Orm, Stian; Orm, Cathrine; Mebostad, Mette Ingebrigtsen; Dechsling, Anders & Nordahl-Hansen, Anders Johan (2022). Confirming the Validity of the School-Refusal Assessment Scale—Revised in a Sample of Children With Attention-Deficit/Hyperactivity Disorder. Frontiers in Psychology. 13, p. 1–6. doi: 10.3389/fpsyg.2022.849303. Full text in Research Archive Show summary

  Children with developmental disorders, such as Attention-Deficit/Hyperactivity Disorder (ADHD), are at high risk of school-refusal behavior (SRB) compared with their peers. One of the most used scales to assess SRB is the School Refusal Behavior Scale – Revised (SRAS-R). The SRAS-R has demonstrated good psychometric properties when used with the general population of children but recently its validity has been questioned when used with children with developmental disorders. We tested the psychometric properties of the SRAS-R parental reports in 96 children with ADHD (Mage = 12.4; SD = 1.7, 61.5% boys). Results showed good model fit and internal consistency for the original four-factor structure. Three of the factors were strongly correlated, suggesting that SRB among children with ADHD are caused by several factors. Copyright © 2022 Orm, Orm, Mebostad, Dechsling and Nordahl-Hansen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

• Orm, Stian & Fjermestad, Krister Westlye (2021). A Scoping Review of Psychosocial Adjustment in Siblings of Children with Attention-deficit/hyperactivity disorder. Advances in Neurodevelopmental Disorders. ISSN 2366-7532. 5(4), p. 381–395. doi: 10.1007/s41252-021-00222-w. Full text in Research Archive Show summary

  Objectives Siblings of children with neurodevelopmental disorders are at higher risk for psychosocial maladjustment than other children. The risk may differ between neurodevelopmental disorders. One group of siblings that has been largely neglected in research is siblings of children with attention-deficit/hyperactivity disorder (ADHD). The objective was to review all studies examining psychosocial adjustment in siblings of children with ADHD to identify research gaps. Methods We conducted a systematic literature search with keywords related to ADHD and siblings in PsycINFO, MEDLINE, and ERIC. We included studies that relied on clinical ADHD diagnosis, used control group(s) for sibling data, and/or examined within-sibling sample associations. We included 15 papers examining psychosocial adjustment in a total of 3729 siblings aged below 18 years. Results We identified four main psychosocial adjustment categories across studies: mental health (k = 10), family environment (k = 4) quality of life (k = 1), and resilience (k = 1). For mental health, most of the reviewed studies found that siblings had more mental health problems than controls, with small to large effect sizes. A few studies found no difference. For family environment, the reviewed studies suggested that siblings experience more family conflicts and less support than controls, with medium effect sizes. Compared to controls, siblings had poorer quality of life and less resilience (large effect). Conclusions Siblings of children with ADHD display poorer psychosocial adjustment than controls. However, research is scarce and more studies are needed that examine associations between psychosocial variables and effects of interventions.

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• Nybakken, Gunn & Orm, Stian (2026). Empower Autistics: Skreddersydd terapi for barn og unge med autisme. Full text in Research Archive Show summary

  Det er stor variasjon i hvordan autismespekteret framstår i den enkelte, og i hvilke tilleggsvansker barn og ungdom med autisme kan oppleve. Persontilpasset kartlegging er et godt utgangspunkt for persontilpasset oppfølging i BUP. SEBASTIEN er en persontilpasset, modulbasert terapi for barn og unge som prøves ut i BUP gjennom forskningsprosjektet Empower Autistics i 2025 - 2028.

• Nybakken, Gunn; Skogli, Erik Winther; Fjermestad, Krister Westlye & Orm, Stian (2026). Persontilpasset kartlegging av vansker hos barn og unge med autisme. Full text in Research Archive Show summary

  Youth Top Problems er et persontilpasset klinisk intervju som kan være et supplement til standardiserte kartleggingsinstrumenter i BUP. Videre kan YTP fungere som et ledd i målingsbasert behandling (Measurement-Based Care) og bidra til mer positive og pasientorienterte behandlingsutfall for barn og unge med autisme.

