Attention Deficit Hyperactivity Disorder Research | Psychiatry and Behavioral Sciences | UC Davis

Description
The goal of the Early Risk Study was to understand the earliest signs of autism and ADHD. This study focused on younger siblings of children with autism, younger siblings of children with ADHD, and children of parents with ADHD – all of whom are at elevated likelihood for these conditions – as well as younger siblings of typically developing children. We followed the development of infants and toddlers at high and low risk for autism and ADHD multiple times from early in life through age 3, monitoring early attention skills, communication, motor activity, self-control, social skills, and play behaviors. We used a variety of methods including eye tracking, interactive tasks between the infant/toddler and an examiner, and parent interviews. At age 3, diagnostic determinations (autism, ADHD concerns, etc.) were made. The ultimate goal of this study was to understand the links between autism and ADHD, and to determine which behaviors early in life differ vs. overlap between infants/toddlers who develop these conditions. We hope that this research will help to improve early identification of autism and ADHD, and that it might lead to treatments that can be applied across various groups of children with, or at risk for, a range of neurodevelopmental concerns.

Although we are no longer recruiting for this study, we are eager to see the families and children who generously volunteered their time to participate again in the future. We hope to reach out to all participating families sometime in the next few years.

Meghan Miller, Ph.D.
Principal Investigator
mrhmiller@ucdavis.edu

Description
This NIH-funded project studies how fidgeting (motor movement) relates to cognitive and emotional functioning in adults with attention-deficit/hyperactivity disorder (ADHD). It will assess in a laboratory setting, if intrinsic movement and access to a “fidget device” providing sensory and motor stimulation can improve cognitive and emotional regulation (including on physiological measures) in adults with ADHD. We will also acquire data for machine learning analyses to be used in future, large scale studies to identify gestures and touch characteristics associated with improved cognitive and emotional regulation to see if we can predict and subsequently develop recommendations to improve performance and emotional control in natural settings (e.g., home, office, college classroom) for adults with ADHD.

Funding
National Institutes of Health

Julie Beth Schweitzer, Ph.D.
Co-Principal Investigator
jschweitzer@ucdavis.edu

Description
The “Learning about Autism and ADHD Markers in Babies,” or LAAMB, Study seeks to understand early markers of self-regulation and social communication symptoms across early development, with a focus on attention regulation, emotion regulation, and psychophysiological indicators. The goal is that this research will improve early identification of disabilities like autism and ADHD and encourage the development of interventions that can be applied across a range of infants and toddlers at risk.

Similar to our previous studies, this study is focused on infant siblings of children with autism, infant siblings of children with ADHD, and infants of parents with ADHD – all of whom are at elevated likelihood for these conditions – as well as infant siblings of typically developing children. We follow the development of these infants multiple times between 6 and 36 months of age, monitoring early attention skills, emotion regulation, self-control, social and communication skills, and play behaviors. We use a variety of methods including eye tracking, measurement of physiological regulation (e.g., heart rate), interactive tasks between the infant/toddler and an examiner, parent-child play, and parent interviews. At age 3, diagnostic determinations (autism, ADHD concerns, etc.) are made.

Funding
National Institute of Mental Health

Meghan Miller, Ph.D.
Principal Investigator
mrhmiller@ucdavis.edu

Erica Musser, Ph.D.
Florida International University
Co-Principal Investigator

Description 
We are studying brain development in adolescents and young adults to discover more about how self-control develops. Attention deficit hyperactivity disorder (ADHD) is associated with even higher rates of impulsivity and self-control problems. Findings from this study may help us better understand the development of self-control in adolescents and young adults with and without ADHD. Furthermore, our findings may lead to successful targets and recommendations for future self-control interventions, potentially benefiting those with ADHD and the general population.

Funding
National Institutes of Health

Julie Beth Schweitzer, Ph.D.
Co-Principal Investigator
jschweitzer@ucdavis.edu

Description
The CHARGE (Childhood Autism Risks from Genetics and Environment) Study began in 2003. The study involved enrolling three groups of children aged 2-5 years: those with autism spectrum disorder (ASD), those with other developmental delays (DD), and a third group from the general population with typical development (TD). CHARGE has generated a body of new results on prenatal exposures, such as pesticides, air pollution, medications and maternal nutrition, in relation to ASD and DD.

For the Re-CHARGE ECHO program, CHARGE children from all three diagnostic groups will be followed up at either ages 8-12 or, for those now older, ages 13-19, to understand developmental trajectories for each of these three groups. Outcomes of interest will be longitudinal change in diagnoses, cognitive and adaptive function, and symptoms of attention deficit hyperactivity disorder (ADHD), anxiety or depression.

The ECHO (Environmental Influences on Child Health Outcomes) Study brings together 36 cohorts of children from over 80 sites across the country, including The ReCHARGE Study at UC Davis. ECHO will study health broadly, including childhood asthma, other respiratory problems, obesity, diabetes, sleep, neuro-developmental conditions such as autism and ADHD, and birth outcomes like prematurity and birth defects.

Funding
National Institutes of Health

Julie Beth Schweitzer, Ph.D.
Co-Principal Investigator
jschweitzer@ucdavis.edu

Description
The purpose of this study is to test whether a new intervention can help persons with attention problems or have attention-deficit/hyperactivity disorder (ADHD) with significant inattention, learn to ignore distractors. Our intervention uses a virtual reality environment to repeatedly train resistance to common distractors (e.g., clock ticking or peers talking).

Funding
National Institutes of Health

Julie Beth Schweitzer, Ph.D.
Co-Principal Investigator
jschweitzer@ucdavis.edu