ADHD in Girls: Neuroimaging and Executive Behavior

描述（由申请人提供）：有证据表明，ADHD女孩与ADHD男孩在1）学术和社会情感和2）神经生物学特征方面最显着不同。基于以往的神经生物学研究经验， 注意缺陷多动障碍男孩的特征，这项提案的重点是2）注意缺陷多动障碍女孩的神经生物学，计划从以下方面获得数据： 定量容积/解剖磁共振成像（aMRI）和执行行为评估， 运动/视觉和认知。 考虑到性别因素，患有ADHD的女孩将与对照组女孩以及患有ADHD和ADHD的男孩进行比较。 没有ADHD。所有200例受试者（每组50例）的年龄范围为9.0 - 11.5岁;此外，即使在 这个年轻的年龄，坦纳分期将被考虑。感兴趣的解剖MRI区域为额叶、基底节和小脑。据推测， 患有ADHD的男孩在额叶水平上与患有ADHD的男孩不同（仅显示异常不对称）， 基底神经节水平（显示对称性较小的总尾状核和苍白球体积），而共享 男孩全脑和后下蚓部减少。 行为任务，运动/视觉以及认知，将被分类为抑制控制，反应， 准备和工作记忆的功能被认为代表了平行的额纹状体和小脑联锁回路。 据推测，患有ADHD的女孩在反应准备和工作方面会相对受损更多 在抑制方面，记忆力比，与ADHD男孩相反。 关于aMRI和行为数据集的性别与亚型的相互作用以及情绪的影响 将分析症状。受性别影响的脑-行为关系（如上文所述，受协变量影响）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.