過去研究顯示負向情緒會干擾夜間睡眠，預期可有效降低負向情緒的情緒調節策略應有助於睡眠，然而，認知再評估策略對睡眠的影響卻未有一致的研究結果，此可能受限於過去研究多以問卷測量認知再評估策略的使用偏好，卻未測量個體使用策略的能力，亦即認知再評估策略的調節效果。本研究透過實驗室典範測量認知再評估能力，主要探討個體使用認知再評估策略的能力是否會影響個體於夜間情緒調節的效果，以及再評估策略於睡前之適用性。本研究受試者共24位，包含11名男性與13名女性，平均年齡為22歲。受試者皆依序經歷引發和調節負向情緒的實驗情境與中性情境兩個夜晚，並以主觀問卷與客觀生理反應測量受試者使用認知再評估策略調節情緒的表現，及對其後續睡眠的影響，在兩晚作業結束後，受試者會回到實驗室進行認知再評估能力測量作業。研究結果發現，認知再評估能力佳者於實驗晚的情緒調節表現較佳，在能力指標中，正負向與憤怒感調節佳者，其睡前生理激發度增加量較低、入睡前高頻腦波相對功率較低，且較不會高估入睡耗時；此外，運用再評估策略會增加較高情緒控制感者，入睡後高頻腦波相對功率較低，且實驗晚所增加的入睡耗時較低。整體來說，負向情緒會干擾後續睡眠，於正負向指標上調節能力佳者較可減少其主觀失眠困擾度，且使用再評估策略後有較高情緒控制感者，較可彈性的運用再評估策略。 / Negative emotion has been showed to interfere with sleep, therefore effective emotion regulation to reduce negative emotion prior to sleep could be beneficial for sleep. Cognitive reappraisal is generally considered to be an effective and adaptive emotion-regulation strategy, but previous studies had inconsistent findings about the impact of reappraisal on sleep. A study has even found that insomnia patients had a higher frequency to use reappraisal in comparison to good sleepers. However, previous studies used self-report measure of an individual's tendency to use reappraisal. It has been shown that the frequency of using reappraisal did not correlate with the ability to use reappraisal as measured by reduction of stress reactivity after standard laboratory challenge. The present study examined the hypothesis that the impact of pre-sleep reappraisal on sleep onset process depends on individual's cognitive reappraisal ability (CRA). Twenty-four normal sleepers were recruited (male:11, female:13, average age: 22 years). Participants came to sleep laboratory for two experimental nights and one daytime reappraisal ability evaluation. For the two experimental nights, participants did a cognitive task and got two different feedbacks for the two conditions: either a neutral feedback (baseline condition night) or a negative feedback (experimental condition night). They were instructed to use cognitive reappraisal strategy to reduce negative emotion after getting negative feedback. The change of subjective emotion ratings and physiological reaction were measured during the presleep task. Polysomnographic recording and subjective ratings of sleep onset experience was conducted for the sleep onset process analysis. During the daytime session, the ability of the participants to use reappraisal was measured with physiological reactivity to a standard laboratory challenge with anger-inducing films. The results showed that, at experimental night, participants with high CRA in reducing emotion valence exhibited better emotion regulation outcomes, less presleep somatic arousal increments, lower beta power before falling asleep, and less overestimation of their sleep onset latency (SOL). Besides, participants with high CRA in reducing dominance of emotion exhibited shorter emotion regulation time, lower beta power after falling asleep, and lesser SOL increments. This finding is consistent with the hypothesis that reappraisal ability would determined whether cognitive reappraisal strategy is adaptive for presleep emotion regulation; those individuals with better CRA in reducing dominance of emotion might have more flexibility in applying reappraisal strategy.

