Neural Correlates of Emotion Regulation in Preschool Children with and without Disruptive Behavior Disorders.

Abstract

Risk for chronic and persistent externalizing behavior problems may depend on how well preschool children learn to manage emotional challenges. The mobilization of executive function skills to achieve adaptive goals in emotion-laden contexts may be essential for developing competent emotion regulation in early childhood. To date, empirical support for an integrated executive function-emotion regulation mechanism has been primarily limited to examining general associations between the two constructs. Moreover, how the brains of preschoolers with externalizing behavior problems respond to emotional challenges is an under-explored area of research. The central goal of this dissertation was to elucidate how cognitive micro-processes, and their neural correlates, underpin emerging emotion regulation and early onset externalizing behavior problems. The three studies presented in this dissertation examined Event Related Potential (ERP) components recorded from preschool children with and without externalizing behavior problems. Across studies, all children completed an adapted go no-go task and received performance-contingent, emotionally-valenced feedback. In Study 1, I examined the ERP components Error Related Negativity (ERN), Error Positivity (Pe), and Feedback Related Negativity (FRN) in non-disordered preschool children. Study 1 results revealed that typical preschool children show clear ERN, Pe, and FRN components. Furthermore, contrary to other studies, preschool children showed larger FRN amplitudes following negative feedback than following positive feedback. In Study 2, I compared the amplitudes of the ERN, Pe, FRN, and Inhibitory-N2 components in preschool children clinically referred for Disruptive Behavior Disorders and typical peers. Study 2 results revealed that clinically referred children showed significantly smaller Inhibitory-N2 and Pe waveforms at specific sites. In Study 3, I examined how ERN, Pe, FRN, and Inhibitory-N2 amplitudes related to parent-rated emotion reactivity and regulation in clinically referred and typical preschoolers. Results showed that, overall, smaller Pe and Inhibitory-N2 amplitudes related to poorer parent-rated emotion reactivity and regulation, respectively. However, the relation between ERP component amplitudes and parent rating differed within clinically referred versus typical peers. Across studies, results support an expanded theoretical neurobiological model of emerging emotion regulation and risk for externalizing behavior problems. Implications for understanding, preventing, and intervening with early onset externalizing behavior problems are discussed.