Dynamics of Neurocognitive Development in ADHD and Young Adult Outcomes

ADHD 和年轻人的神经认知发展动态

• 批准号: 10748895
• 负责人: Hannah E Morton
• 金额: $ 6.91万
• 依托单位: OREGON HEALTH & SCIENCE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10748895
• 关键词: Address; Adolescence; Affect; Age; Age Years; Arousal; Attention; Attention deficit hyperactivity disorder; Caring; Characteristics; Child; Childhood; Cognitive; Communities; Complex; DSM-V; Data Analyses; Development; Diagnostic; Dimensions; Elements; Emotional; Environment; Family; Feeling suicidal; Future; Goals; Grant; Growth; Hyperactivity; Impairment; Impulsivity; Informal Social Control; Link; Literature; Measures; Modeling; Neurocognition; Neurocognitive; Neurodevelopmental Disorder; Outcome; Parents; Pattern; Peer Group; Phenotype; Play; Positioning Attribute; Process; Psychopathology; Public Health; Readiness; Refit; Regulation; Reporting; Research; Role; Short-Term Memory; Social Environment; Social outcome; Statistical Models; Structure; Symptoms; Temperament; Testing; Time; Training; Work; Writing; Youth; alertness; attenuation; autism spectrum disorder; behavioral outcome; career; case control; cognitive function; cohort; design; deviant peer; elementary school; emerging adult; executive function; functional outcomes; graduate school; inattention; innovation; interest; longitudinal dataset; longitudinal design; peer; peer victimization; persistent symptom; primary outcome; programs; recruit; remediation; response; skills; social; social determinants; substance use; theories; tool; trait; young adult

PROJECT SUMMARY The key focus of this proposal is to characterize developmental mechanisms in Attention-Deficit/Hyperactivity Disorder (ADHD). ADHD is viewed as a neurodevelopmental disorder, yet most often identified in the elementary school age years and frequently leading to further psychopathology and negative outcomes by late adolescence and early adulthood. The project emphasizes the role of neurocognitive functions, particularly elements of executive functioning such as working memory and supportive functions such as attentional alertness, along with emotional features such as irritability. These are all hypothesized as component mechanisms of ADHD symptom change and stability and potential drivers of outcomes. Addressing mechanisms of change during development of psychopathology is directly in line with key program priorities. The training goals of this F32 will develop the applicant's expertise in ADHD, in executive functioning and other common cognitive functions associated with neurodevelopmental disorders like ADHD and autism spectrum disorder (ASD), strengthen her readiness with advanced and complex statistical models, and support her professional development and writing skills. This will build on her prior graduate school training in ASD and position her to conduct work on the relations among neurodevelopmental conditions and developmental mechanisms linking them during her career. The research aims dovetail with these training aims. Using a recently completed longitudinal data set from the sponsor's lab, the applicant will conduct secondary data analysis from a large community recruited, carefully characterized case-control cohort of youth recruited at age 7-12 and followed for over a decade in a lag-longitudinal design that now spans ages 7-20+ years. The first aim will identify how changes in specific neurocognitive components are related to ADHD symptoms across development using a denser and more enriched longitudinal data set than has been available heretofore. The second aim will extend those results by evaluating differences in neurocognitive function at particular key developmental timepoints in relation to social and other functional outcomes in young adulthood. The third aim will extend that work further by evaluating hypotheses concerning selected family and environment factors that might moderate the effect of neurocognitive function on ADHD outcomes. These analyses will capitalize on training in ADHD, neurocognitive study of development, and statistical models in complex designs. The research itself is innovative in the detailed testing of hypotheses regarding the role of executive and other neurocognitive functions during a dynamic developmental period in ADHD and in linking these to environmental moderators. The public health value should be significant in regard to further clarifying when and where in development to provide remediation support for youth with ADHD regarding component dimensions of functioning that appear to drive impairment and outcome.

项目概要 该提案的重点是描述注意力缺陷/多动的发展机制 障碍（多动症）。 ADHD 被视为一种神经发育障碍，但最常见于 小学年龄，经常导致后期进一步的精神病理学和负面结果 青春期和成年早期。该项目强调神经认知功能的作用，特别是 执行功能的要素，例如工作记忆和支持功能，例如注意力 警觉性，以及烦躁等情绪特征。这些都被假设为组件 ADHD 症状变化和稳定性的机制以及结果的潜在驱动因素。寻址 精神病理学发展过程中的变化机制与关键计划优先事项直接一致。 该 F32 的培训目标将培养申请人在 ADHD、执行功能和其他方面的专业知识 与多动症和自闭症谱系等神经发育障碍相关的常见认知功能 障碍（ASD），通过先进和复杂的统计模型加强她的准备，并支持她 专业发展和写作技能。这将建立在她之前在自闭症谱系障碍和自闭症谱系障碍研究生院接受的培训的基础上 使她能够从事神经发育状况和发育之间关系的研究 在她的职业生涯中将它们联系起来的机制。该研究的目标与这些培训目标相吻合。使用 最近从申办者实验室完成的纵向数据集，申请人将进行二次数据 对招募的大型社区进行的分析，仔细表征了年龄招募的青少年病例对照队列 7-12 岁，并在滞后纵向设计中遵循了十多年，现在跨越了 7-20 岁的年龄。第一个 目标将确定特定神经认知成分的变化如何与多动症症状相关 使用比迄今为止可用的更密集和更丰富的纵向数据集进行开发。这 第二个目标将通过评估特定关键神经认知功能的差异来扩展这些结果 与青年期社会和其他功能结果相关的发育时间点。第三个目标 将通过评估有关选定的家庭和环境因素的假设来进一步扩展这项工作 可能会调节神经认知功能对 ADHD 结果的影响。这些分析将利用 ADHD 培训、发展的神经认知研究以及复杂设计中的统计模型。这 研究本身在详细检验有关行政人员和其他人员角色的假设方面具有创新性 ADHD 动态发育期间的神经认知功能以及将这些功能与 环境调节者。对于进一步澄清何时 以及在哪些方面正在为患有多动症的青少年提供补救支持 似乎会导致损害和结果的功能维度。