Mercer research aims to identify earlier signs of disorders like ADHD, autism

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Parth Patel stands at a computer, while Lynzi Holland sits at a table with a child wearing a cap with the fNIRS technology.
Mercer neuroscience majors Parth Patel, standing, and Lynzi Holland work with a child wearing the fNIRs technology. Photo by Leah Yetter

A Mercer University professor is conducting cutting-edge research that could lead to earlier screening for children with suspected learning disabilities, behavioral problems or neurological delays. 

Dr. Anastasia Kerr-German, assistant professor of psychology in the College of Liberal Arts and Sciences, is using innovative technology to scan children’s brains and collect neurocognitive data that, combined with observations, will be analyzed to identify risk factors for such conditions like attention-deficit/hyperactivity disorder, or ADHD, and autism. 

The project examines data from kids ages 2-5, a group for which there is currently little research available due to challenges related to collecting data on young children, Dr. Kerr-German said. 

 “We know from talking to clinicians and parents that, oftentimes, they are aware something is different about their child much earlier than we have any standard assessment to test that,” she said. “Our hypothesis here is that it is likely that early signs are probably present at 2. Whether they’re significantly present to where they could potentially be a clinical tool for screening is kind of up in the air.” 

The goal is to identify and provide evidence of risk factors in young children to motivate state funding for parent education programs and new early interventions for at-risk children, she said.  

“The state and the federal government will not fund education interventions without data to suggest there’s a need,” Dr. Kerr-German said. “At Mercer, we have access to really robust technology that may provide undeniable evidence that there’s a need for interventions with these kids.”  

Since spring 2024, Dr. Kerr-German and a small team of undergraduate students have been volunteering in the toddler and preschool classrooms of Central Georgia Technical College’s early learning centers in Macon and Warner Robins. 

Through observation and student engagement, the team worked with teachers and children on existing behavioral, emotional and psychological concerns. Dr. Kerr-German also co-designed parent education material and complementary teacher education. The Mercer team presented the material at sessions open to all families, where attendees also learned about the study opportunity. 

This past fall, children whose caregivers consented for them to participate in the study were given neurocognitive tests made up of child-friendly games to assess memory, attention and inhibition. Kids wore a special cap using functional near-infrared spectroscopy, or fNIRS, that allowed researchers to collect neurocognitive data while the children played the games. Parents also completed surveys that will be used in conjunction with the children’s neurocognitive data to build risk profiles. 

Testing will continue during the spring semester.

“We already have really rich literature starting at age 5 to 6 on children with ADHD and what their brains look like. We will probably see early indicators of those profiles we see at 6 at age 2, 3 and 4,” she said. “But it’s less about, ‘Do they look like the older kids with the disorder?’ and more about, ‘How do they look different from the same-age peers.’ And at what point is it different enough that it’s causing problems?” 

Families will be provided with the results of the study upon request and receive paperwork and assessment scores to pursue additional follow-up with medical providers or school staff if desired. 

Luke Johnson, a junior majoring in neuroscience, worked in Central Georgia Tech’s Macon and Warner Robins early learning centers, where he observed and interacted with children in the 2-year-old classroom.  

“We would do carpet time with them. We would do sing-a-long time and play with them,” he said. 

As he played with the kids, Johnson, who plans to become a pediatrician, asked questions based on where the children should be developmentally. 

“As we’re doing it, we’re very purposeful to make those observations of, ‘Is this child meeting the standard, or could this be a developmental disorder?’” he said. 

Brett Copeland, director for childcare centers at Central Georgia Tech, said the consistent student participation has been an important part of the project.  

“The Mercer students really do get in and engage with the children, which is really what we want practitioners to do, particularly when they’re assessing young children,” he said. “Children change their interactions constantly. So, we really do need to do a series of observations and not just base our engagement and our understanding on a 15-minute set with a child.” 

In addition, families were impressed with the knowledge Dr. Kerr-German and her students shared at the first family education session in Macon, he said. 

“They connected with the Mercer students in a way where they were comfortable asking questions about their individual children,” Copeland said. “And through the responses they got from our friends at Mercer, families understood that the students had seen their child on a deep level and saw the truth in what they were saying and were very open to receiving that.” 

Being able to provide parents with educational materials about early warning signs and risk factors was an important service of the research project, Johnson said. 

“Mental health and developmental disorders and all the psychiatric stuff is very confusing for caregivers,” he said. “I feel that a lot of times parents just feel hopeless, especially in the area where we’re at, where we don’t have all these resources. I think the education is so rich and vital to these parents.” 

 

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