Johns Hopkins University School of Medicine; Johns Hopkins University Bloomberg School of Public Health; Kennedy Krieger Institute.
Johns Hopkins University School of Medicine; Kennedy Krieger Institute.
Behav Ther. 2020 Mar;51(2):268-282. doi: 10.1016/j.beth.2019.06.009. Epub 2019 Jul 5.
Irritability refers to a proneness for anger, and is a symptom of internalizing and externalizing psychopathology. Since irritability is associated with significant cross-sectional and longitudinal impairments, research on the behavioral and neural correlates of pediatric irritability in populations at risk for significant irritability is of paramount importance. Irritability can be assessed in the laboratory using behavioral paradigms that elicit frustration. Few behavioral frustration paradigms have been designed to measure the effects of frustration on cognitive control. Therefore, the goal of the present study was to validate a behavioral frustration paradigm for use in school-age children which addressed some of the limitations of prior research. Participants included children, ages 8-12 years, who were either typically developing (TD; n = 38) or diagnosed with attention-deficit/hyperactivity disorder (ADHD; n = 67), which provided a sample of children with a range of baseline irritability. All participants completed the Frustration Go/No-Go (GNG) task, and self-reported irritability was assessed using the Affective Reactivity Index. Results showed that across participants, self-reported frustration, commission error rate, and tau all increased with the addition of frustration, with similar effect sizes in ADHD and TD groups. Further, self-reported irritability, moreso than ADHD symptoms, predicted changes in self-reported frustration during the task. Together, these results support the construct validity of the Frustration GNG task as a means of assessing the effect of frustration on cognitive control. Clinical applications and future directions are discussed.
易激惹是指容易生气，是内化和外化精神病理学的一个症状。由于易激惹与显著的横向和纵向损伤有关，因此研究易激惹人群的儿科易激惹的行为和神经相关性对于高危人群的易激惹至关重要。易激惹可以通过诱发挫折感的行为范式在实验室中进行评估。很少有行为挫折范式被设计用来测量挫折对认知控制的影响。因此，本研究的目的是验证一种用于学龄儿童的行为挫折范式，该范式解决了先前研究的一些局限性。参与者包括年龄在 8-12 岁的儿童，他们要么是典型发育（TD；n=38），要么被诊断为注意缺陷/多动障碍（ADHD；n=67），这为具有不同基线易激惹程度的儿童提供了样本。所有参与者都完成了挫折 Go/No-Go（GNG）任务，并使用情感反应指数（Affective Reactivity Index）评估了易激惹的自我报告情况。结果表明，在所有参与者中，自我报告的挫折感、错误率和 tau 都随着挫折感的增加而增加，ADHD 和 TD 组的效应大小相似。此外，易激惹的自我报告，比 ADHD 症状更能预测任务中自我报告的挫折感的变化。这些结果共同支持了挫折 GNG 任务作为评估挫折对认知控制影响的一种手段的结构有效性。讨论了临床应用和未来方向。
