Emotional Systems in Attention-Deficit/Hyperactivity Disorder

项目摘要/摘要 注意力缺陷/多动障碍(ADHD)是儿童精神障碍最常见的原因之一 健康转诊，患病率为7.8-11%。尽管在基础领域和翻译领域取得了进展 ADHD的科学、诊断和治疗仍然存在争议，病因仍然不确定，临床上 预测仍然很差。需要一种多方法的方法来检查疾病的潜在机制。 为病因学研究和临床规划提供信息。尽管ADHD经常被概念化为 认知障碍，强调注意力、执行功能和时间处理，由 申请人和其他人已经确定了将情绪调节整合到概念中的需要 精神障碍和临床护理。拟议的研究和培训活动的最终目标是制定一个 研究ADHD青少年情绪调节的独立研究项目，同时利用多个 方法和利用多个层次的分析，包括行为分析以及自主和中枢分析 神经系统功能正常。申请人已经精通行为和自主水平的 这些因素与ADHD患者的情绪功能有关。因此，拟议的培训强调技能 在以下方面的发展：1)神经成像(即，fMRI)任务开发和数据获取2)神经成像(即， 功能磁共振成像)数据处理和分析，3)高级统计分析，4)道德和专业培训 发展。 这项拟议的研究试图检验情绪调节系统的单独和综合影响。 (即，行为、自主和中枢神经系统)跨越消极情绪、积极情绪、 情绪和ADHD患者的努力情绪调节。120名儿童参与者(70名ADHD患者；7-12岁)将 完成情绪诱导和调节任务(EIRT)。参与者将在功能磁共振成像中完成EIRT 连续记录有心电图和呼吸活动的扫描仪(以指示自主神经 系统活动)。这一数据的获取将使申请人能够解决两个相互关联的目标，包括 目的：研究消极情绪和积极情绪的内隐调节(即，自动情绪反应)(目标 1)，考察青少年消极情绪和积极情绪的外显(即努力)情绪调节(目标2 患有和不患有多动症。这些目标将能够在多个层次的分析中得到解决。终极的 随着时间的推移，这项工作的目标将是帮助提高精神病因学，并提供更好的临床诊断， 人物刻画和预测，同时也推动心理学和精神病学走向更加个性化 治疗方法和鼓励新的干预措施。

Project Summary/Abstract Attention-deficit/hyperactivity disorder (ADHD) is among the most common reasons for childhood mental health referral with a prevalence of 7.8-11%. Despite progress in the domains of basic and translational science, diagnosis and treatment of ADHD remain controversial, etiologies remain uncertain, and clinical prediction remains poor. A multi-method approach to examine mechanisms underlying the disorder is needed to inform both etiological studies and clinical planning. Although ADHD has often been conceptualized as a cognitive disorder with emphasis on attention, executive function, and temporal processing, work by the applicant and others has established the need to integrate emotion regulation into conceptualization of the disorder and clinical care. The ultimate goals of the proposed research and training activities are to develop an independent program of research examining emotion regulation in youth with ADHD, while utilizing multiple methods and tapping into multiple levels of analysis, including behavioral, as well as autonomic and central nervous system functioning. The applicant is already well-versed in behavioral and autonomic levels of analysis as these factors relate to emotional functioning in ADHD. Thus, the proposed training emphasizes skill development in: 1) neuroimaging (i.e., fMRI) task development and data acquisition 2) neuroimaging (i.e., fMRI) data processing and analysis, 3) advanced statistical analysis, 4) training in ethics and professional development. The proposed study seeks to examine the individual and combined effects of emotion regulatory systems (i.e., behavioral, autonomic and central nervous systems) across the domains of negative emotion, positive emotion, and effortful emotion regulation in ADHD. 120 child participants (70 with ADHD; aged 7-12 years) will complete an emotion induction and regulation task (EIRT). Participants will complete the EIRT while in an fMRI scanner with electrocardiogram and respiratory activity are recorded continuously (to index autonomic nervous system activity). This acquisition of this data will allow the applicant to address two inter-related aims, including to: Examine implicit (i.e., automatic, emotion reactivity) regulation of both negative and positive emotion (Aim 1), Examine explicit (i.e., effortful) emotion regulation of both negative and positive emotion (Aim 2) in youth with and without ADHD. These aims will be able to be addressed at multiple levels of analysis. The ultimate goal of this work over time will be to help sharpen psychiatric nosology and provide improved clinical diagnosis, characterization, and prediction, while also moving psychology and psychiatry toward more personalized approaches to treatment and to spur novel interventions.