• Nybakken, Gunn; Orm, Stian; Fredriksen, Trude; Skogli, Erik Winther; Kirchhofer, Solveig Melanie & Vatne, Torun Marie [Show all 7 contributors for this article] (2026). The Impact of Children’s Co-Occurring Emotional and Behavioral Problems on Sibling and Parent Psychosocial Functioning. Full text in Research Archive Show summary

  Latent Profile Analysis (LPA) was conducted to estimate subgroups of EBPs in a sample of 225 children with a developmental disorder. We identified 4 clinically meaningful subgroups of EBPs among children with developmental disorders. The profiles with high levels of disruptive behavior and social difficulties have a particularly negative impact on parent and sibling psychosocial functioning.

• Ajkic, Leo; Øen, Kristian & Orm, Stian (2026). Når friheten blir stor og strukturen forsvinner. Høyere utdanning og studentliv. doi: https:/open.spotify.com/episode/6WtfZnPlYOh454EsglR7vf. Full text in Research Archive Show summary

  Å begynne å studere betyr frihet, ansvar og nye muligheter. For mange med ADHD betyr det også mer støy, mindre struktur og høyere krav til å regulere alt selv. I denne episoden møter vi studenten som beskriver hvordan søvn blir et avgjørende verktøy for å få ro, og hvordan studiestart kan oppleves som overveldende. Vi får høre om ensomhet, tidsbruk som glipper og utsettelser som får konsekvenser. Episoden tar også opp møter, ansvar og informasjonsflyt i overgangen til voksenlivet, og hvorfor struktur og støtte fortsatt er nødvendig, selv når man er 18 år og formelt sett «skal klare seg selv».

• Ajkic, Leo; Øen, Kristian & Orm, Stian (2026). Når systemet går for fort og ungdommen henger etter. VIderegående skole, 11.-13. trinn. doi: https:/open.spotify.com/episode/6ITlO6siUqQgwjpSiJuuRH. Full text in Research Archive Show summary

  Overgangen til videregående markerer for mange en ny start, med nye muligheter, men også økte krav til selvstendighet. Hva skjer når nye systemer, større ansvar og informasjon spredt over mange plattformer møter elever som allerede strever med oversikt? I denne episoden får vi innblikk i hvordan denne overgangen kan oppleves i praksis. Gjennom en foresattfortelling og en yrkesfaglærers hverdag, ser vi hvordan struktur og tydelighet kan gjøre en forskjell, både for elever med ADHD og for lærerne.

• Ajkic, Leo; Orm, Stian & Øen, Kristian (2026). Når det låser seg og det løsner. Ungdomsskolen, 8.-10. trinn. doi: https:/open.spotify.com/episode/0y0dTtgthNFzZIWHaVZleI. Full text in Research Archive Show summary

  Ny skole. Nye lærere. Nye krav. Tenåringstiden byr på mye, og for unge med ADHD kan denne fasen være spesielt krevende. For hva skjer når en elev låser seg, og ingen helt forstår hvorfor? Hvordan oppleves det å stå i et klasserom med mye uro, og kjenne på maktesløshet som lærer? Og hva kjennetegner situasjonene der man lykkes? I denne episoden møter vi historier som viser hvordan ADHD kan oppleves i ungdomsskolen. Episoden gir innblikk i både elevens og lærerens perspektiv, og viser hvordan struktur, forutsigbarhet og relasjon kan være avgjørende når kravene øker.

• Ajkic, Leo; Øen, Kristian & Orm, Stian (2026). Når de sosiale kodene endrer seg. Mellomtrinnet 5.-7. trinn. doi: https:/open.spotify.com/episode/2xFjI5f5L0zU965IOFilA3. Full text in Research Archive Show summary

  Hva skjer når de sosiale kodene endrer seg, men barnet ikke følger den samme utviklingen? I denne episoden møter vi en gutt som trekker seg tilbake. Fotballbanen, som tidligere var en trygg og sosial arena oppleves nå annerledes. Om kommentarer, usikkerhet og store følelser. Vi får høre om å grue seg til leirskole, sterke reaksjoner og søvnløse netter. Hva skjer når skolen gir konkrete svar, tar seg tid og samarbeider tett med hjemmet? Samtaler om sosial sårbarhet, senmodning og overgangen til mellomtrinnet, og hva voksne kan gjøre når eleven begynner å trekke seg unna

• Ajkic, Leo; Orm, Stian & Øen, Kristian (2026). Morgenrutiner, overganger og blikk som vandrer. Småskolen 1.-4. trinn. doi: https:/open.spotify.com/episode/6lF5ta1yR6ggpsUWDIoy6J. Full text in Research Archive Show summary

  Hvordan kan en helt vanlig skoledag bli krevende allerede før første time har begynt? I denne episoden møter vi elever på småskolen. Hva skjer når blikket stadig trekkes mot det som skjer rundt, og der situasjoner både inne og ute krever tett voksenstøtte? Og hva kan være god praksis da?

