Dynamics of Neurocognitive Development in ADHD and Young Adult Outcomes

项目总结 这项建议的主要焦点是描述注意缺陷/多动的发展机制。 精神障碍(ADHD)。ADHD被认为是一种神经发育障碍，但最常见的是 小学年龄，经常导致进一步的精神病态和晚期的负面结果 青春期和成年期早期。该项目强调神经认知功能的作用，特别是 执行功能的要素，如工作记忆和支持功能，如注意 警觉性，以及易怒等情绪特征。这些都被假设为组件 ADHD症状变化和稳定性的机制以及结果的潜在驱动因素。寻址 精神病理学发展过程中的变化机制与关键的计划优先事项直接一致。 F32的培训目标将发展申请者在ADHD、执行功能和其他方面的专业知识 与ADHD和自闭症等神经发育障碍相关的常见认知功能 障碍(ASD)，用先进和复杂的统计模型加强她的准备，并支持她 专业发展和写作能力。这将建立在她之前在自闭症和自闭症方面的研究生培训的基础上 定位她从事神经发育状况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。研究目的与这些培训目标相吻合。使用 最近从赞助商的实验室完成的纵向数据集，申请人将进行二次数据 分析来自招募的大型社区，仔细描述了在年龄阶段招募的青年病例对照队列 7-12岁，以滞后纵向设计跟踪了十多年，现在跨度为7-20岁以上。第一 AIM将确定特定神经认知成分的变化如何与ADHD症状有关 使用比到目前为止可用的更密集和更丰富的纵向数据集的开发。这个 第二个目标是通过评估特定关键的神经认知功能的差异来扩展这些结果 青壮年的发育时间点与社会和其他功能结果的关系。第三个目标 将通过评估关于选定的家庭和环境因素的假设来进一步扩展这项工作 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 ADHD训练，发展的神经认知研究，以及复杂设计中的统计模型。这个 研究本身在对关于高管和其他人的角色的假设的详细测试方面是创新的 ADHD患者动态发育期的神经认知功能及其与 环境主持人。公共卫生价值对于进一步澄清什么时候应该是重要的 以及正在开发中的哪些部分可以为患有ADHD的青少年提供补救支持 似乎驱动损害和结果的功能维度。

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.