Neural Substrates of Preschool Psychopathology

学前精神病理学的神经基础

• 批准号: 7244033
• 负责人: BENNETT L LEVENTHAL
• 金额: $ 18.9万
• 依托单位: UNIVERSITY OF ILLINOIS AT CHICAGO
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2009-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7244033
• 关键词: Accidents; Address; Adult; Anxiety; Attention; Behavior; Behavior assessment; Behavioral; Behavioral Sciences; Biological; Characteristics; Child; Clinical; Clinical Research; Data Set; Development; Disruptive Behavior Disorder; Emotions; Environment; Faculty; Foundations; Functional disorder; Human; Individual Differences; Informal Social Control; Interview; Laboratories; Link; Measures; Mental disorders; Methods; Modeling; NIH Program Announcements; Neurosciences; Nursery Schools; Parents; Pattern; Phenotype; Physiological; Preschool Child; Prevention; Process; Psychopathology; Regulation; Request for Proposals; Research; Research Personnel; Risk; Role; Sampling; Scientist; Site; Structure; Temperament; Training; Translational Research; Variant; Work; clinically significant; design; disease classification; early childhood; early onset; emotional stimulus; endophenotype; heuristics; novel; programs; psychologic; relating to nervous system; response; theories

DESCRIPTION (provided by applicant): This application seeks support for an R21 Translational Research Network designed to integrate human developmental neuroscience with basic developmental and child clinical research to generate heuristic models and testable hypotheses about preschool psychopathology and its neural substrates. Early childhood provides a particularly useful starting point for the delineation of relevant phenotypes and a nosology informed by neuroscience and developmental theory. This is because neural, psychological and behavioral processes converge during this developmental period to create the potential for self-regulation. Recent methodologic advances in neuroscience and developmentally-informed clinical research now make it possible to characterize clinical problems in young children and their underlying pathophysiology. However, substantial intellectual and methodologic effort is required to combine these heretofore disparate lines of research. To this end, the specific aims of the Network are to (I) Create an intellectual environment in which neuroscientists join with development and clinical scientists to develop integrated conceptual models of the phenotypes and endophenotypes of anxiety and disruptive behavior in young children. In particular, Network discourse will focus on (a) distinguishing normative variations in temperament from clinical levels of anxious and disruptive behavior and, (b) delineating the role of perturbations in the emotion-attention interface as a key substrate of these emerging clinical problems and, (II) Conduct collaborative studies to provide an empirical foundation for a translational research agenda for the study of preschool psychopathology. Pilot activities will include (a) exploring Network questions within existing preschool samples of the Network and, (b) developing and piloting an integrated assessment battery that assesses key processes at multiple levels, from neural to contextual, with a small sample (N=60) of clinically-referred, temperamentally- and clinically at- risk and typically-developing preschool children. The intellectual and empirical activities of the Network are designed to serve as the foundation for a multi-site Translational Research Center in Behavioral Sciences that examines preschool psychopathology and its substrates.

描述（由申请人提供）：本申请寻求对R21转化研究网络的支持，该网络旨在将人类发育神经科学与基础发育和儿童临床研究相结合，以生成有关学龄前精神病理学及其神经基质的启发式模型和可检验假设。幼儿期为相关表型的划分和神经科学和发育理论提供了一个特别有用的起点。这是因为神经、心理和行为过程在这个发育时期会聚在一起，以创造自我调节的潜力。最近在神经科学和发展知情的临床研究方法的进步，现在有可能在幼儿和他们的基础病理生理学的临床问题的特点。然而，需要大量的智力和方法上的努力来结合这些迄今为止完全不同的研究路线。为此，该网络的具体目标是：（1）创造一个智力环境，使神经科学家与发展和临床科学家一起开发幼儿焦虑和破坏性行为的表型和内在表型的综合概念模型。特别是，网络话语将集中在（一）区分规范的变化，从临床水平的焦虑和破坏性行为的气质，（B）描绘的作用扰动的情绪-注意界面作为这些新出现的临床问题的关键基板，（II）进行合作研究，为学前精神病理学研究的转化研究议程提供了实证基础。试点活动将包括：（a）在网络现有的学龄前样本中探索网络问题;（B）开发和试点一个综合评估组合，该组合评估从神经到背景的多个层面的关键过程，样本为临床转诊、气质和临床风险以及典型发育的学龄前儿童的小样本（N = 60）。该网络的智力和经验活动旨在作为行为科学多站点转化研究中心的基础，该中心研究学前精神病理学及其基质。