An ‘integrative neuroscience’ perspective on ADHD: linking cognition, emotion, brain and genetic measures with implications for clinical support

Leanne M Williams BRAINnet; Brain Research and Integrative Neuroscience Network, CA, USA; Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, NSW 2145, Australia. [email protected]; Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, Australia; BRAINnet; Brain Research and Integrative Neuroscience Network, CA, USA; Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, NSW 2145, Australia. [email protected]; Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, Australia

Tracey W Tsang Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, Australia; Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, Australia

Simon Clarke Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, Australia; Center for Research into Adolescents’ Health, The Children’s Hospital at Westmead, Sydney, Australia; Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, Australia; Center for Research into Adolescents’ Health, The Children’s Hospital at Westmead, Sydney, Australia

Michael Kohn Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, Australia; Center for Research into Adolescents’ Health, The Children’s Hospital at Westmead, Sydney, Australia; Brain Dynamics Center, University of Sydney Medical School and Westmead Millennium Institute, Sydney, Australia; Center for Research into Adolescents’ Health, The Children’s Hospital at Westmead, Sydney, Australia

Abstract

There remains a translational gap between research findings and their implementation in clinical practice that applies to attention-deficit/hyperactivity disorder (ADHD), as well as to other major disorders of brain health in childhood, adolescence and adulthood. Research studies have identified potential ‘markers’ to support diagnostic, functional assessment and treatment decisions, but there is little consensus about these markers. Of these potential markers, cognitive measures of thinking functions, such as sustaining attention and associated electrical brain activity, show promise in complementing the clinical management process. Emerging evidence highlights the relevance of emotional, as well as thinking, functions to ADHD. Here, we outline an integrative neuroscience framework for ADHD that offers one means to bring together cognitive measures of thinking functions with measures of emotion, and their brain and genetic correlates. Understanding these measures and the relationships between them is a first step towards the development of tools that will help to assess the heterogeneity of ADHD, and aid in tailoring treatment choices.

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Financial & competing interests disclosure

To the best of our knowledge, all the possible conflicts of interest of the authors, financial or otherwise, including direct or indirect financial or personal relationships, interests, and affiliations, whether or not directly related to the subject of the chapter, are listed below.

Leanne Williams has received fees from Brain Resource Ltd for consultancies that include the development of web-based decision support. Scientific outcomes from the Brain Resource International Database are governed independently by the BRAINnet Foundation (www.brainnet.net). Michael Kohn and Simon Clarke have received research support from Brain Resource Ltd for previous attention-deficit/hyperactivity disorder studies. Michael Kohn is a member of the Strattera (Atomoxetine) Advisory Board for Eli Lilly. The authors have no other relevant affiliations or financial involvement with any organization or entity with a financial interest in or financial conflict with the subject matter or materials discussed in the manuscript apart from those disclosed.

No writing assistance was utilized in the production of this manuscript.

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An ‘integrative neuroscience’ perspective on ADHD: linking cognition, emotion, brain and genetic measures with implications for clinical support

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An ‘integrative neuroscience’ perspective on ADHD: linking cognition, emotion, brain and genetic measures with implications for clinical support

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