Bien que reconnue comme critique pour le devenir socio-professionnel desenfants avec Troubles du Spectre Autistique (TSA), l’inclusion scolaire en classeordinaire demeure en France peu acces- sible pour ce public. En effet, lefonctionnement cognitif atypique associé aux limitations des comportements socioadaptatifs(communication, socialisation, autonomie etc.), se heurte bien souvent auxconditions normées des milieux ordinaires tels que l’école. Les nouvelles technologiessont aujourd’hui pressenties comme leviers prometteurs pour surmonter ces barrières àl’inclusion scolaire. Cependant, malgré un marché pléthorique de technologies ciblantles TSA, les études scientifiques manquent pour statuer sur leur efficacité mais aussisur les fondements mêmes de leur conception.Ce travail présente la conception et la validation d’applications mobiles pourl’inclusion scolaire d’enfants avec TSA en classe ordinaire au travers de trois études.Dans une approche centrée- utilisateur, l’Étude 1 présente des principes de conceptiond’applications d’assistance aux activités de classe et activités communicationnelles desenfants avec TSA pour une utilisation in situ. Dans une approche centrée utilisateur etde recherche clinique pilote, l’Étude 2 présente les principes de conception et lavalidation expérimentale d’une application d’assistance à la régulation émotionnelledes enfants TSA en classe ordinaire. Les résultats indiquent des bénéfices sur lescomportements d’auto-régulation ainsi que sur les processus sociocognitifs sousjacents.Enfin, dans une approche cross-syndromes, l’Étude 3 présente les résultatsd’une intervention globale reposant sur des ap- plications d’assistance et deremédiation cognitives (dispositif Collège+) déployées auprès de 48 enfants et visant àsoutenir la primo-inclusion en classe ordinaire d’enfants avec TSA et d’enfants nonTSA (avec Déficiences intellectuelles ou troubles globaux de l’apprentissage). Desbénéfices sont rapportés pour tous les enfants équipés en termes de comportementssocio-adaptatifs, de réponse sociale et de fonctionnement sociocognitif. Aussi, de pluslarges bénéfices sont observés pour les enfants TSA révélant ainsi la pertinence del’intervention Collège+ pour le public avec TSA.En conclusion, un approche systémique dans la conception et l’expérimentationd’applications mobiles a permis des améliorations dans l’adaptation descomportements et du fonctionnement socio-cognitif, cruciaux dans la réussite d’uneinclusion scolaire en classe ordinaire. Cette approche semble donc prometteuse poursoutenir l’inclusion scolaire en milieu ordinaire des enfants avec TSA, et offre delarges perspectives de travail, tant sur l’enrichissement des contenus, la conception denouvelles applications que des méthodes de validation expérimentale. / School inclusion of children with Autism Spectrum Disorders (ASD) inmainstream classrooms remains dramatically limited in France, even though it hasbeen recognized as critical for socio- professional perspectives. In fact, the atypicalcognitive functioning, associated with socio-adaptive behavior difficulties(communication, social skills, autonomy, etc.), are usually confronted to nor- malizedexpectations in these mainstream environments, such as schools. New technologiescan be seen as promising levers to overcome the barriers of school inclusion.However, despite a plethoric offer of technologies for children with ASD, scientificstudies are lacking to establish their efficacy, as well as the relevance of their design.This work presents the design and validation of mobile applications to support schoolinclusion of children with ASD in mainstream classrooms through three studies. Thefirst study presents design principles for assistive applications addressing schoolroutines and verbal communication activities of children with ASD; these applicationsare to be used in situ. Combining a user-centered approach and pilot clinical research,the second study presents design principles and experimental validation of an emotionregulation application targeting children with ASD in mainstream classroom. Theresults reveal benefits on self-regulation behaviors, as well as underpinning sociocognitiveprocesses. Finally, in across-syndrome approach, the third study presents theresults of a global intervention, based on cognitive assistive and rehabilitationapplications, involving 48 children and supporting the first inclusion in mainstreamclassrooms of children with ASD and children without ASD (with IntellectualDisabilities or learning disabilities). Benefits are reported for both equipped groups interms of socio-adaptive behaviors, social response and socio-cognitive functioning.Larger benefits have been observed for equipped children with ASD, revealing therelevance of Collège+ intervention for this population.A systemic approach to designing and experimenting mobile applications allowed forimprove- ments in socio-adaptive behaviors and socio-cognitive functioning, crucialfor the success of main- stream school inclusion. Such approach seems promising tosupport school inclusion of children with ASD in mainstream classrooms, and offersbroad perspectives by enriching contents, designing new applications as well asexperimenting validation methodologies for mainstream environments.

A link between the gut and the brain has been proposed to influence psychiatric disorders. Probiotics have been suggested to modify the gut microbiota and thereby improve autism symptoms in children. Attention deficit hyperactivity disorder (ADHD) has high comorbidity with other neuropsychiatric diagnoses, including autism. This is a follow-up of the first study examining a synbiotic intervention in patients with ADHD (Skott et al., 2019). In the original study, 114 adults participated. In this study, 38 adults were evaluated. The aim was to examine if suggested improvements remained 18 months post treatment. Specifically, if reductions were detected in comorbid autism symptoms, emotional dysregulation or functional impairment. The endpoints were measured using questionnaires: Autism-Spectrum Quotient (AQ), Difficulties in Emotion Regulation Scale (DERS-16) and Weiss Functional Impairment Rating Scale (WFIRS). No Synbiotic2000-specific effect was detected. Synbiotic2000 and placebo improved emotion regulation and life skill-functioning equally well. More research is needed to draw reliable conclusions. / En koppling mellan magen och hjärnan har i studier antytts påverka psykiatriska tillstånd. Probiotika har föreslagits förändra mag- och tarmkanalens bakterieflora och därigenom förbättra psykiatriska symtom hos barn med autism. ADHD har hög komorbiditet med andra neuropsykiatriska diagnoser, däribland autism. Detta är en långtidsuppföljning av RCT-studien som var först med att undersöka en synbiotika-intervention hos patienter med ADHD (Skott et al., 2019). I uppföljningen undersöktes 38 av de 114 vuxna som deltagit i originalstudien. Syftet var att undersöka om indikationerna till förbättring höll i sig 18 månader efter studieavslutet. Frågeställningen var om reduktion i komorbida autismsymtom, svårigheter med emotionsreglering eller funktionsnedsättning kunde identifieras. Detta undersöktes genom självskattningsskalor: Autism-Spectrum Quotient (AQ), Difficulties in Emotion Regulation Scale (DERS-16) och Weiss Functional Impairment Rating Scale (WFIRS). Ingen behandlingsspecifik effekt detekterades. Förbättringar av samma grad identifierades av Synbiotic2000 och placebo, utifrån emotionsreglering samt delskalan färdigheter. Mer forskning på området krävs för att möjliggöra tillförlitliga slutsatser. / BAMBA (Behandla Adhd med MagBakterier)

