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Neurobiological Research in Prevention Science

Neurobiological Research in Prevention Science. Lisa Gatzke-Kopp, Ph.D. Theories of Aggression. High emotionality, hostile attribution bias (Crozier et al., 2008) Punishment insensitivity, predominance of approach over inhibitory motivational drives (Hundt et al., 2008)

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Neurobiological Research in Prevention Science

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  1. Neurobiological Research in Prevention Science Lisa Gatzke-Kopp, Ph.D.

  2. Theories of Aggression • High emotionality, hostile attribution bias (Crozier et al., 2008) • Punishment insensitivity, predominance of approach over inhibitory motivational drives (Hundt et al., 2008) • Poor inhibitory control (MacDonald, 2008)

  3. Executive Function Shifting set Inhibitory control Incorporate feedback Integration of multiple streams of information Working memory Motivation Cognition Reactivity to novelty/ uncertainty Reactivity to reward cues Attention Temperament

  4. Shifting set Inhibitory control Incorporate feedback Working memory Integration of multiple streams of information BEHAVIOR Cognition Motivation approach withdrawal Attention One Equation, Two Unknowns

  5. Implications for Prevention • Empirically supported programs exist • Improvements exist on average- with many individuals failing to show improvement • Do individuals within a single target group have different needs? • Effects are often difficult to maintain over developmental time • Can we determine the effectiveness of intervention change without delay?

  6. Sample • Children screened in fall of kindergarten • Doesn’t seem to feel guilty, mean to others, gets in fights, temper tantrums, physically attacks others, destroys property, doesn’t get along with others, breaks rules, harms others, disobedient or defiant

  7. PATHs to Success • Intervention trial in Harrisburg School District Control C2 K Pretest 1st Post Test 2nd Follow Up Intervention Control C1 K Pretest 1st Post Test 2nd Follow up Intervention Fall Spring Fall Spring Fall Spring Fall Spring 2007 2008 2009 2010 2011

  8. Violence Parent Peer School Cognitive Control Affect/ Regulation Intervention Model Friendship Group Behavioral Outcome Home Visiting Contextual Risk PATHS Individual Vulnerability

  9. Neurobiological assessments • Electrodermal activity • Sensitivity to punishment • Intensity of arousal • Respiratory Sinus arrythmia • Capacity for physiological control • Appropriate arousal for task engagement • Cardiac Pre-ejection period • Responsivity to reward • EEG • alpha asymmetry • Predisposition in motivational direction • ERP • P300– conscious or “effortful” attention • N2– inhibitory control • ERN– self monitoring of performance

  10. Assessing physiology…

  11. Tasks • Inhibitory Control- emotive context • Neural inhibition, effect of emotional context on cognitive control, reactivity to reward and punishment cues • Passive emotion induction • Emotional reactivity to emotional context, differentiation between emotions, ability to recover from emotion induction

  12. Preliminary findings-- baseline • Teacher ratings • For boys- high baseline skin conductance predicts poorer teacher relationships • For girls– low baseline skin conductance predicts poorer teacher relationships • Within girls, those with higher SCR baseline have lower aggression scores

  13. Preliminary findings--baseline • Relational aggression • For boys, high baseline SC predicts higher RA scores • Same finding for social competence generally • For girls, low baseline SC predicts lower RA scores

  14. Preliminary findings– reaction to frustration • For girls- • increased skin conductance during frustration is predictive of higher relational aggression • For boys- • RSA suppression during frustration is predictive of higher relational aggression • Greater N2 (inhibitory control) during frustration is strongly associated with better prosocial behavior and fewer internalizing symptoms

  15. Preliminary findings– reactivity to emotion induction • For girls • Greater RSA change during fear and anger is associated with a more positive relationship with teacher, less relational aggression • Higher HR during films associated with more internalizing symptoms • For boys • RSA suppression during happy clip predictive of less relational aggression better teacher relationship • RSA during anger clip associated with higher prosocial behavior and less aggression

  16. Acknowledgements • Collaborators • Mark Greenberg, Ph.D. • Karen Bierman, Ph.D. • Sidney Segalowitz, Ph.D. • Robert Nix, Ph.D. • Post Docs • Michelle Jetha, Ph.D. • Heather Wadlinger, Ph.D • Graduate Students • Christine Fortunato • Joseph Beeney • David DuPuis • Cindy Wilner Child Brain Development Lab Research Assistants • Rachel Kane • Shannon O’Neil • Rachael Bellan • Maria Chavara • Lauren Fraser • Kelly Guttman • Theresa McKim • Diana Nora • Kaitlin Tobash • Alison Spiro • Brendan Peck • Jennifer Valdivia • Liza Oakes Funded by: The Pennsylvania Department of Health

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