FY2023 Annual Report

Abstract

The research of the Human Developmental Neurobiology Unit seeks to advance understanding of the nature and causes of attention deficit hyperactivity disorder (ADHD) and its associated difficulties and to translate this knowledge into research-informed psychosocial interventions for ADHD. We study reinforcement sensitivity, especially the effects of reward cues and schedules of reinforcement on the learning and behavior of children with and without ADHD. Unit members are also investigating children’s language skills and use in different contexts e.g., conversations, telling stories, and their understanding of social interactions, i.e., their expectations of others and allocation of responsibility for social outcomes. We are working with local and international colleagues to incorporate these findings into psychosocial interventions for families of children with ADHD. Well Parent Japan (WPJ), our evidence-based parenting intervention for Japanese parents of children with ADHD, is being implemented in local schools together with a video-training program for teachers. We are developing and evaluating a m(obile) Health behavioral support program through community-based participatory research here in Japan and in Brazil for at risk families. We are expanding our collaboration with community members, beginning with a multi-lingual stakeholder survey.

1. Staff

  • Dr. Emi Furukawa, Group Leader
  • Dr. Shizuka Shimabukuro, Staff Scientist
  • Dr. Mana Oguchi, JSPS Post-Doctoral Research Fellow
  • Dr. An-Katrien Hulsbosch, Post-Doctoral Research Fellow (From January 2024)
  • Dr. Catherine Williams, Clinical Psychologist
  • Ms. Ryoko Uchida, Research Unit Technician 
  • Ms. Emi Nakanishi, Research Unit Technician (part time)
  • Ms. Juli Cornett, Research Unit Technician
  • Ms. Hend Samniya, PhD student
  • Ms. Izabela Mihai, PhD student
  • Ms. Kokila Dilhani Perera, Rotation student/PhD student
  • Ms. Ayame Munoz, Research Unit Administrator
  • Ms. Yuko Goto, POC Project Administrator
  • Ms. Lucy Lai, TSVP Researcher (September 2023 to September 2024)
  • Ms. Naano Nagahama, Research Intern (April 2023 to September 2023)
  • Mr. Ricky Haneda, Research Intern (October 2023 to April 2024) 

2. Collaborations

2.1 Altered motivational processes in ADHD: From research to practice

Description: Translation of behavioral and neuroimaging findings on reinforcement sensitivity into a brief psychoeducational/behavior management program delivered via social media.

Type of collaboration: Joint research

Researchers:

  • Professor Paulo Mattos, MD., Ph.D., D'Or Institute for Research and Education (IDOR)
  • Patrícia Bado, PhD., Catholic University of Rio de Janeiro/IDOR
  • Camila Bernardes, MA., IDOR
  • Dr. Emi Furukawa, Unit

2.2 Investigating sensitivity to different reward structures in ADHD

Description: Novel paradigms are being used to examine the effects of reward delay, reward frequency and reward cues on behavioral allocation, learning, and extinction of behavior using classical conditioning and instrumental learning paradigms.

Type of collaboration: Joint research

Researchers:

  • Dr. Brent Alsop, University of Otago, New Zealand
  • Dr. Saskia Van der Oord, Belgium
  • Dr. Tom Beckers, Belgium
  • Dr. Heloisa Alves, University of Massachusetts Dartmouth, US 
  • Dr. Jeff Wickens, Neurobiology Research Unit, OIST
  • Ms. Silic Bozena, Neurobiology Research Unit, OIST
  • Ms. Kokila Dihani Perera, Unit
  • Dr. An-Katrien Hulsbosch, Unit
  • Dr. Emi Furukawa, Unit

2.3 Emotional reactivity to reinforcement and punishment in ADHD

Description: Analysis of the emotional and behavioral reactivity of children with and without ADHD to reward, extinction and punishment (instrumental learning, conditional discrimination, and response allocation tasks) via heart rate variability, physical activity, and facial expression is ongoing.

