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Neuropsychological basic deficits and developmental pathways of attention-deficit/hyperactivity disorder: preschool to school age

注意力缺陷/多动障碍的神经心理学基本缺陷和发展途径：学龄前至学龄

基本信息

批准号：
224833626
负责人：
Professorin Dr. Katja Becker
金额：
--
依托单位：
Lehrstuhl für Kinder- und Jugendpsychiatrie und -psychotherapie
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2012
资助国家：
德国
起止时间：
2011-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/224833626?language=en
关键词：
Neuropsychological basic deficits developmental pathways

项目摘要

There is a broad consensus that executive and reward-related basic deficits emerging already in the preschool period characterize specific subtypes (developmental pathways) of attention deficit/hyperactivity disorder (ADHD). Moreover, emotional dysregulation seems to be an essential feature of these subtypes. It is further assumed that the executive and reward-related basic deficits moderate the effects of family adversity factors on the development of ADHD-symptoms between preschool and school-age. Empirical research on these issues, however, is scarce.Our research project has two objectives: (1) To analyze validity aspects of the assessment of the basic deficits at preschool-and school-age, including differentiation from emotional dysregulation. (2) To predict developmental trajectories of ADHD symptoms between preschool and school-age from basic deficits, environmental risks and the effects of their mutual interaction.A longitudinal study is conducted involving children with an increased risk for ADHD development and control children with assessment waves at the ages of four and five years. The assessment wave at school-age (eight years) is being planned. Results of the longitudinal study could add to current knowledge regarding early identification of children at risk for ADHD development and prevention of possible (secondary) maladjustment at school age.

一个广泛的共识是，在学龄前阶段已经出现的与执行和奖励相关的基本缺陷是注意力缺陷/多动障碍(ADHD)的特定亚型(发展途径)的特征。此外，情绪失调似乎是这些亚型的一个基本特征。我们进一步假设，在学龄前和学龄期之间，与执行和奖励相关的基本缺陷会缓和家庭逆境因素对ADHD症状发展的影响。然而，关于这些问题的实证研究还很少。我们的研究项目有两个目的：(1)分析学龄前和学龄期基本缺陷评估的效度，包括与情绪调节障碍的区别。(2)从基本缺陷、环境风险及其相互作用的影响预测ADHD症状在学龄前和学龄期之间的发展轨迹。学龄儿童(八岁)的评估浪潮正在计划中。这项纵向研究的结果可能会增加关于及早识别有ADHD发展风险的儿童和预防学龄儿童可能的(继发性)适应不良的现有知识。