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Preschool anxiety disorders predict different patterns of amygdala-prefrontal connectivity at school-age.

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Date
2015
Authors
Carpenter, Kimberly LH
Angold, Adrian
Chen, Nan-Kuei
Copeland, William E
Gaur, Pooja
Pelphrey, Kevin
Song, Allen W
Egger, Helen L
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Abstract
OBJECTIVE: In this prospective, longitudinal study of young children, we examined whether a history of preschool generalized anxiety, separation anxiety, and/or social phobia is associated with amygdala-prefrontal dysregulation at school-age. As an exploratory analysis, we investigated whether distinct anxiety disorders differ in the patterns of this amygdala-prefrontal dysregulation. METHODS: Participants were children taking part in a 5-year study of early childhood brain development and anxiety disorders. Preschool symptoms of generalized anxiety, separation anxiety, and social phobia were assessed with the Preschool Age Psychiatric Assessment (PAPA) in the first wave of the study when the children were between 2 and 5 years old. The PAPA was repeated at age 6. We conducted functional MRIs when the children were 5.5 to 9.5 year old to assess neural responses to viewing of angry and fearful faces. RESULTS: A history of preschool social phobia predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces. Preschool generalized anxiety predicted less functional connectivity between the amygdala and dorsal prefrontal cortices in response to fearful faces. Finally, a history of preschool separation anxiety predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces and greater school-age functional connectivity between the amygdala and dorsal prefrontal cortices to angry faces. CONCLUSIONS: Our results suggest that there are enduring neurobiological effects associated with a history of preschool anxiety, which occur over-and-above the effect of subsequent emotional symptoms. Our results also provide preliminary evidence for the neurobiological differentiation of specific preschool anxiety disorders.
Type
Journal article
Subject
Amygdala
Anxiety, Separation
Child, Preschool
Connectome
Female
Humans
Longitudinal Studies
Magnetic Resonance Imaging
Male
Prefrontal Cortex
Prospective Studies
Permalink
https://hdl.handle.net/10161/9486
Published Version (Please cite this version)
10.1371/journal.pone.0116854
Publication Info
Carpenter, Kimberly LH; Angold, Adrian; Chen, Nan-Kuei; Copeland, William E; Gaur, Pooja; Pelphrey, Kevin; ... Egger, Helen L (2015). Preschool anxiety disorders predict different patterns of amygdala-prefrontal connectivity at school-age. PLoS One, 10(1). pp. e0116854. 10.1371/journal.pone.0116854. Retrieved from https://hdl.handle.net/10161/9486.
This is constructed from limited available data and may be imprecise. To cite this article, please review & use the official citation provided by the journal.
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Scholars@Duke

Angold

Adrian Christopher Angold

Associate Professor Emeritus of Psychiatry and Behavioral Sciences
Developmental epidemiology seeks to apply developmental and epidemiological principles to the study of psychopathology. Within this overall framework, my main research interests relate to the study of depression, anxiety, and disruptive behavior disorders and their effects on service use in children and adolescents. Current activities include studies of (1) relationships among pubertal hormonal changes, morphological changes, life strain, and psychopathology; (2) the development of measures
Carpenter

Kimberly Carpenter

Assistant Professor in Psychiatry and Behavioral Sciences
Dr. Kimberly Carpenter is a clinical neuroscientist specializing in understanding complex brain-behavior relationships in young children with autism and associated disorders. Her program of research includes four interrelated research themes: (1) Understanding the impact of comorbid disorders on clinical and behavioral outcomes of young autistic children; (2) Identification of early risk factors for the development of psychiatric and neurodevelopmental disorders; (3) Identification of brain-b
Chen

Nan-kuei Chen

Adjunct Associate Professor in the Department of Radiology
Dr. Chen is a magnetic resonance imaging (MRI) physicist with research interest in fast image acquisition methodology, pulse sequence design, MRI artifact correction, and application of MRI to studies of neurological diseases. He has been developing novel high-resolution imaging protocols and analysis procedures for mapping structural and functional connectivity of brains. More generally, Dr. Chen's research involves the application of MRI in translational contexts. He has been serving as the pr
Copeland

William Everett Copeland

Adjunct Professor in the Department of Psychiatry and Behavioral Sciences
Egger

Helen Link Egger

Adjunct Professor in the Department of Psychiatry and Behavioral Sciences
Song

Allen Wuming Song

Professor in Radiology
The research in our lab is concerned with advancing structural and functional MRI methodologies (e.g. fast and high-resolution imaging techniques) for human brain imaging. We also aim to improve our understanding of functional brain signals, including spatiotemporal characterizations of the blood oxygenation level dependent contrast and alternative contrast mechanisms that are more directly linked to the neuronal activities. Additional effort is invested in applying and validating the de
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