Executive Function Development in Preschool Children

学龄前儿童的执行功能发展

• 批准号: 7921647
• 负责人: KIMBERLY Andrews ESPY
• 金额: $ 64.88万
• 依托单位: UNIVERSITY OF NEBRASKA LINCOLN
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-04-01 至 2014-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7921647
• 关键词: Academic achievement; Achievement; Adult; Age; Aggressive behavior; Attention deficit hyperactivity disorder; Attitude; Behavior; Characteristics; Child; Childhood; Cognitive; Development; Diagnostic Procedure; Diamond; Disease; Early identification; Education; Equation; Exercise; Exhibits; Figs - dietary; Fostering; Functional disorder; Funding; Future; Goals; Growth; Home environment; Hyperactive behavior; Impulsivity; Individual; Individual Differences; Intervention; Knowledge; Learning; Light; Longevity; Mathematics; Measures; Mediating; Medical; Medicine; Meditation; Mental Health; Mental Processes; Mental disorders; Methods; Modeling; Motivation; National Institute of Mental Health; Nature; Neurosciences; Nursery Schools; Outcome; Outcome Measure; Parenting behavior; Parents; Participant; Pathway interactions; Pattern; Persons; Phase; Play; Preschool Child; Preventive Intervention; Process; Psychometrics; Psychopathology; Reading; Research; Research Personnel; Risk; Role; Sampling; School-Age Population; Social Functioning; Social Interaction; Social skills development; Socioeconomic Status; Statistical Methods; Strategic Planning; Structure; Subgroup; System; Testing; Time; United States National Institutes of Health; Variant; Work; base; clinical application; cohort; design; elementary school; executive function; expectation; experience; falls; flexibility; functional outcomes; improved; inattention; indexing; innovation; meetings; neurodevelopment; novel diagnostics; peer; person centered; public health relevance; relating to nervous system; sex; skills; social; social skills; success; teacher; theories

DESCRIPTION (provided by applicant): One central tenet of "personalized medicine" is to be able to predict who is at risk for later medical conditions, including mental illness (NIH, 2007). To transform our knowledge of the origins, mechanisms, and processes that contribute to later dysfunction, the National Advisory Mental Health Council (2007) has called for increased longitudinal, "trajectory-based" studies that include "sensitive, malleable periods of neurodevelopment" to meet Objectives 1 and 2 of the new NIMH Strategic Plan. With recent methodological advances that have shed light on developmental pathways toward childhood psychopathology, there is a pressing need reflected in PA07-158 to identify specific precursors to improve early identification and intervention. Executive control (EC) is a strong candidate precursor for childhood externalizing disorders (including ADHD), although two challenges have hampered progress: 1) lack of a precise definition of EC and 2) inadequate understanding of how EC contributes to later functional outcomes. In this past funding period, we have made substantial progress in defining EC in preschool children by using sophisticated statistical methods to empirically determine the best fitting, theoretically derived model. The objective of this renewal application, then, is to elucidate how precursor EC relates to later functional outcome, the next translational step towards clinical application. Participants will be the large, carefully, longitudinally (every 9 months, 3-0 to 5-3 years) sampled preschool cohort (half are at sociodemographic risk) who will enter grades 1 or 2 in fall 2009-2011. Multi-method assessments of functional outcome in spring grades 1-4 will be conducted, focusing on externalizing problems (impulsivity/hyperactivity, inattention, defiance, and aggression), social skills (sensitivity, responsibility, and peer relationships), academic skills (mathematics and reading achievement), and mastery problems (poor motivation, persistence, strategy use). The cohort is on the cusp of a key 5->7 shift, the developmental transition characterized by a substantial increase in adult expectations for goal-directed thought, sustained independent work, adaptive relationships and social functioning. In this 5->7 shift, elementary school is the central context where these increased expectations challenge or "press" the child to deploy executive control to successfully manage this transition, a key factor in later functional success. Structural equation modeling will be used to test the a priori direct and meditation relations among preschool executive control, behavior in the 5->7 shift, and functional outcome. To pinpoint who is at greater risk for poor outcome, cutting-edge, person-centered growth mixture modeling will be conducted to identify latent subgroups of preschool children with poor EC development and then to compare later functional outcome and examine the contribution of responsive parenting. Characterizing the nature of executive control in the preschool period and how it relates to trajectories of later functional outcome will elucidate the fundamental mechanisms that go awry in childhood psychopathology and identify precursors for use in future work to tailor preventive interventions to those who stand to benefit most. PUBLIC HEALTH RELEVANCE: Identifying early precursors in pathways to later dysfunction is critical to enhance preventive interventions in the longer term. Executive control plays a fundamental, and perhaps causal, role in externalizing problems and related adverse social and academic outcomes, and therefore is a strong candidate for translational use in early identification. Understanding the longitudinal relations of preschool executive control and functional outcome in grades 1-4, and characterizing putative mechanisms in a large, well-characterized cohort who range in sociodemographic risk, will elucidate important developmental pathways towards psychopathology.

