Social Processing in Adolescent Girls with ADHD

摘要 注意力缺陷多动障碍（ADHD）与广泛的同伴困难有关，这预示着长期的 长期的负面结果，包括物质使用和抑郁症。大多数研究都集中在男孩身上 虽然越来越多的证据表明，患有ADHD的女孩表现出相对更广泛的， 更严重的同伴功能障碍人们对同伴背后的神经机制知之甚少 ADHD女孩的功能障碍，阻碍了制定有针对性的干预策略以改善同伴关系的进展。 运作。使用一个新颖而现实的实验室同伴互动任务（岛屿之旅），我们最近发现， 神经生理学处理的改变（即，事件相关电位（ERP） 接受反馈与ADHD症状在一个社区样本的青少年。 具体来说，ADHD症状与增强的早期注意力ERP同伴拒绝（N1）相关。 并减弱了后来的ERP到同伴接受（奖励积极性[RewP]）。这些发现表明， 导致ADHD青少年同伴功能障碍的途径。加强对拒绝线索的关注可能会 导致与同龄人的敌意增加，而对接受暗示的反应降低可能有助于 建立和保持积极的友谊的困难。拟议的工作扩展了这些有趣的 通过研究同伴的神经生理学处理之间的脑行为关联的初步发现 通过自我报告和行为观察测量的拒绝和接受线索以及同伴困难， 姑娘们患有ADHD和未患有ADHD的青春期女孩（11-14岁）（n =40）将完成岛屿度假任务 评估同伴拒绝和接受线索的神经生理过程。自我报告有敌意， 亲社会行为将使用生态瞬时评估（EMA）和基于实验室的 同伴互动任务将用于评估观察到的敌对和亲社会行为。增强的企业资源规划对等 拒绝线索将被视为一种机制，将ADHD和对同伴的敌意行为联系起来。钝 同伴接受线索的ERP将被视为ADHD和低亲社会行为之间的联系机制， 同龄人这项探索性的研究将有助于理解女孩同伴困难的脑行为机制 与ADHD和整合数据的分析水平，以测试具体的途径，以同侪问题。

Abstract Attention-deficit/hyperactivity disorder (ADHD) is associated with widespread peer difficulties that predict long- term negative outcomes including substance use and depression. The majority of research has focused on boys with the disorder, although there is accumulating evidence that girls with ADHD display relatively broader and more severe peer dysfunction. Relatively little is known about the neural mechanisms underlying the peer dysfunction of girls with ADHD, hindering progress in developing targeted intervention strategies to improve peer functioning. Using a novel and realistic laboratory peer interaction task (Island Getaway), we recently identified alterations in neurophysiological processing (i.e., event-related potentials; ERPs) of both peer rejection and acceptance feedback that were associated with ADHD symptoms in a community sample of young adolescents. Specifically, ADHD symptoms were associated with an enhanced early attentional ERP to peer rejection (N1) and blunted later ERP to peer acceptance (reward positivity [RewP]). These findings suggest two distinct pathways contributing to peer dysfunction among youth with ADHD. Enhanced attention to rejection cues may lead to increased hostility with peers, while reduced responsiveness to acceptance cues may contribute to difficulties establishing and maintaining positive friendships. The proposed work extends these intriguing preliminary findings by examining brain-behavior associations between neurophysiological processing of peer rejection and acceptance cues and peer difficulties measured across self-report and behavioral observation in girls. Adolescent girls (ages 11-14) with (n=40) and without (n=40) ADHD will complete the Island Getaway task to assess neurophysiological processing of peer rejection and acceptance cues. Self-reported hostile and prosocial behavior will be assessed using ecological momentary assessment (EMA), and a laboratory-based peer interaction task will be used to assess observed hostile and prosocial behavior. Enhanced ERPs to peer rejection cues will be examined as a mechanism linking ADHD and hostile behavior towards peers. Blunted ERPs to peer acceptance cues will be examined as a mechanism linking ADHD and low prosocial behavior with peers. This exploratory study will inform understanding of brain-behavior mechanisms of peer difficulties in girls with ADHD and integrate data across levels of analysis to test specific pathways to peer problems.