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.

Agency
National Institute of Health (NIH)
Institute
National Institute of Neurological Disorders and Stroke (NINDS)
Type
Research Project (R01)
Project #
1R01NS043480-01A1
Application #
6575979
Study Section
Special Emphasis Panel (ZRG1-BDCN-5 (01))
Program Officer
Leblanc, Gabrielle G
Project Start
2003-01-23
Project End
2007-11-30
Budget Start
2003-01-23
Budget End
2003-11-30
Support Year
1
Fiscal Year
2003
Total Cost
$361,082
Indirect Cost
Name
Hugo W. Moser Research Institute Kennedy Krieger
Department
Type
DUNS #
155342439
City
Baltimore
State
MD
Country
United States
Zip Code
21205
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Steinman, Kyle J; Mostofsky, Stewart H; Denckla, Martha B (2010) Toward a narrower, more pragmatic view of developmental dyspraxia. J Child Neurol 25:71-81
Mahone, E Mark; Mostofsky, Stewart H; Lasker, Adrian G et al. (2009) Oculomotor anomalies in attention-deficit/hyperactivity disorder: evidence for deficits in response preparation and inhibition. J Am Acad Child Adolesc Psychiatry 48:749-56
Li, James J; Cutting, Laurie E; Ryan, Matthew et al. (2009) Response variability in rapid automatized naming predicts reading comprehension. J Clin Exp Neuropsychol 31:877-88
Wolosin, Sasha M; Richardson, Marin E; Hennessey, Joseph G et al. (2009) Abnormal cerebral cortex structure in children with ADHD. Hum Brain Mapp 30:175-84
Qiu, Anqi; Crocetti, Deana; Adler, Marcy et al. (2009) Basal ganglia volume and shape in children with attention deficit hyperactivity disorder. Am J Psychiatry 166:74-82

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