Dopamine transporter gene moderates response to behavioral parent training in children with ADHD: A pilot study.

Hoofdakker, Barbara J. van den; Nauta, Maaike; Dijck-Brouwer, D.A. Janneke; Veen-Mulders, Lianne van der; Sytema, Sjoerd; Emmelkamp, P.M.G.; Minderaa, Ruud B.; Hoekstra, Pieter J.

doi:10.1037/a0026564

Cited by 37 publications

(31 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, laboratory-based measures that accurately quantify reward responsiveness and motivational tendencies in ASD are lacking, and have yet to be developed. Additionally, a goal for future research is to identify neurobiological ‘traits’ for example, [224] and genetic moderators [225,226] that are predictive of treatment response. This will allow determination of which treatment option works well for a specific subset of individuals with ASD but not for others.…”

Section: Discussionmentioning

confidence: 99%

Social ‘wanting’ dysfunction in autism: neurobiological underpinnings and treatment implications

Kohls

Chevallier

Troiani

et al. 2012

J Neurodevelop Disord

173

154

View full text Add to dashboard Cite

Most behavioral training regimens in autism spectrum disorders (ASD) rely on reward-based reinforcement strategies. Although proven to significantly increase both cognitive and social outcomes and successfully reduce aberrant behaviors, this approach fails to benefit a substantial number of affected individuals. Given the enormous amount of clinical and financial resources devoted to behavioral interventions, there is a surprisingly large gap in our knowledge of the basic reward mechanisms of learning in ASD. Understanding the mechanisms for reward responsiveness and reinforcement-based learning is urgently needed to better inform modifications that might improve current treatments. The fundamental goal of this review is to present a fine-grained literature analysis of reward function in ASD with reference to a validated neurobiological model of reward: the ‘wanting’/’liking’ framework. Despite some inconsistencies within the available literature, the evaluation across three converging sets of neurobiological data (neuroimaging, electrophysiological recordings, and neurochemical measures) reveals good evidence for disrupted reward-seeking tendencies in ASD, particularly in social contexts. This is most likely caused by dysfunction of the dopaminergic–oxytocinergic ‘wanting’ circuitry, including the ventral striatum, amygdala, and ventromedial prefrontal cortex. Such a conclusion is consistent with predictions derived from diagnostic criteria concerning the core social phenotype of ASD, which emphasize difficulties with spontaneous self-initiated seeking of social encounters (that is, social motivation). Existing studies suggest that social ‘wanting’ tendencies vary considerably between individuals with ASD, and that the degree of social motivation is both malleable and predictive of intervention response. Although the topic of reward responsiveness in ASD is very new, with much research still needed, the current data clearly point towards problems with incentive-based motivation and learning, with clear and important implications for treatment. Given the reliance of behavioral interventions on reinforcement-based learning principles, we believe that a systematic focus on the integrity of the reward system in ASD promises to yield many important clues, both to the underlying mechanisms causing ASD and to enhancing the efficacy of existing and new interventions.

show abstract

Section: Discussionmentioning

confidence: 99%

Social ‘wanting’ dysfunction in autism: neurobiological underpinnings and treatment implications

Kohls

Chevallier

Troiani

et al. 2012

J Neurodevelop Disord

173

154

View full text Add to dashboard Cite

show abstract

“…Similarly, variations in the dopamine transporter gene (DAT1) and the serotonin transporter gene (5HTT) have been reported to moderate the sensitivity of children with ADHD to maternal positive emotional expression [23]. Most recently [24], variations in DAT1 were reported to moderate the response of children with ADHD to behavioral parent training such that those with no or only one DAT1 10-repeat allele had a more positive response.…”

Section: Genetic Determinantsmentioning

confidence: 99%

Preventive Interventions for ADHD: A Neurodevelopmental Perspective

2012

View full text Add to dashboard Cite

It is proposed that the time is ripe for the development of secondary preventive interventions for attentiondeficit/hyperactivity disorder (ADHD). By targeting preschool children, a developmental stage during which ADHD symptoms first become evident in most children with the disorder, many of the adverse long-term consequences that typify the trajectory of ADHD may be avoided. A dynamic/ interactive model of the biological and environmental factors that contribute to the emergence and persistence of ADHD throughout the lifespan is proposed. Based on this model, it is argued that environmental influences and physical exercise can be used to enhance neural growth and development, which in turn should have an enduring and long-term impact on the trajectory of ADHD. Central to this notion are 2 hypotheses: 1) environmental influences can facilitate structural and functional brain development, and 2) changes in brain structure and function are directly related to ADHD severity over the course of development and the degree to which the disorder persists or remits with time. We present experimental and correlational data supporting the first hypothesis and longitudinal data in individuals with ADHD supporting the second. The case is made for initiating such an intervention during the preschool years, when the brain is likely to be more "plastic" and perhaps susceptible to lasting modifications, and before complicating factors, such as comorbid psychiatric disorders, academic failure, and poor social and family relationships emerge, making successful treatment more difficult. Finally, we review recent studies in young children with ADHD that might fall under the umbrella of secondary prevention.Keywords ADHD . prevention . environmental enrichment . development . early intervention . preschool.Attention-deficit/hyperactivity disorder (ADHD) is an early emerging neurodevelopmental disorder that persists into adolescence and early adulthood for a substantial portion of afflicted individuals [1]. In addition to the "core symptoms" of inattention, impulsiveness, and hyperactivity that define the disorder, a substantial portion of individuals diagnosed with ADHD present with an array of neurocognitive deficits, psychiatric comorbidities, and social and emotional difficulties [2,3]. As a result of persisting impairments across an array of behavioral domains, long-term outcome for many, if not most, children with ADHD is far from optimal [4].There are several evidence-based pharmacological and psychosocial interventions that are effective for treating the core symptoms and, to a lesser extent, the associated features in youth with ADHD. Both stimulant [5] and nonstimulant [6] medications reduce the severity of core ADHD symptoms, as well as associated oppositional defiant behaviors. Similarly, parent-and school-based behavioral interventions have

show abstract

“…There is also variability in the degree to which children with ADHD improve through behavioral treatments, and this variability may be related to neurobiologic differences. 39 As a child matures, an approach that promotes shared decision-making with parents is needed. 41,42 When children with ADHD reach puberty, they may not consistently respond to behavioral treatments.…”

Section: Psychosocial Strategiesmentioning

confidence: 99%

“…37 Parental Behavioral Training is useful in decreasing disruptive and off-task behaviors in children with ADHD. 38,39,40 Such methods rely on the use of rewards and consequences to shape target behaviors. To reduce cursing, for example, the parent may present adverse consequences (eg, extra chores) or remove something desirable (eg, video games).…”

Section: Psychosocial Strategiesmentioning

confidence: 99%

Are Motivation Deficits Underestimated in Patients With ADHD? A Review of the Literature

Modesto‐Lowe

Chaplin

Soovajian

et al. 2013

Postgraduate Medicine

View full text Add to dashboard Cite

show abstract

Dopamine transporter gene moderates response to behavioral parent training in children with ADHD: A pilot study.

Cited by 37 publications

References 52 publications

Social ‘wanting’ dysfunction in autism: neurobiological underpinnings and treatment implications

Social ‘wanting’ dysfunction in autism: neurobiological underpinnings and treatment implications

Preventive Interventions for ADHD: A Neurodevelopmental Perspective

Are Motivation Deficits Underestimated in Patients With ADHD? A Review of the Literature

Contact Info

Product

Resources

About