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Decomposing complex links between the childhood environment and brain structure in school-aged youth

View ORCID ProfileSeok-Jun Hong, View ORCID ProfileLucinda Sisk, View ORCID ProfileCamila Caballero, View ORCID ProfileAnthony Mekhanik, View ORCID ProfileAmy K. Roy, View ORCID ProfileMichael P. Milham, View ORCID ProfileDylan G. Gee
doi: https://doi.org/10.1101/2020.04.28.063461
Seok-Jun Hong
1Center for the Developing Brain, Child Mind Institute, New York, NY, USA
2Center for Neuroscience Imaging Research, Institute for Basic Science, Sungkyunkwan University, Suwon, South Korea
3Department of Biomedical Engineering, Sungkyunkwan University, Suwon, South Korea
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Lucinda Sisk
4Department of Psychology, Yale University, New Haven, CT, USA
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Camila Caballero
4Department of Psychology, Yale University, New Haven, CT, USA
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Anthony Mekhanik
1Center for the Developing Brain, Child Mind Institute, New York, NY, USA
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Amy K. Roy
5Department of Psychology, Fordham University, Bronx, NY, USA
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Michael P. Milham
1Center for the Developing Brain, Child Mind Institute, New York, NY, USA
6Center for Biomedical Imaging and Neuromodulation, Nathan Kline Institute, Orangeburg, NY, USA
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Dylan G. Gee
4Department of Psychology, Yale University, New Haven, CT, USA
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  • For correspondence: dylan.gee@yale.edu
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ABSTRACT

Childhood experiences play a profound role in conferring risk and resilience for brain and behavioral development. However, how different facets of the environment shape neurodevelopment remains largely unknown. Here we sought to decompose heterogeneous relationships between environmental factors and brain structure in 989 school-aged children from the Adolescent Brain Cognitive Development Study. We applied a cross-modal integration and clustering approach called ‘Similarity Network Fusion’, which combined two brain morphometrics (i.e., cortical thickness and myelin-surrogate markers), and key environmental factors (i.e., trauma exposure, neighborhood safety, school environment, and family environment) to identify homogeneous subtypes. Depending on the subtyping resolution, results identified two or five subgroups, each characterized by distinct brain structure-environment profiles. Notably, more supportive caregiving and school environments were associated with increased myelination, whereas less supportive caregiving, higher family conflict and psychopathology, and higher perceived neighborhood safety were observed with increased cortical thickness. These subtypes were highly reproducible and predicted externalizing symptoms and overall mental health problems. Our findings support the theory that distinct environmental exposures differentially influence neurodevelopment. Delineating more precise associations between risk factors, protective factors, and brain development may inform approaches to enhance risk identification and optimize interventions targeting specific experiences.

Competing Interest Statement

The authors have declared no competing interest.

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The copyright holder for this preprint is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. All rights reserved. No reuse allowed without permission.
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Posted April 30, 2020.
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Decomposing complex links between the childhood environment and brain structure in school-aged youth
Seok-Jun Hong, Lucinda Sisk, Camila Caballero, Anthony Mekhanik, Amy K. Roy, Michael P. Milham, Dylan G. Gee
bioRxiv 2020.04.28.063461; doi: https://doi.org/10.1101/2020.04.28.063461
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Decomposing complex links between the childhood environment and brain structure in school-aged youth
Seok-Jun Hong, Lucinda Sisk, Camila Caballero, Anthony Mekhanik, Amy K. Roy, Michael P. Milham, Dylan G. Gee
bioRxiv 2020.04.28.063461; doi: https://doi.org/10.1101/2020.04.28.063461

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