Erica D. Musser, Ph.D. - US grants
Affiliations: | Department of Psychology | University of Oregon, Eugene, OR, United States | |
| Florida International University |
Area:
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The funding information displayed below comes from the NIH Research Portfolio Online Reporting Tools and the NSF Award Database.The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
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High-probability grants
According to our matching algorithm, Erica D. Musser is the likely recipient of the following grants.| Years | Recipients | Code | Title / Keywords | Matching score |
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| 2016 — 2017 | Musser, Erica D | R03Activity Code Description: To provide research support specifically limited in time and amount for studies in categorical program areas. Small grants provide flexibility for initiating studies which are generally for preliminary short-term projects and are non-renewable. |
Heterogeneity in Adhd: Autonomic, Behavior, Emotion, and Treatment Response @ Florida International University Project Summary/Abstract Emotion reactivity, self-regulation, and effortful control are increasingly recognized as core disruptions in attention-deficit/hyperactivity disorder (ADHD). This study logically follows prior work of PI Musser, co-I Nigg, and colleagues, as well as others in the field, who have begun to examine the roles of these cognitive and emotion factors in ADHD. In prior samples, it has been demonstrated that: 1) ADHD is associated with disruptions in emotional reactivity and regulation (i.e., behavioral and biological), 2) behavioral individual differences observed in ADHD (e.g., surgency, irritability) are explained in part by differential patterns of behavioral and biological emotional reactivity and regulation, 3) cognitive heterogeneity observed in ADHD (e.g., working memory deficits) is explained in part by disruptions in regulation, and 4) ADHD is associated with disruptions in biological and behavioral reward/punishment sensitivity. Thus, theoretical frameworks describing roles of emotion reactivity and both implicit and explicitly regulatory processes as multiple pathways in the expression of ADHD have been supported by this work. Replication of these effects in additional samples is needed to better understand the nature of these associations. Additionally, the degree to which these cognitive and emotion factors may explain individual differences in treatment response in ADHD by serving as potential as mechanisms of change in response to stimulant medications has yet to be investigated. Understanding cognitive and emotional factors' roles in treatment response has the potential to both inform clinical practice and broader ADHD etiological theory. This study takes advantage of co-I Pelham's Tolerance Study (R01 MH00990303-01), a double-blind, cross-over design examining stimulant medication (OROS Methylphenidate) tolerance in children with ADHD. 240 ADHD children will undergo an intake procedure to enter the 8 week Summer Treatment Program (STP). During the first two weeks of the STP, OROS will be titrated to an optimal dose for each child. Children will be randomly assigned: placebo (n=120) or ORSO (n=120) for three weeks. Children will be placed in the cross-over condition for an additional 3 weeks. The proposed study will ask enrolled participants of the Tolerance Study, as well as 120 community-recruited controls to complete a protocol examining the roles of emotion reactivity, self-regulation, and effortful control in 1) heterogeneity in ADHD behavioral profiles, 2) heterogeneity in ADHD treatment response, and 3) mechanisms of change underlying response to stimulant medications. All participants (both ADHD and controls) will complete the task battery for the proposed study, including an emotion induction and suppression, emotional go/no-go, standard go/no-go, spatial span, and reward delay, while psychophysiological data are collected via electrocardiogram, impedance cardiogram, and electrodermal activity. This research will be of interest to researchers with in the field of ADHD etiology and treatment, as well as to practitioners interested in improving treatment response. |
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| 2019 — 2021 | Musser, Erica D | K23Activity Code Description: To provide support for the career development of investigators who have made a commitment of focus their research endeavors on patient-oriented research. This mechanism provides support for a 3 year minimum up to 5 year period of supervised study and research for clinically trained professionals who have the potential to develop into productive, clinical investigators. |
Emotional Systems in Attention-Deficit/Hyperactivity Disorder @ Florida International University Project Summary/Abstract Attention-deficit/hyperactivity disorder (ADHD) is among the most common reasons for childhood mental health referral with a prevalence of 7.8-11%. Despite progress in the domains of basic and translational science, diagnosis and treatment of ADHD remain controversial, etiologies remain uncertain, and clinical prediction remains poor. A multi-method approach to examine mechanisms underlying the disorder is needed to inform both etiological studies and clinical planning. Although ADHD has often been conceptualized as a cognitive disorder with emphasis on attention, executive function, and temporal processing, work by the applicant and others has established the need to integrate emotion regulation into conceptualization of the disorder and clinical care. The ultimate goals of the proposed research and training activities are to develop an independent program of research examining emotion regulation in youth with ADHD, while utilizing multiple methods and tapping into multiple levels of analysis, including behavioral, as well as autonomic and central nervous system functioning. The applicant is already well-versed in behavioral and autonomic levels of analysis as these factors relate to emotional functioning in ADHD. Thus, the proposed training emphasizes skill development in: 1) neuroimaging (i.e., fMRI) task development and data acquisition 2) neuroimaging (i.e., fMRI) data processing and analysis, 3) advanced statistical analysis, 4) training in ethics and professional development. The proposed study seeks to examine the individual and combined effects of emotion regulatory systems (i.e., behavioral, autonomic and central nervous systems) across the domains of negative emotion, positive emotion, and effortful emotion regulation in ADHD. 120 child participants (70 with ADHD; aged 7-12 years) will complete an emotion induction and regulation task (EIRT). Participants will complete the EIRT while in an fMRI scanner with electrocardiogram and respiratory activity are recorded continuously (to index autonomic nervous system activity). This acquisition of this data will allow the applicant to address two inter-related aims, including to: Examine implicit (i.e., automatic, emotion reactivity) regulation of both negative and positive emotion (Aim 1), Examine explicit (i.e., effortful) emotion regulation of both negative and positive emotion (Aim 2) in youth with and without ADHD. These aims will be able to be addressed at multiple levels of analysis. The ultimate goal of this work over time will be to help sharpen psychiatric nosology and provide improved clinical diagnosis, characterization, and prediction, while also moving psychology and psychiatry toward more personalized approaches to treatment and to spur novel interventions. |
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