Most psychiatric illnesses are complex diseases. Like most complex diseases (e.g. heart disease, diabetes, asthma, etc.), the complexity is found in multiple domains: 1) the diseases are heterogeneous in that the symptoms vary from individual to individual; 2) the diseases are multi-factorial with etiologic factors are both genetic and environmental and these etiologic factors are likely interactive rather than additive; and 3) the diseases are developmental suggesting that many of the brain changes that lead to disease are present years to decades prior to onset of the diagnostic symptomology. The development of new and better treatments for psychiatric illnesses is a critical goal for the field; however, for complex illnesses, successful strategies to decrease morbidity and mortality also often include efforts in primary prevention. However, because primary prevention, by definition, includes intervention before onset of disease, efforts need to focus not on the disease itself, but on risk factors for the disease; and often, when the disease is symptomologically complex, on risk factors for components of the disease. Primary prevention has not been a major focus of psychiatric research; and thus there are few models for psychiatric-illness primary prevention research. This manuscript attempts to decrease that gap by focusing on a single component (attentional dysfunction) in a single illness (schizophrenia). The approach uses multiple levels of analyses, from neural circuits to symptomatic behavior (see ), to describe a neurodevelopmental model which includes an interaction between genetic and environmental factors and a biological marker of risk. Preclinical studies which support the potential for a primary prevention strategy are also reviewed.
Schizophrenia has often been conceptualized as a disorder of at least 3 symptom domains: positive symptoms (such as hallucinations and delusions), negative symptoms (such as lack of strong affect and motivation), and cognitive dysfunction (such as problems in attention and working memory). Chronic presentation of the positive symptoms, and to a large extent the negative symptoms, are relatively specific to schizophrenia. The diagnostic criteria for schizophrenia reflect this specificity being heavily weighted towards these two symptom domains. The onset of chronic positive symptoms suggestive of schizophrenia has been documented in a child as young as 3 years of age (
Beresford, Hepburn, & Ross, 2005) and in individuals over 75 years of age (
Barak, Aizenberg, Mirecki, Mazeh, & Achiron, 2002;
Howard, Castle, Wessely, & Murray, 1993). However, the majority of cases have onset of hallucinations and delusions between 15 and 35 years of age (
Morgan, Castle, & Jablensky, 2008), leading to multiple research efforts focused on early identification (
McKenna, Gordon, & Rapoport, 1994;
Miller et al., 1999;
Preda et al., 2002;
Ross et al., 2003;
Schaeffer & Ross, 2002;
Yung et al., 2003), neurocognitive presentation (
Davalos, Compagnon, Heinlein, & Ross, 2004;
Cornblatt, Obuchowski, Roberts, Pollack, & Erlenmeyer-Kimling, 1999;
Seidman et al., 2006), brain changes (
Giedd et al., 1999;
Thompson et al., 2001;
Vidal et al., 2006) and treatment efforts (
Cornblatt, McGorry, McGlashan, & Ross, 2000) in the timeframe preceding the period of highest risk, generally between about 7 and 19 years of age.
While positive symptoms generally develop in late adolescence or early adulthood, the cognitive symptoms of schizophrenia, including problems in attention, develop much earlier. Schizophrenia-associated cognitive impairments are stable across the course of the disease (
Rund, 1998;
Heaton et al., 2001;
Censits, Ragland, Gur, & Gur, 1997;
Hill, Schuepbach, Herbener, Keshevan, & Sweeney, 2004) and present at the same level of impairment at first episode (
Bilder et al., 2000;
Hill et al., 2004;
Hoff et al., 1999;
Mohamed, Paulsen, O'Leary, Arndt, & Andreason, 1999;
Saykin et al., 1994). Because the diagnostic (positive) symptoms do not generally present until adolescence or later, inferences about onset of cognitive deficits are generally drawn from groups with higher risk for later developing schizophrenia. For example, having a parent with schizophrenia increases the risk a child will later develop schizophrenia by approximately 10 times, so a parental history of schizophrenia is often used as a marker of risk. Neuropsychological, behavioral, and symptomatic assessments of children with a parent with schizophrenia demonstrate that schizophrenia-associated attentional difficulties are fully present as young as 6 years of age (
Rieder & Nichols, 1979;
Cornblatt et al., 1999;
Rosenberg et al., 1997;
Jones, Rodgers, Murray, & Marmon, 1994;
Niendam et al., 2003;
Erlenmeyer-Kimling et al., 2000) and those who develop the psychotic symptomology come from this group of children who have attentional deficits (
Erlenmeyer-Kimling et al., 2000;
Marcus, Hans, Auerbach, & Auerbach, 1993;
Gheorge, Baloescu, & Grigorescu, 2004;
Davidson et al., 1999). Attentional deficits can be thought of as an early expression of risk for the disorder.
Standardized, well-accepted assessments of attention are generally only available for children 6 years of age and older and the majority of work on age-of-onset of attentional dysfunction has focused on children age 6 years and above. As a result, until recently, there has been little attempt to determine if the attentional problems are present at even younger ages such as in preschoolers or even infantrs. However, delays in infant motor development correlate with later cognitive performance and infants who later develop schizophrenia have delays in early motor development (
Ridler et al., 2006) suggesting that schizophrenia-associated cognitive dysfunction may be present by early infancy.
While attentional tests for adults and older children can be verbally based, neither verbally-based instructions nor verbally-based outcomes are possible with young infants. In young infants, attentional measures are limited to those that can be inferred from physiological measurements such as auditory evoked potentials (e.g. P50 auditory evoked potential sensory gating, mismatch negativity), heart rate (e.g. heart rate changes in response to visual stimuli and heart rate variability), autonomic responsivity (e.g. prepulse inhibition of startle), and visual-based attention tasks (such as the visual expectation task). We use P50 sensory gating here as a illustrative example because of its association with the genetics (
Leonard et al., 2002;
Flomen et al., 2006) and cognitive deficits of schizophrenia (described below) and its applicability to infant populations (
Kisley, Polk, Ross, Levisohn, & Freedman, 2003b).