SREBCS: Neurodevelopmental Disorders Lab Home institution: Otterbein University. Amanda Zamary Dr. Lindsay McCary Dr. Jane Roberts

Transcription

1 SREBCS: Neurodevelopmental Disorders Lab Home institution: Otterbein University Amanda Zamary Dr. Lindsay McCary Dr. Jane Roberts August 2, 2013

2 Genetic Components 200+ CGG trinucleotide repeats FMRP reduction Decrease in pruning Abnormal brain development Behavioral Phenotype Repetitive Behaviors Developmental Delay Social Interaction Difficulty Executive Function Deficits

3 Autism/Autism Spectrum Disorders 30-50% meet criteria for Autism (Bailey et al., 2000) 60-74% meet criteria for ASD (Philofsky et al., 2004) Intellectual Disability (ID) FXS leading cause Moderate to Severe ID in Males (Hooper et al., 2000) Attention Deficit/Hyperactivity Disorder 36-93% meet criteria for ADHD (Sullivan et al., 2006)

4 Definition: Mechanisms that underlie goal-directed behavior Starts working when a routine activity is impeded or when goaldirectedness is otherwise made salient (Karoly, 1993).

5 EXECUTIVE FUNCTIONING [Higher Order Cognitive Process] Inhibitory Control EFFORTFUL CONTROL [Lower Order Reactive Process] Inhibitory Control

6 EXECUTIVE FUNCTIONING [Higher Order Cognitive Process] Inhibitory Control Cognitive Flexibility EFFORTFUL CONTROL [Lower Order Reactive Process] Inhibitory Control Shifting/Controlling Attention

7 EXECUTIVE FUNCTIONING [Higher Order Cognitive Process] Inhibitory Control Cognitive Flexibility Working Memory Capacity and Updating EFFORTFUL CONTROL [Lower Order Reactive Process] Inhibitory Control Shifting/Controlling Attention Conflict Resolution Planning/Error Detection

8 EXECUTIVE FUNCTIONING [Higher Order Cognitive Process] Inhibitory Control Cognitive Flexibility Working Memory Capacity and Updating Emotion-neutral contexts Cognitive Neuroscience EFFORTFUL CONTROL [Lower Order Reactive Process] Inhibitory Control Shifting/Controlling Attention Conflict Resolution Planning/Error Detection Emotion-laden contexts Temperament

9 Executive Function Deficits WCST-M in Teenagers and WCST in Adults (Garner, Callias, & Turk, 1999; Cornish, Munir, & Cross, 2001) Effortful Control EC-Developmental trajectories 37% increased, 24% stable, 39% decreased (Mounts & Roberts, in press) EC deficits paralleled EF deficits in ADHD (Nigg, Goldsmith, & Sachek, 2004)

10 1) Will there be EF differences in FXS compared to ADHD and TD populations? Hypothesis: FXS will perform significantly worse on EF task. 2) Can we predict EF through earlier measures of EC in FXS? Hypothesis: EC will predict EF in FXS

11 Research Question 1: Descriptive Statistics of Executive Function participants Group N Min. Age Max. Age Mean Age SD Age FXS ADHD TD Research Question 2: Smaller Subset [19 FXS] Time 1 age: M = 6.23, SD = 1.11 Time 2 age: M = 9.95, SD = 1.39

12 Day and Night Inventory (Gerstadt, Hong, & Diamond, 1994) Modified stroop task Two practice cards, understanding of rules Sixteen trials (8 day and 8 night) Inhibitory Control and Working Memory

13 Child Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001) Parental report: 195 Questions Likert Scale 1-7 Effortful Control Superfactor: Attention Focusing Inhibitory Control Low Intensity Pleasure Perceptual Sensitivity Smiling/Laughter

14 Leiter-R (Roid & Miller, 1997) Non-verbal assessment Ideal for disordered populations Brief-IQ score

15 o One way between-groups ANOVA with planned comparisons o FXS : M = 9.92 SD = 4.21 o ADHD: M = SD = 3.73 o TD: M = SD = 2.88 * F (1,130) = 28.60, p <.001

16 Standard Multiple Regression Controlled for IQ and Chronological Age at EC collection CBQ (EC) did not predict DANI score (EF) (R 2 = 0.234,F(3, 18) = 1.528, p =.248)

17 (r =.46, p =.047)

18 (r =.48, p =.038)

19 (r =.55, p =.014)

20 EF deficits pronounced in children with FXS Remember, mean age was higher in FXS sample EC did not predict EF Small N? Why?

21 (Diamond, 2013)

22 (Diamond, 2013)

23 Examine components of EF and EC Distinct processes Executive Functioning can be improved (Diamond, 2013) Act early, implement intervention.

24 Lindsay McCary, PhD Jane Roberts, PhD Marissa Mounts, MA Bridgette Tonnsen, MA Neurodevelopmental Disorders Lab Jennifer Vendemia, PhD SREBCS Crew National Science Foundation This work was supported by NIMH- R01MH A1 (PI: Roberts) NICHD- R01HD (PI: Bailey) and P30-HD S1 (PI: Bailey)