ADHD in Girls: Neuroimaging and Executive Behavior

描述(由申请人提供)：有证据表明，患有ADHD的女孩和男孩在1)学业和社会情感以及2)神经生物学特征方面最显著地不同。基于以往关于男孩ADHD神经生物学特征的研究经验，本建议侧重于2)女孩ADHD的神经生物学，计划从定量体积/解剖磁共振成像(AMRI)和对执行行为(运动/动眼运动和认知)的评估中获得数据。考虑到性别，患有ADHD的女孩将与对照组女孩以及患有和不患有ADHD的男孩进行比较。所有200名受试者(每组50人)的年龄范围将从9.0岁到11.5岁；此外，即使在这个年轻的年龄，也将考虑Tanner分期。解剖MRI感兴趣的区域是额叶、基底节和小脑。假设ADHD女孩与男孩ADHD在额叶水平(仅表现为异常不对称)和基底节水平(显示对称性的尾状核和苍白球体积)不同，而与男孩分享整个大脑和后部下部蠕虫的减少。行为任务，运动/眼球运动以及认知，将被归类为抑制控制、反应准备和工作记忆，这些功能被认为代表平行的额纹状体和小脑互锁回路。据推测，患有ADHD的女孩在反应准备和工作记忆方面的损害相对比在抑制方面更严重，这与患有ADHD的男孩的情况相反。将分析与AMRI和行为数据集相关的按性别分类的交互作用以及情绪症状的影响。受性别影响的大脑-行为关系(如上所述由协变量修正)将根据ADHD的神经发育模型进行解释。

DESCRIPTION (provided by applicant): 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 proposal 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 all 200 subjects (50 in each group) will be 9.0 through 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 asymmetry 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 a neurodevelopmental model of ADHD.