• Orm, Stian; Andreassen, Marita & Vee, Tove Sandvoll (2026). Universitetene strekker ikke til. doi: https:/www.khrono.no/universitetene-strekker-ikke-til/1029131. Full text in Research Archive
• Orm, Stian (2026). Mulighetene i utenforskap - Nevrodiversitet, utfordringer og mestring i overgangen til voksenlivet. Full text in Research Archive
• Nedrehagen, Eirik Solberg; Vee, Tove Sandvoll; Stokstad, Janette Moland & Orm, Stian (2025). POSTER: A Scoping Review of Dialogic Formative Feedback Practices in Higher Education. Full text in Research Archive Show summary

  This study systematically scoped the available literature on practical models and approaches used in higher education. Second, it mapped how dialogic feedback is evaluated in the literature.

• Veerman, Linda K.M.; Orm, Stian; Fjermestad, Krister Westlye; Sterkenburg, Paula S. & Willemen, Agnes M. (2025). Next steps in the development of a sibling adjustment scale: reply to Supianto. International Journal of Developmental Disabilities (IJDD). ISSN 2047-3869. 71(2), p. 205–207. doi: 10.1080/20473869.2025.2456803. Full text in Research Archive
• Orm, Stian (2025). Oppfølgingen av barn med autisme er ofte svært mangelfull, sier forsker. [Journal]. psykologisk.no. Full text in Research Archive
• Orm, Stian (2025). Autisme: Trenger vi en kur, eller mer aksept? [Journal]. psykologisk.no. Full text in Research Archive
• Dyresen, Agnete; Fjermestad, Krister Westlye; Kodal, Arne; Orm, Stian; Posserud, Maj-Britt Rocio & Øie, Merete Glenne [Show all 7 contributors for this article] (2025). The Role of Externalizing Symptoms on Long-term Treatment Outcomes in Youth with Anxiety Disorders. Full text in Research Archive
• Orm, Stian; Andreassen, Marita & Håkansson, Ulrika Christina (2024). Studenttrivsel i høyere utdanning starter med relasjonen. Full text in Research Archive
• Skogli, Erik Winther; Orm, Stian; Fossum, Ingrid Nesdal; Andersen, Per Normann & Øie, Merete Glenne (2024). Diagnostisk stabilitet hos barn og unge med ADHD etter 10 år. Stå På ! (medlemsblad for ADHD-foreningen). Full text in Research Archive
• Orm, Stian (2024). ADHD-forskning: Stians sinne var ute av kontroll – så tok familien grep. [Journal]. tv2.no. Full text in Research Archive
• Orm, Stian (2024). ADHD eller autisme: – Noen ganger kan det se litt håpløst ut i barndommen og ungdomsårene. [Journal]. Forskning.no. Full text in Research Archive
• Orm, Stian (2024). Intervju om ADHD forskning på God Morgen Norge. [TV]. TV2. Full text in Research Archive
• Løkke, Jon Arne & Orm, Stian (2024). P-faktoren: En fellesårsak til psykiske lidelser med store konsekvenser for miljøterapi, Vernepleie og miljøterapi. Universitetsforlaget. ISSN 9788215067605. p. 248–268. Full text in Research Archive
• Orm, Stian (2024). Nevroutviklingsforstyrrelser og studieliv. Full text in Research Archive
• Løkke, Jon Arne & Orm, Stian (2024). Kunnskapsbaserte kjerner i miljøterapi, Vernepleie og miljøterapi. Universitetsforlaget. ISSN 9788215067605. p. 269–285. Full text in Research Archive
• Glaser, Bernt Damian; Bazezew, Meseret Mamo; Hannigan, Laurie; Bragantini, Daniela; Orm, Stian & Morgan, Morgan [Show all 7 contributors for this article] (2024). Age of autism diagnosis and family wellbeing: exploring the association and its confounding factors in the MoBa cohort. Full text in Research Archive
• Fossum, Ingrid Nesdal; Øie, Merete Glenne; Orm, Stian; Hovik, Kjell Tore; Andersen, Per Normann & Skogli, Erik Winther (2023). Development of everyday executive function in Autism Spectrum Disorder and ADHD. Full text in Research Archive
• Øverland, Elisabeth; Pellicano, Elizabeth; Skogli, Erik Winther; Hauge, Åshild Lappegard; Orm, Stian & Øie, Merete Glenne [Show all 7 contributors for this article] (2023). Growing up with autism: Perspectives from autistic emerging adults on Quality of Life. Full text in Research Archive
• Orm, Stian; Øie, Merete Glenne; Fossum, Ingrid Nesdal; Fjermestad, Krister Westlye; Andersen, Per Normann & Skogli, Erik Winther (2023). Executive Functioning and Anxiety/Depressive Symptoms as Mediators Between ADHD and Quality of Life: A 10-year Longitudinal Study. Full text in Research Archive Show summary

  Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with impaired executive functioning and anxiety/depressive symptoms, which may contribute to reduced quality of life. We tested the hypotheses that (1) a childhood diagnosis of ADHD is related to reduced quality of life in emerging adulthood and that (2) this relationship is mediated by impaired executive functioning and anxiety/depressive symptoms. Participants and Methods: We assessed 85 children and adolescents with ADHD and 50 typically developing peers at baseline (Mean age = 11.6 years, 58% males), two-year follow-up, and 10-year follow-up with neuropsychological tests of executive functioning, the Behavioral Rating Inventory of Executive Function (BRIEF), the Short Moods and Feelings Questionnaire (SMFQ), and the Revised Children’s Manifest Anxiety Scale, second edition (RCMAS-2), as well as the Perceived Quality of Life scale (PQoL) at the 10-year follow-up. Four neuropsychological tests of executive functioning, the Letter-Number Sequencing test (working memory), the Color-Word Interference test condition 3 (response inhibition), the Color-Word Interference test condition 4 (shifting), and the trail making test condition 4 (cognitive flexibility) were combined into a neuropsychological executive functioning composite score based on high factor loadings (≥ .73). the parent-reported BRIEF indexes, the behavioral regulation index, and the metacognition index were used as measures of everyday executive functioning. We conducted independent samples t-tests to compare the groups and simple and parallel mediation analyses with full information maximum likelihood estimation to examine whether the different executive functioning measures and anxiety/depressive symptoms at two-year follow-up mediated the relationship between baseline ADHD and self-reported quality of life at 10-year follow-up. Results: Baseline ADHD was associated with more difficulties with executive functioning on a composite measure of neuropsychological tests (p < .001, Hedges g = .79) and parent-reported everyday metacognitive (p < .001, Hedges g = 2.37) and behavioral regulation executive functioning (p < .001, Hedges g = 1.55), as well as self-reported anxiety (p < .001, Hedges g = 1.05) and depressive symptoms (p < .001, Hedges g = 1.00) at two-year follow-up. Baseline ADHD was associated with lower self-reported quality of life (p = .001, Hedges g = -.67) at 10-year follow-up. The mediation analysis showed that everyday metacognitive executive functioning (p = .011, β = -.497) and an anxiety/depressive symptoms composite (p < .001, β = -.404) parallelly mediated the relationship between ADHD and quality of life. Conclusions: Impaired everyday executive functioning and anxiety/depressive symptoms may represent two distinct pathways to reduced quality of life in emerging adults with a childhood diagnosis of ADHD. These findings stress the importance of targeting both cognitive and emotional aspects in interventions for children and adolescents with ADHD to improve later quality of life.