描述（由申请人提供）：“个性化医学”的一个中心宗旨是能够预测谁在包括精神疾病在内的后期医疗状况的风险（NIH，2007年）。为了改变我们对有助于后来功能障碍的起源，机制和过程的了解，国家咨询心理健康委员会（2007年）呼吁增加纵向，基于轨迹的“基于轨迹”的研究，其中包括“敏感，可延展的神经发育时期”，以满足新的NIMH战略计划的目标1和2。随着最新的方法论进步阐明了儿童心理病理学的发展途径，PA07-158中有迫切需要的需要，以识别提高早期鉴定和干预措施的特定前体。执行控制（EC）是儿童外部性疾病（包括ADHD）的强大候选前体，尽管有两个挑战阻碍了进步：1）缺乏对EC的精确定义和2）对EC如何对以后的功能结果做出贡献不足。在过去的资金期间，我们通过使用复杂的统计方法来确定最佳拟合，理论上得出的模型，从而在学龄前儿童中取得了重大进展。因此，这种更新应用的目的是阐明前体EC与后来功能结果的关系，这是迈向临床应用的下一个翻译步骤。参与者将是大型，谨慎的，纵向的（每9个月，3 - 0至5 - 3年）采样的学龄前儿童（一半有社会人口统计学风险），他们将在2009 - 2011年秋季进入1或2年级。将进行春季1 - 4年级功能结果的多方法评估，重点是外部化问题（冲动/多动，注意力不集中，反抗和侵略性），社交技能（敏感性，责任和同伴关系），学术技能（数学和阅读成就）以及杰出的问题（精通激励性问题（激励动机）（激励性，persistence，Persistence，Persistence，策略，策略）。该队列正处于关键5-> 7转移的风口浪尖，其发育过渡的特征是成年人对目标定向思想，持续独立的工作，适应性关系和社会功能的期望大大提高。在这5-> 7的转变中，小学是这些增加的期望挑战或“按”儿童部署执行控制以成功管理这一过渡的中心环境，这是以后功能成功的关键因素。结构方程模型将用于测试学龄前执行控制，5-> 7位移的行为以及功能结果之间的先验直接和冥想关系。为了确定谁面临更大的预期风险，将进行最先进的，以人为中心的增长混合物建模，以确定EC发育不良的学龄前儿童的潜在子组，然后比较后来的功能结果并检查反应型育儿的贡献。表征学前班时期执行控制的性质及其与后来功能结果的轨迹的关系，将阐明儿童期心理病理学中出现问题的基本机制，并确定在未来工作中使用的前体，以量身定制预防干预措施，以使其受益于最大受益的人。公共卫生相关性：确定以后功能障碍的途径中的早期前体对于长期增强预防性干预至关重要。执行控制在外部化问题以及相关的不利社会和学术成果中起着基本的，也许是因果关系的作用，因此是早期识别中转化使用的有力候选人。了解1 - 4年级的学龄前执行控制和功能结果的纵向关系，并在社会人口统计学风险方面范围内的大型，良好的人群中表征推定的机制，将阐明至关重要的发展途径。