Emotional Systems in Attention-Deficit/Hyperactivity Disorder

项目总结/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。 保健转诊，发病率为7.8- 11%。尽管在基础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 预测仍然很差。需要一种多方法的方法来检查这种疾病的潜在机制 为病因学研究和临床规划提供信息。虽然ADHD经常被概念化为一种 强调注意力、执行功能和时间处理的认知障碍， 申请人和其他人已经建立了将情绪调节整合到情绪调节的概念化中的需要。 疾病和临床护理。拟议的研究和培训活动的最终目标是， 一项独立的研究项目，研究ADHD青少年的情绪调节，同时利用多种 方法和挖掘到多个层次的分析，包括行为，以及自主和中央 神经系统功能申请人已经精通行为和自主水平， 这些因素与ADHD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）任务开发和数据采集2）神经成像（即， fMRI）数据处理和分析，3）高级统计分析，4）道德和专业培训 发展 这项研究旨在研究情绪调节系统的个体效应和综合效应 (i.e.,行为，自主神经和中枢神经系统）的负面情绪，积极 情绪和努力的情绪调节。120名儿童参与者（70名患有ADHD;年龄7-12岁）将 完成情绪诱导和调节任务（EIRT）。参与者将在fMRI中完成EIRT 连续记录具有心电图和呼吸活动的扫描仪（以指示自主神经 系统活动）。获取这些数据将使申请人能够实现两个相互关联的目标，包括 to：检查隐式（即，自动，情绪反应）调节消极和积极的情绪（目的 1）、检查显式（即，积极和消极情绪（目标2）的情绪调节 有和没有ADHD。这些目标将能够在多个层次的分析中加以解决。最终 随着时间的推移，这项工作的目标将是帮助加强精神病疾病分类学，并提供改进的临床诊断， 描述和预测，同时也使心理学和精神病学更加个性化， 治疗方法和刺激新的干预措施。

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.