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Development matters: Characterizing patterns of emergent ADHD risk through a neurodevelopmental framework

发展很重要：通过神经发育框架表征 ADHD 突发风险的模式

基本信息

批准号：
10678400
负责人：
Amanda Nili
金额：
$ 8.85万
依托单位：
NORTHWESTERN UNIVERSITY AT CHICAGO
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-02-23 至 2024-06-22
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10678400
关键词：
5 year old Accounting Address Age Age Months Attention Attention deficit hyperactivity disorder Award Behavior Behavioral Caregiver well-being Child Chronic Clinical Collection Communities Data Data Collection Development Dimensions Disease Disparity Early Intervention Equation Equity Ethnic Origin Ethnic Population Goals Grouping Growth Impairment Individual Inequity Intervention Studies Investigation Link Literature Measurement Measures Mental Health Mentors Methods Modeling Nursery Schools Outcome Parents Pathway interactions Pattern Phase Population Prevalence Proxy Psychopathology Race Regulation Reporting Research Research Personnel Resources Risk Risk Assessment Risk Factors Risk Marker Role Sampling Sampling Studies School-Age Population Specific qualifier value Standardization Structural Models Surveys Symptoms Syndrome Testing Time Toddler Training Well Child Visits Work adverse childhood events base clinical application clinical predictors clinical translation data modeling diagnostic criteria early childhood early onset disorder health disparity health inequalities innovation mental set multilevel analysis novel predictive modeling protective factors racial diversity racial minority population recruit risk prediction model skills sociodemographics tool

项目摘要

Project Summary Attention deficit/hyperactivity disorder (ADHD) is a prevalent and impairing early childhood disorder that presents notable challenges to normative development and can be reliably identified starting at preschool age, with risk captured as early as toddler age when employing developmentally based assessments. Identification of concerning attention dysregulation development, before frank disorder presents, could ameliorate negative cascades associated with emergent ADHD syndromes and impairment. Further, recent research points to pervasive, early onsetting mental health inequities, evident in patterns of emergent ADHD, and the need for equitable assessment to reduce bias in predictive risk modeling (i.e., accounting for protective factors in addition to risks, modeling specific risk indicators, rather than taking race as a proxy thereof). Thus, the current project seeks to characterize developmental change and its sociodemographic context in patterns of attention (dys)regulation across toddlerhood with outcomes at preschool age. This work draws on novel, clinically translatable research tools capturing the typical:atypical spectrum of neurodevelopmental and behavioral indicators of attention (dys)regulation: parent survey and standardized clinical observation. The project engages a community-based sample of children recruited at their first annual well-child visits and oversampled for psychopathology risk (i.e., irritability). Initial examination of outcomes at later timepoints indicates that the sample is well characterized for ADHD symptoms with prevalence matching other community samples. Under this award, I will train in innovative methods of longitudinal modeling (i.e., multilevel and group-based trajectory modeling) to generate models of data collected densely at toddler age, predicting developmental patterns to emergent ADHD outcomes at preschool age(3-5 years). In alignment with an equitable assessment approach, structural equation models examining structural and familial risks and protective factors will more richly characterize pathways to emergent ADHD symptoms at preschool age. This project seeks to characterize neurodevelopmental vulnerability to ADHD at the earliest point in the developmental sequence, establishing an empirically grounded, equitable approach to assessment and conceptualization of early risk.

项目总结