ADHD IN GIRLS: NEUROIMAGING AND EXECUTIVE BEHAVIOR

点击翻译按钮获取中文摘要

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. There is evidence that girls with ADHD differ from boys with ADHD most strikingly in 1) academic and social-emotional and 2) neurobiological features. Building upon previous research experience concerning neurobiological features of boys with ADHD, this research project focuses on 2) neurobiology of girls with ADHD, with plans to derive data from quantitative volumetric/anatomic magnetic resonance imaging (aMRI) and assessments of executive behaviors, both motor/oculomotor and cognitive. To take gender into account, girls with ADHD will be compared with control girls as well as boys with and without ADHD. The age range for the 200 participants (50 in each group) will be 9.0 to 11.5 years; in addition, even at this young age, Tanner staging will be taken into consideration. Anatomic MRI regions of interest will be frontal lobe, basal ganglia, and cerebellum. It is hypothesized that girls with ADHD will differ from boys with ADHD at the levels of frontal lobe (showing anomalous assymetry only), and at the level of the basal ganglia (showing symmetrically smaller total caudate and globus pallidus volumes) while sharing with boys total cerebral and posterior inferior vermis reductions. Behavioral tasks, motor/oculomotor as well as cognitive, will be categorized into inhibitory control, response preparation, and working memory, functions thought to represent parallel frontostriatal and cerebellar interlocking circuits. It is hypothesized that girls with ADHD will be relatively more impaired in terms of response preparation and working memory than in terms of inhibition, a profile opposite to that of boys with ADHD. Gender-by-subtype interactions with respect to aMRI and behavioral datasets and the impact of emotional symptoms will be analyzed. Brain-behavior relationships as influenced by gender (modified by covariates as noted above) will be interpreted in terms of neurodevelopmental models of ADHD. This is a five-year study, enrolling 200 children. We will recruit 50 boys and 50 girls with ADHD, and 50 boys and 50 girls in a normal control group. All participants will receive structural/anatomic MRI (emphasizing frontal lobes, basal ganglia, and cerebellum), neuropsychological assessment emphasizing executive functions (including motor/oculomotor assessment), IQ testing, assessment of basic reading skills, and psychiatric interview.