Neurobiological Research Neurobiological Research in Prevention Sciencein Prevention Science

Lisa Gatzke-Kopp, Ph.D.

Theories of AggressionTheories of AggressionHigh 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)

Motivation Cognition

Attention

Incorporate feedback

Reactivity to reward

cues

Shifting set

Integration of multiple streams of

information

Working memory

Inhibitory control

Reactivity to novelty/

uncertainty

Temperament

Executive Function

Motivation Cognition

Attention

Incorporate feedback

withdrawal

Shifting set

Integration of multiple streams of

information

Working memory

Inhibitory control

approach

BEH

AV

IOR

One Equation, Two Unknowns

Implications for Prevention 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?

SampleSampleChildren 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

High Aggressive Low Aggressive

Sample Size 234 133

Sex 69% male 62% male

Aggression 33.69 10.76

PATHs to SuccessPATHs to SuccessIntervention trial in Harrisburg

School District

Fall Spring Fall Spring Fall Spring Fall Spring

2007 2008 2009 2010 2011

C1 K Pretest

C2 K Pretest

1st Post Test

Intervention

1st Post Test

2nd Follow

up

2nd Follow

Up

Control

Intervention

Control

Violence

Cognitive Control

Parent Peer School

Individual Vulnerability

Behavioral Outcome

Contextual Risk

Affect/ Regulation

Intervention Model

Home Visiting

PATHS

Friendship Group

Neurobiological Neurobiological assessmentsassessments 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

Assessing physiology…Assessing physiology…

TasksTasksInhibitory 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

Preliminary findings-- Preliminary findings-- baselinebaselineTeacher 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

Preliminary findings--Preliminary findings--baselinebaselineRelational 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

Preliminary findings– reaction Preliminary findings– reaction to frustrationto frustrationFor 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

Preliminary findings– reactivity Preliminary findings– reactivity to emotion inductionto emotion inductionFor 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

AcknowledgementsAcknowledgements 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