• Orm, Stian (2023). Emosjonsregulering for personer med kognitive funksjonsnedsettelser, et forsømt område. Full text in Research Archive
• Skogli, Erik Winther; Orm, Stian; Fossum, Ingrid Nesdal; Andersen, Per Normann & Øie, Merete Glenne (2023). ADHD persistence from childhood into young adult age. Full text in Research Archive
• Andersen, Per Normann; Orm, Stian; Øie, Merete Glenne & Skogli, Erik Winther (2022). Livskvalitet hos unge voksne med autisme - betydningen av internaliserende vansker? Full text in Research Archive
• Orm, Stian (2022). Autismespekterforstyrrelser - Tilrettelegging for utvikling og læring. Full text in Research Archive
• Orm, Stian (2022). Nevroutviklingsforstyrrelser fra barndom til ung voksen alder: Hvordan tilrettelegge for god livskvalitet? Full text in Research Archive
• Løkke, Jon Arne & Orm, Stian (2022). Motiverende intervjuing og stimulering av egen motivasjon hos personer med kognitiv funksjonsnedsettelse. In Haugland, Silje; Berge, Ulf; Gjermestad, Anita; Høium, Kari & Løkke, Jon Arne (Ed.), Kunnskapsbasert miljøterapeutisk arbeid. Universitetsforlaget. ISSN 9788215053165. Full text in Research Archive
• Løkke, Jon Arne & Orm, Stian (2022). Funksjonelle analyser: Et miljødiagnostisk supplement til utforming av tiltak. In Haugland, Silje; Berge, Ulf; Gjermestad, Anita; Høium, Kari & Løkke, Jon Arne (Ed.), Kunnskapsbasert miljøterapeutisk arbeid. Universitetsforlaget. ISSN 9788215053165. Full text in Research Archive
• Orm, Stian & Løkke, Jon Arne (2022). Emosjonsregulering for personer med kognitive funksjonsnedsettelser: et forsømt område. In Haugland, Silje; Berge, Ulf; Gjermestad, Anita; Høium, Kari & Løkke, Jon Arne (Ed.), Kunnskapsbasert miljøterapeutisk arbeid. Universitetsforlaget. ISSN 9788215053165. Full text in Research Archive
• Løkke, Jon Arne; Orm, Stian; Haagensen, Gunn Elisabeth; Andersen, Fredrik & Strømgren, Børge (2022). Tiltak for å fremme psykologisk fleksibilitet hos personer med autismespekterdiagnoser: En litteraturgjennomgang. Full text in Research Archive
• Orm, Stian; Øie, Merete Glenne; Fossum, Ingrid Nesdal; Andersen, Per Normann & Skogli, Erik Winther (2022). Utvikling av psykisk helse fra barndom til ung voksen alder hos personer med ASD eller ADHD. Full text in Research Archive
• Løkke, Jon Arne & Orm, Stian (2022). "Hører du meg nå?" Hvordan forebygge Zoom-fatigue. Full text in Research Archive
• Orm, Stian & Løkke, Jon Arne (2022). "Kjærlighet på spekteret". Sjarmerende, men også feilinformasjon om autisme. Full text in Research Archive
• Kirchhofer, Solveig Melanie; Orm, Stian; Haukeland, Yngvild Bjartveit; Fredriksen, Trude; Wakefield, Claire E. & Fjermestad, Krister Westlye (2022). A systematic review of social support of siblings of children with neurodevelopmental disorders. doi: https:/www-sciencedirect-com.ezproxy.uio.no/science/article/pii/S0891422222000646. Full text in Research Archive
• Nordahl-Hansen, Anders; Dean, Michelle; Fletcher-Watson, Sue & Orm, Stian (2022). Autistic People Don’t like Music – an International Survey on Community Opinions of Autistic Portrayals on Film and TV. Full text in Research Archive
• Orm, Stian; Øie, Merete Glenne; Fossum, Ingrid Nesdal; Andersen, Per Normann & Skogli, Erik Winther (2022). Depressive Symptoms in Individuals with Autism Spectrum Disorder or Attention-Deficit/Hyperactivity Disorder: A 10-Year Longitudinal Study. Full text in Research Archive
• Orm, Stian; Haukeland, Yngvild; Vatne, Torun Marie & Fjermestad, Krister Westlye (2022). Parent-Sibling Communication and Mental Health in Siblings of Children with Autism Spectrum Disorder Compared with Physical Disabilities. Full text in Research Archive
• Finden, Eireen & Orm, Stian (2021). Traumesensitive tilnærminger i skolen: En analyse av ulike konseptualiseringer og atferdsanalysens bidrag. Full text in Research Archive
• Løkke, Jon Arne; Orm, Stian; Myhre, Martin Øverlien & Dechsling, Anders (2021). Autisme og selvmord: En systematisk litteraturgjennomgang. Full text in Research Archive
• Orm, Stian & Løkke, Jon Arne (2021). Aksept- og forpliktelsesterapi for personer med nevroutviklingsforstyrrelser. Full text in Research Archive
• Strømgren, Børge; Løkke, Jon Arne & Orm, Stian (2021). Sosial validitet: Et blikk fremover og presentasjon av et måleverktøy. Full text in Research Archive
• Løkke, Jon Arne & Orm, Stian (2021). Funksjonelle analyser som en kjerne i miljøterapi. Full text in Research Archive
• Orm, Stian (2023). Attention-Deficit/Hyperactivity Disorder in Emerging Adulthood: A 10-year Longitudinal Study of the Relationships with Neurocognitive Functioning, Co-occurring Psychopathology, Functional Outcomes, and Quality of Life. Universitetet i Oslo. Full text in Research Archive

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