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The choice of a meaningful baseline condition is a crucial issue for each experimental design. In the case of cognitive emotion regulation, it is common to either let participants passively view emotional stimuli without any further specific instructions or to instruct them to actively attend to and permit any arising emotions, and to contrast one of these baseline conditions with a regulation condition. While the “view” strategy can be assumed to allow for a more spontaneous emotional response, the “permit” strategy may result in a more pronounced affective and cognitive response. As these conceptual differences may be associated with differences both in subjective emotional experience and neural activation, we compared these two common control conditions within a single functional magnetic resonance imaging (fMRI) experiment, during which participants were instructed to either passively view a set of unpleasant and neutral pictures or to actively permit any emotions arising in response to the unpleasant pictures. Trial-by-trial ratings confirmed that participants perceived the unpleasant pictures as more arousing than the neutral pictures, but also indicated higher subjective arousal during the “permit negative” as compared to the “view negative” and “view neutral” conditions. While both the “permit negative” and “view negative” conditions led to increased activation of the bilateral amygdala when contrasted with the passive viewing of neutral pictures, activation in the left amygdala was increased in response to the “permit” instruction as compared to the “view” instruction for unpleasant pictures. The increase in amygdala activation in both the “permit” and “view” conditions renders both strategies as suitable baseline conditions for studies of cognitive emotion regulation. Conceptual and activation differences, however, indicate that these two variants are not exchangeable and should be chosen depending on the experimental context.

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Objective: Binge-eating disorder (BED) is characterized by recurrent episodes of binge eating and is associated with eating disorder and general psychopathology and overweight/obesity. Deficits in cognitive and emotional functioning for eating disorders or obesity have been reported. However, a systematic review on cognitive and emotional functioning for individuals with BED is lacking. Method: A systematic literature search was conducted across three databases (Medline, PubMed, and PsycINFO). Overall, n = 57 studies were included in the present review. Results: Regarding cognitive functioning, individuals with BED consistently demonstrated higher information processing biases compared to obese and normal-weight controls in the context of disorder-related stimuli (i.e., food and body cues), whereas cognitive functioning in the context of neutral stimuli appeared to be less affected. Thus, results suggest disorder-related rather than general difficulties in cognitive functioning in BED. With respect to emotional functioning, individuals with BED reported difficulties similar to individuals with other eating disorders, with a tendency to show less severe difficulties in some domains. In addition, individuals with BED reported greater emotional deficits when compared to obese and normal-weight controls. Findings suggest general difficulties in emotional functioning in BED. Thus far, however, investigations of emotional functioning in disorder-relevant situations are lacking. Discussion: Overall, the cross-sectional findings indicate BED to be associated with difficulties in cognitive and emotional functioning. Future research should determine the nature of these difficulties, in regards to general and disorder-related stimuli, and consider interactions of both domains to foster the development and improvement of appropriate interventions in BED.

Objective: Weight bias internalization (WBI) is associated with eating disorder psychopathology and non-normative eating behaviors among individuals with overweight and obesity, but has rarely been investigated in prebariatric patients. Based on findings demonstrating a relationship between emotion dysregulation and eating behavior, this study sought to investigate the association between WBI and eating disorder psychopathology as well as non-normative eating behaviors (i.e., food addiction, emotional eating, and eating in the absence of hunger), mediated by emotion dysregulation. Method: Within a consecutive multicenter study, 240 prebariatric patients were assessed using self-report questionnaires. The mediating role of emotion dysregulation was examined using structural equation modeling. Results: The analyses yielded no mediational effect of emotion dysregulation on the association between WBI and eating disorder psychopathology. However, emotion dysregulation fully mediated the associations between WBI and emotional eating as well as eating in the absence of hunger. Further, emotion dysregulation partially mediated the relationship between WBI and food addiction symptoms. Discussion: Prebariatric patients with high levels of WBI are at risk for non-normative eating behaviors, especially if they experience emotion regulation difficulties. These findings highlight the importance of interventions targeting WBI and improving emotion regulation skills for the normalization of eating behavior in prebariatric patients.