Psychological and neural mechanisms of social-cognitive deficits in ADHD

ADHD 社会认知缺陷的心理和神经机制

基本信息

批准号：
10372479
负责人：
Thomas A Hummer
金额：
$ 23.78万
依托单位：
INDIANA UNIV-PURDUE UNIV AT INDIANAPOLIS
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-07-01 至 2024-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10372479
关键词：
Address Affect Age Area Attention Attention deficit hyperactivity disorder Attentional deficit Automobile Driving Behavior Brain Brain region Child Child Development Cognitive Cognitive deficits Communication Cues Decision Making Diagnosis Disease Disruptive Behavior Disorder Emotional Emotions Empathy Environment Excision Executive Dysfunction Friendships Functional Magnetic Resonance Imaging Functional disorder Hearing Hostility Impaired cognition Impairment Impulsivity Intervention Investigation Life Link Matched Group Measures Mind Oppositional Defiant Disorder Parents Problem Solving Research Ritalin Role Sampling Social Behavior Social Perception Stimulus Subgroup Surveys Symptoms Visual Youth base brain circuitry cognitive function cognitive skill comorbidity conduct problem design distraction early childhood executive function improved inattention insight middle childhood neurobiological mechanism neuroimaging neuromechanism peer psychologic relating to nervous system skills social social cognition social deficits social engagement social situation social skills theories tool treatment strategy virtual virtual environment virtual reality virtual world visual stimulus white matter

项目摘要

Project Summary Attention-deficit hyperactivity disorder (ADHD) is prevalent during early and middle childhood, causing substantial disruptions to everyday life of afflicted children, along with their peers and parents. While primarily recognized as an executive functioning disorder, there are substantial social-cognitive deficits in youth with ADHD that can further disrupt the child's development in key areas such as empathy, emotion recognition, and theory of mind. These impairments are often exacerbated in youth with ADHD and comorbid oppositional defiant disorder (ODD), who demonstrate a variety of defiant, aggressive, and hostile behaviors. The degree to which social-cognitive deficits in youth with ADHD represent a distinct impairment is unclear: an inability to attend to social cues may drive deficits in social cognition. While attention problems are related to social deficits, we do not know whether executive dysfunction is specifically driving social cognition problems. Moreover, while neuroimaging research of ADHD has largely revealed prefrontal dysfunction and delayed white matter maturation, very little research has examined brain function during social cognitive processing. To fill these research gaps, this investigation will employ virtual reality (VR) and neuroimaging with three matched groups of youth in middle childhood (ages 9-12): typical developing youth, youth with ADHD but no comorbid ODD (ADHD-ODD), and youth with ADHD and comorbid ODD (ADHD+ODD). We will build upon our ongoing VR and neuroimaging research to examine how removing background audio and visual stimuli in realistic scenes modifies social cognitive skills in youth with ADHD. We will measure empathy, hostility biases, and emotion recognition during virtual scenes with distinct levels of audiovisual background stimuli that may draw attention away from social cues. Subsequently, during fMRI, we will examine how social brain circuitry is impacted by the removal of visual distracters during empathic decision making. With this design, we strive to achieve the following specific aims: to examine whether decreasing background distractions in a naturalistic virtual environment is related to social cognition in youth with ADHD-ODD and ADHD+ODD (Aim 1); and to characterize, in youth with ADHD-ODD and ADHD+ODD, how brain mechanisms underlying empathic decision making are impacted by visual interference and how white matter microstructure is associated with cognitive and emotional empathy (Aim 2). We hypothesize that decreasing levels of background audiovisual stimuli will improve attention to social cues in youth with ADHD, improving measures of social cognition and engagement of social brain regions in both youth with ADHD-ODD and ADHD+ODD. This would indicate that an inability to properly attend to social cues is driving social cognition deficits. However, if attention deficits are not driving social impairments in youth with ADHD+ODD, removing distracters will have little impact on measures of empathy or hostile attribution biases in this group. This information will be valuable in forming treatment strategies to improve social skills in each ADHD subgroup, including VR-based interventions.

项目概要注意力缺陷多动障碍（ADHD）在儿童早期和中期普遍存在，导致严重扰乱了受影响儿童及其同龄人和父母的日常生活。虽然主要是被认为是一种执行功能障碍，青少年存在严重的社会认知缺陷 ADHD 会进一步扰乱儿童在同理心、情绪识别和认知能力等关键领域的发展。心智理论。这些损伤在患有多动症和共病对立的青少年中往往会加剧违抗性障碍 (ODD)，表现出各种违抗、攻击性和敌对行为。程度为患有多动症的青少年中哪些社会认知缺陷代表了一种明显的损害尚不清楚：关注社会线索可能会导致社会认知缺陷。虽然注意力问题与社交有关缺陷，我们不知道执行功能障碍是否特别导致社会认知问题。此外，虽然多动症的神经影像学研究在很大程度上揭示了前额功能障碍和延迟尽管白质成熟，但很少有研究检查社会认知处理过程中的大脑功能。为了填补这些研究空白，本研究将采用虚拟现实 (VR) 和神经影像学，其中包括三个童年中期（9-12岁）青少年的匹配群体：典型的发育中青少年、患有多动症但没有患有多动症的青少年共病 ODD (ADHD-ODD)，以及患有 ADHD 和共病 ODD 的青少年 (ADHD+ODD)。我们将在此基础上我们正在进行的 VR 和神经影像学研究旨在研究如何消除背景音频和视觉刺激现实场景可以改变患有多动症的青少年的社交认知技能。我们将衡量同理心、敌意偏见、以及在具有不同级别的视听背景刺激的虚拟场景中的情绪识别将注意力从社交线索上转移开。随后，在功能磁共振成像期间，我们将检查社交大脑回路是如何运作的在移情决策过程中受到消除视觉干扰的影响。通过这个设计，我们力求实现以下具体目标：检查是否可以减少自然主义背景的干扰虚拟环境与 ADHD-ODD 和 ADHD+ODD 青少年的社会认知有关（目标 1）；并到描述患有 ADHD-ODD 和 ADHD+ODD 的青少年中共情背后的大脑机制决策受到视觉干扰以及白质微观结构如何与认知和情感同理心（目标 2）。我们假设背景视听水平降低刺激将提高患有多动症的青少年对社会线索的注意力，改善社会认知和 ADHD-ODD 和 ADHD+ODD 青少年的社交大脑区域的参与情况。这表明无法正确关注社交线索正在导致社交认知缺陷。然而，如果注意力不集中不会导致患有 ADHD+ODD 的青少年出现社交障碍，消除干扰因素对他们的影响不大该群体的同理心或敌意归因偏见的衡量标准。这些信息对于形成提高每个 ADHD 亚组社交技能的治疗策略，包括基于 VR 的干预措施。