Dynamics of Neurocognitive Development in ADHD and Young Adult Outcomes

项目摘要 该提案的重点是描述注意力缺陷/多动障碍的发展机制 注意力缺陷多动障碍。ADHD被认为是一种神经发育障碍，但最常见的是在 小学年龄，并经常导致进一步的精神病理学和负面结果， 青春期和成年早期。该项目强调神经认知功能的作用，特别是 执行功能的元素，如工作记忆和支持功能，如注意力 警觉性，沿着情绪特征，如易怒。这些都被假设为 ADHD症状变化和稳定性的机制以及结果的潜在驱动因素。解决 精神病理学发展过程中的变化机制直接符合关键方案优先事项。 该F32的培训目标将发展申请人在ADHD，执行功能和其他方面的专业知识。 与ADHD和自闭症谱系等神经发育障碍相关的常见认知功能 自闭症（ASD），加强她的准备与先进和复杂的统计模型，并支持她 专业发展和写作能力。这将建立在她之前在ASD研究生院的培训基础上， 定位她进行神经发育条件和发育之间的关系的工作 在她的职业生涯中将他们联系在一起的机制。研究目标与这些培养目标相吻合。使用 申办方实验室最近完成的纵向数据集，申请方将进行二次数据 分析来自一个大型社区招募的，仔细描述的病例对照队列的青年招募年龄 7-12并遵循了超过十年的滞后纵向设计，现在跨越年龄7-20岁以上。第一 目的将确定特定神经认知成分的变化如何与ADHD症状相关， 使用比迄今为止可用的更密集和更丰富的纵向数据集进行开发。的 第二个目标将通过评估特定关键神经认知功能的差异来扩展这些结果 与青年期社交及其他功能结果相关的发育时间点。第三个目标 将通过评估有关选定的家庭和环境因素的假设， 可能会缓和神经认知功能对ADHD结果的影响。这些分析将利用 注意力缺陷多动障碍的训练，发展的神经认知研究，以及复杂设计中的统计模型。的 研究本身是创新的，在详细测试假设有关的作用，行政和其他 在ADHD的动态发育期的神经认知功能，并将这些与 环境调节剂。公共卫生价值应在进一步澄清何时 以及在发展中为患有ADHD的青少年提供补救支持， 功能的维度，似乎驱动损害和结果。

PROJECT SUMMARY The key focus of this proposal is to characterize developmental mechanisms in Attention-Deficit/Hyperactivity Disorder (ADHD). ADHD is viewed as a neurodevelopmental disorder, yet most often identified in the elementary school age years and frequently leading to further psychopathology and negative outcomes by late adolescence and early adulthood. The project emphasizes the role of neurocognitive functions, particularly elements of executive functioning such as working memory and supportive functions such as attentional alertness, along with emotional features such as irritability. These are all hypothesized as component mechanisms of ADHD symptom change and stability and potential drivers of outcomes. Addressing mechanisms of change during development of psychopathology is directly in line with key program priorities. The training goals of this F32 will develop the applicant's expertise in ADHD, in executive functioning and other common cognitive functions associated with neurodevelopmental disorders like ADHD and autism spectrum disorder (ASD), strengthen her readiness with advanced and complex statistical models, and support her professional development and writing skills. This will build on her prior graduate school training in ASD and position her to conduct work on the relations among neurodevelopmental conditions and developmental mechanisms linking them during her career. The research aims dovetail with these training aims. Using a recently completed longitudinal data set from the sponsor's lab, the applicant will conduct secondary data analysis from a large community recruited, carefully characterized case-control cohort of youth recruited at age 7-12 and followed for over a decade in a lag-longitudinal design that now spans ages 7-20+ years. The first aim will identify how changes in specific neurocognitive components are related to ADHD symptoms across development using a denser and more enriched longitudinal data set than has been available heretofore. The second aim will extend those results by evaluating differences in neurocognitive function at particular key developmental timepoints in relation to social and other functional outcomes in young adulthood. The third aim will extend that work further by evaluating hypotheses concerning selected family and environment factors that might moderate the effect of neurocognitive function on ADHD outcomes. These analyses will capitalize on training in ADHD, neurocognitive study of development, and statistical models in complex designs. The research itself is innovative in the detailed testing of hypotheses regarding the role of executive and other neurocognitive functions during a dynamic developmental period in ADHD and in linking these to environmental moderators. The public health value should be significant in regard to further clarifying when and where in development to provide remediation support for youth with ADHD regarding component dimensions of functioning that appear to drive impairment and outcome.