Social Processing in Adolescent Girls with ADHD

患有多动症的青春期女孩的社会处理

基本信息

批准号：
10042658
负责人：
Dara E Babinski
金额：
$ 44.99万
依托单位：
PENNSYLVANIA STATE UNIV HERSHEY MED CTR
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-08-01 至 2023-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10042658
关键词：
14 year old Adolescence Adolescent Age Alcohol or Other Drugs use Anxiety Area Attention Attention deficit hyperactivity disorder Behavior Behavioral Mechanisms Communities Complex Cues Data Diagnosis Disease Eating Ecological momentary assessment Event-Related Potentials Evidence based treatment Face Feedback Female Adolescents Foundations Friendships Functional disorder Goals Heterogeneity Hostility Impairment Intervention Island Laboratories Lead Link Measures Mental Depression Mental Health National Institute of Mental Health Outcome Pathway interactions Patient Self-Report Research Research Domain Criteria Rewards Sampling Self-Injurious Behavior Series Suicide attempt Symptoms Testing United States Work Youth base behavior observation boys brain behavior brain health comorbidity conduct problem experience girls improved indexing interest junior high school male neuromechanism neurophysiology novel peer response self reported behavior social

项目摘要

Abstract Attention-deficit/hyperactivity disorder (ADHD) is associated with widespread peer difficulties that predict long- term negative outcomes including substance use and depression. The majority of research has focused on boys with the disorder, although there is accumulating evidence that girls with ADHD display relatively broader and more severe peer dysfunction. Relatively little is known about the neural mechanisms underlying the peer dysfunction of girls with ADHD, hindering progress in developing targeted intervention strategies to improve peer functioning. Using a novel and realistic laboratory peer interaction task (Island Getaway), we recently identified alterations in neurophysiological processing (i.e., event-related potentials; ERPs) of both peer rejection and acceptance feedback that were associated with ADHD symptoms in a community sample of young adolescents. Specifically, ADHD symptoms were associated with an enhanced early attentional ERP to peer rejection (N1) and blunted later ERP to peer acceptance (reward positivity [RewP]). These findings suggest two distinct pathways contributing to peer dysfunction among youth with ADHD. Enhanced attention to rejection cues may lead to increased hostility with peers, while reduced responsiveness to acceptance cues may contribute to difficulties establishing and maintaining positive friendships. The proposed work extends these intriguing preliminary findings by examining brain-behavior associations between neurophysiological processing of peer rejection and acceptance cues and peer difficulties measured across self-report and behavioral observation in girls. Adolescent girls (ages 11-14) with (n=40) and without (n=40) ADHD will complete the Island Getaway task to assess neurophysiological processing of peer rejection and acceptance cues. Self-reported hostile and prosocial behavior will be assessed using ecological momentary assessment (EMA), and a laboratory-based peer interaction task will be used to assess observed hostile and prosocial behavior. Enhanced ERPs to peer rejection cues will be examined as a mechanism linking ADHD and hostile behavior towards peers. Blunted ERPs to peer acceptance cues will be examined as a mechanism linking ADHD and low prosocial behavior with peers. This exploratory study will inform understanding of brain-behavior mechanisms of peer difficulties in girls with ADHD and integrate data across levels of analysis to test specific pathways to peer problems.

抽象的注意力缺陷/多动障碍 (ADHD) 与广泛的同伴困难有关，这些困难预示着长期的术语负面结果包括物质使用和抑郁。大多数研究都集中在男孩尽管有越来越多的证据表明患有多动症的女孩表现得相对更广泛和更严重的同伴功能障碍。人们对同伴背后的神经机制知之甚少患有多动症的女孩的功能障碍，阻碍了制定有针对性的干预策略以改善同龄人的进展发挥作用。使用新颖且现实的实验室同伴互动任务（岛屿逍遥游），我们最近发现同伴拒绝和同伴拒绝的神经生理学处理（即事件相关电位；ERP）的改变与青少年社区样本中的多动症症状相关的接受反馈。具体来说，ADHD 症状与早期注意力 ERP 对同伴拒绝的增强有关 (N1) 并削弱了后来 ERP 的同行接受度（奖励积极性 [RewP]）。这些发现表明两种不同的导致患有多动症的青少年同伴功能障碍的途径。加强对拒绝暗示的关注可能会导致与同伴的敌意增加，而对接受线索的反应减少可能会导致建立和维持积极友谊的困难。拟议的工作扩展了这些有趣的通过检查同伴神经生理处理之间的大脑行为关联得出初步结果通过自我报告和行为观察衡量拒绝和接受线索以及同伴困难女孩们。患有 (n=40) 和不患有 (n=40) 注意力缺陷多动症 (ADHD) 的青春期女孩（11-14 岁）将完成海岛度假任务评估同伴拒绝和接受线索的神经生理学处理。自述有敌意和亲社会行为将使用生态瞬时评估（EMA）和基于实验室的同伴互动任务将用于评估观察到的敌对和亲社会行为。增强 ERP 功能以应对同行拒绝线索将被视为一种将多动症和对同龄人的敌对行为联系起来的机制。钝化 ERP 与同伴接受线索将被视为一种将 ADHD 和低亲社会行为与同行。这项探索性研究将有助于理解女孩同伴困难的大脑行为机制患有注意力缺陷多动症（ADHD），并跨层次分析整合数据，以测试解决同伴问题的具体途径。