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