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Rich-Wimmer N, Tanios R, Qu Y, Andrews G, A-059 Gender-Related Behavioral Differences in Children with Partial or Complete Agenesis of the Corpus Callosum: Exploring Attention, Rule Breaking, and Aggressive Behaviors, Archives of Clinical Neuropsychology, Volume 35, Issue 6, September 2020, Page 849, https://doi.org/10.1093/arclin/acaa068.059
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Abstract
Gender-related connectivity differences result from variability in structure of the corpus callosum in children 8 years and up (Ingalhalikar et al., 2014). However, children with complete or partial agenesis of the corpus callosum (ACC) exhibit structural differences that disrupt the connectivity of cerebral hemispheres, causing behavioral challenges (Young et al., 2019). We explored the relationship of behavioral differences across genders, partial and complete ACC diagnoses, and age.
Initial data included the completed Child Behavior Checklist (CBCL) provided by care-providers (ages 2 to 17) diagnosed with ACC. Follow-up data was obtained four-years later from the original sample (n = 29), which included 20 males (12 complete, 8 partial) and 9 females (5 complete, 4 partial).
A repeated measures MANOVA was conducted with attention problems, rule-breaking, and aggressive behavior for gender, age, and diagnosis (i.e., partial or complete ACC). A significant interaction diagnosis by gender interaction over time was found for each dependent variable.
Results indicate females with partial ACC exhibit worsening attention problems with age, while males with partial ACC decrease over time. Complex social interactions among females pose greater challenges due to difficulties integrating information between cerebral hemispheres. Additionally, females are at higher risk of developing internalizing problems (Eaton et al., 2012) when navigating social interactions. Nevertheless, females with partial ACC exhibited significant reductions in aggressive behaviors over time. This perhaps resulted from lower social tolerance of aggressiveness in females, as well as expectations of compliance and obedience. Consequently, mood-related difficulties decrease executive functioning skills, specifically attention and concentration (APA, 2013).
