Defining the Sluggish Cognitive Tempo Phenotype in Children

定义儿童认知节奏缓慢表型

• 批准号: 9387083
• 负责人: Lisa Anne Jacobson
• 金额: $ 8.08万
• 依托单位: HUGO W. MOSER RES INST KENNEDY KRIEGER
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2019-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9387083
• 关键词: Academic skills; Adolescent; Affective; Age; Anxiety; Architecture; Area; Arousal; Attention; Attention deficit hyperactivity disorder; Behavior assessment; Behavioral; Biological; Caregivers; Categories; Characteristics; Child; Child Development; Childhood; Clinical; Cognitive; Cognitive deficits; Comorbidity; Daydreams; Diagnosis; Dimensions; Disease; Drowsiness; Dyslexia; Early identification; Foundations; Functional Imaging; Future; Gaussian model; Genetic; Genetic study; Goals; High Prevalence; Intervention; Investigation; Language; Language Disorders; Lead; Learning; Learning Disorders; Lethargies; Link; Measurement; Measures; Mediating; Mediation; Mental Depression; Methods; Modeling; Mood Disorders; Moods; Motor; Names; Nature; Neuropsychology; Oral; Outcome; Pattern; Performance; Pharmaceutical Preparations; Phenotype; Population; Preparation; Psyche structure; Psychopathology; Public Health; Publishing; Reaction Time; Reading; Reporting; Research; Research Domain Criteria; Role; Sampling; Severities; Sleep; Specificity; Speed; Symptoms; Testing; Work; base; behavioral construct; biomarker identification; cognitive control; cost; developmental disease; effective intervention; functional disability; functional outcomes; imaging genetics; improved; inattention; information processing; mathematics disability; mood symptom; neuroimaging; processing speed; psychologic; response; social; tau Proteins

PROJECT SUMMARY The overall goal of the proposed investigation, Defining the Sluggish Cognitive Tempo Phenotype in Children, is to carefully delineate the unique behavioral phenotype associated with the observed pattern of slowed cognitive processing and behavioral functioning characteristic of children with sluggish cognitive tempo (SCT). The proposed study will be the first to combine caregiver-reported measures of SCT symptoms with careful behavioral assessment of cognitive slowing and associated comorbidities in order to narrowly define the SCT phenotype. This work will provide a basis for future identification of biomarkers (e.g., structural and functional imaging, genetic contributions) of the SCT construct in children SCT symptoms include daydreaming, difficulty initiating and sustaining effort, lethargy, drowsiness, and physical underactivity, with the core symptoms—lethargy, underactivity, and slowness—clearly separable from ADHD. Although SCT is associated with functional impairment in children and adolescents, this functional impact reflects SCT as defined only by caregiver ratings; little work to date has examined associations between ratings of SCT and performance-based measures of sluggish/slowed mental processing or response speed and none of the published work to date has carefully examined the pattern (e.g., consistency) of slowed responding in SCT, to determine its distinctiveness from the pattern of variable responding seen in ADHD. Although SCT by itself appears to be prevalent in ~2.5% of the general child population, estimates of comorbidity with ADHD range from 30-60%. Slowed processing of mental information, a key feature of the SCT construct, may represent a behavioral “polyphenotype” (i.e., a phenotype constituting core deficits of more than one disorder). As such, SCT is not a new category of psychopathology, but may reflect a dimensional construct that is not presently well-captured in the current conceptualization of attention or learning disorders. It is possible that the psychological makeup of SCT could account for comorbidity between disorders of attention and learning, may add unique variance in predictions of functional outcomes, and its genetic architecture could account for the observed genetic correlations between these disorders. Using a sample including both referred and non-referred children, we intend to 1) narrowly define the behavioral phenotype of SCT in children, using both rating scale and performance-based measures emphasizing motor speed, reaction time, naming speed, verbal fluency, academic fluency, as well as untimed intellectual and academic skills; 2) characterize the consistency of reaction time in SCT as contrasted with the variability commonly seen in ADHD; and 3) examine the associations among behaviorally defined SCT with ADHD, mood symptoms, and language-based learning disorders (i.e., dyslexia).

项目概要 拟议调查的总体目标是定义迟缓的认知节奏表型 儿童，是要仔细描绘与观察到的模式相关的独特行为表型 认知速度缓慢的儿童的认知处理和行为功能特征减慢 （SCT）。拟议的研究将是第一个将护理人员报告的 SCT 症状测量与 对认知减慢和相关合并症进行仔细的行为评估，以便狭义地定义 SCT 表型。这项工作将为未来识别生物标志物（例如结构和 儿童 SCT 结构的功能成像、遗传贡献 SCT 症状包括做白日梦、难以开始和维持努力、嗜睡、嗜睡和 身体活动不足，其核心症状是嗜睡、活动不足和行动迟缓，这显然与 多动症。尽管 SCT 与儿童和青少年的功能障碍有关，但这种功能障碍 影响反映了仅由护理人员评级定义的 SCT；迄今为止，很少有研究研究关联 SCT 评级与基于表现的迟缓/缓慢的心理处理或反应测量之间的关系 速度，并且迄今为止已发表的工作都没有仔细检查减慢的模式（例如，一致性） SCT 中的反应，以确定其与 ADHD 中看到的变量反应模式的独特性。 尽管 SCT 本身似乎在一般儿童群体中的 2.5% 左右很普遍，但估计 ADHD 的合并症范围为 30-60%。心理信息处理速度减慢，这是 SCT 的一个关键特征 构建体，可能代表一种行为“多表型”（即，构成核心缺陷的表型超过 一种疾病）。因此，SCT 并不是精神病理学的一个新类别，但可能反映了一种维度结构 目前注意力或学习障碍的概念还没有很好地体现这一点。这是 SCT 的心理构成可能可以解释注意力障碍之间的共病 和学习，可能会在功能结果的预测中增加独特的方差，并且其遗传结构可以 解释了观察到的这些疾病之间的遗传相关性。 使用包括转介和非转介儿童的样本，我们打算 1) 狭义地定义 儿童 SCT 的行为表型，使用评级量表和基于表现的测量 强调运动速度、反应时间、命名速度、言语流畅性、学术流畅性以及不计时 智力和学术技能； 2）表征SCT中反应时间的一致性，与 ADHD 中常见的变异性； 3) 检查行为定义的 SCT 与 多动症、情绪症状和语言学习障碍（即阅读障碍）。