Faculty Bibliography

Background: Epidemiological data indicate that rates of pediatric bipolar disorder (BD) and attention deficit/hyperactivity disorder (ADHD) have increased dramatically over the past two decades. Overlapping diagnostic criteria contribute to concerns about over- or mis-diagnosis of both disorders. Movement towards a nosology informed by neurobiology and symptoms, rather than symptoms alone, has the potential to improve the speed and clarity of diagnoses and treatments. To this end, the present study evaluated resting-state functional connectivity (RSFC) in children with primary BD (n=25), primary ADHD (n=24), and typically developing controls (TDCs; n=30) with no history of psychiatric illness. Methods: We enrolled children ages 7-17. Group status was determined via the Child Schedule for Affective Disorders (KSADs-PL). Participants completed an 8-minute RSFC EPI BOLD sequence and a T1 MPRAGE scan. We evaluated RSFC between seeds from the left dorsolateral prefrontal cortex (DLPFC), amygdala, and accumbens areas based on prior research implicating these areas in pediatric BD. Images were analyzed using the CPAC pipeline. Results: Analyses revealed significantly greater RSFC between the (1) left DLPFC and left occipital gyrus proximal to fusiform gyrus and (2) left accumbens area and right superior parietal lobule in TDC vs. BD participants (pairwise comparison ps = .026 and .013, respectively). Conclusions: Data indicate that altered task-independent functional connectivity in the DLPFC and accumbens areas may be specific to pediatric BD. Further study is warranted to determine if this specificity extends to other psychiatric disorders involving irritability, such as anxiety, as a potential biological diagnostic or treatment marker

Stereotyped behaviors are prominent in both the ASD and ID populations; stereotypies can impede social skill acquisition, interfere with learning, and adversely affect an individual's quality of life. The current study explored the effect of cognitive skills and autism spectrum disorder (ASD) on the rate of stereotypies in 2019 children aged 17-39 months. Cognitive abilities were assessed using the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2); two levels of cognitive skill were used: (1) low (cognitive DQ less than or equal to 70), and (2) typical (cognitive DQ greater than 70). Stereotypies were examined utilizing the Baby and Infant Screen for Children with aUtIsm Traits, Part 3 (BISCUIT-Part 3). Children with ASD were found to have greater rates of overall stereotyped behaviors compared to children with atypical development, regardless of cognitive level; however, children with ASD and typical cognitive ability evinced the highest rate of stereotypies. An examination of specific stereotyped behaviors (i.e., unusual play with objects, repeated and unusual vocalizations, repeated and unusual body movements) revealed disparate results. Research and clinical implications regarding these findings are discussed. (C) 2014 Elsevier Ltd. All rights reserved.

In this paper, we propose an implementation science research agenda as it applies to school mental health (SMH). First, we provide an overview of important contextual issues to be considered when addressing research questions pertinent to the implementation of mental health interventions in schools. Next, we critically review three core implementation components: (a) professional development and coaching for school professionals regarding evidence-based practices (EBPs); (b) the integrity of EBPs implemented in schools; and (c) EBP sustainment under typical school conditions. We articulate research questions central to the next generation of research in each of these areas as well as methods to address such questions. Our intent in doing so is to contribute to a developing blueprint to guide community-research partnerships as well as funding agencies in their efforts to advance implementation science in SMH.