Type of collaboration: Joint research

Researchers:

  • Professor Saskia Van der Oord KU Leuven, Belgium
  • Dr. An-Katrien Hulsbosch, Unit

2.4 Supporting Japanese mothers of children with ADHD

Description: Data analysis and drafting of the main trial paper of our multi-site randomized control trial is complete. Training of Well Parent Japan group leaders to trainer status is underway together with revision/updating of training materials/manuals as we move toward implementation of the program (also see feasibility study under 2.7).

Type of collaboration: Joint research (POC-ITR/POC-II grants)

Researchers:

  • Professor David Daley, Nottingham Trent University, UK
  • Professor Akemi Tomoda, University of Fukui, Fukui
  • Professor Takashi Oshio, Hitotsubashi University, Tokyo 
  • Professor Yushiro Yamashita, Kurume University, Fukuoka
  • Dr. Satoshi Harada, Ryukyu Hospital, Okinawa
  • Dr. Takahiro Endo, Ryukyu Hospital, Okinawa
  • Dr. Shizuka Shimabukuro, Unit
  • Ms. Yuko Goto, Unit
  • Life Support Center for families and individuals with neurodevelopmental disorders

2.5 Translational research: Incorporating experimental evidence on altered reward and punishment sensitivity into behavioral management strategies for ADHD

Description: Using a community-based participatory research approach, we are developing a behavioral management support program that is accessible for diverse families. The first module of the program is informed by our empirical research on altered sensitivity to changing contingencies in children with ADHD. A proof-of-concept study of this pilot module delivered via a popular messaging platform is being conducted.

Type of collaboration: Joint research (KAKENHI Scientific Research C).

Researchers:

  • Dr. Aya Kasai, Miyazaki International University
  • Dr. Emi Furukawa, Unit

2.6 Survey and promotion of multicultural society through supporting children with international roots: creating a community where information can be shared, and trust can be established across cultures and languages

Description: Making assessment and intervention resources for ADHD and other childhood conditions available in multiple languages for parents and teachers in Japan and evaluating their reach, acceptability and effects.

Type of collaboration: Collaborator in the project (Funded by Toyota Foundation).

Researchers:

  • Ms. Noriko Yamada, University of Ryukyus
  • NPO SABJA
  • Dr. Emi Furukawa, Unit

2.7 Feasibility study: Implementation of Well Parent Japan (WPJ) in Japanese schools

Description: Working closely with a local education board, we are conducting a feasibility study to evaluate implementation of an evidence-based parent training program, WPJ, in Okinawan schools. School staff are trained to co-lead the parenting groups. Teachers are given the opportunity to view especially developed educational videos on the nature and management of ADHD.

Type of collaboration: Joint research (KAKENHI Scientific Research C).

Researchers:

  • Professor Yushiro Yamashita, Kurume University, Fukuoka
  • Professor David Daley, Nottingham Trent University, UK
  • Nakagami Education Board
  • Dr. Shizuka Shimabukuro, Unit

3. Activities and Findings

3.1 Data collection at the Children's Research Center (CRC) in Okinawa

We continued to collect data with English-speaking children, meeting criteria for ADHD, in Okinawa. This includes detailed clinical assessments of the children's behavior together with participation in multiple computer-based behavioral tasks examining behavioral sensitivity and emotional reactions to different reinforcement structures.

We are currently home to three PhD students, Ms. Hend Samniya, Ms. Izabela Mihai, and Ms. Kokila Dihani Perera. Hend is involved in data collection for three studies evaluating the ability of children with and without ADHD to monitor and repair their social communication. This includes a narrative task, an information gathering (detective task), and an instruction giving task. The relationship between task performance and the children’s social skills will also be is evaluated. Izabela is also busy with data collection for her studies, which examine the expectations of children with and without ADHD for the behavior of others and how they allocate responsibility for good and poor social outcomes. Kokila joined the unit for her PhD and is preparing to collect data for her studies examining the sensitivity to reward-predicting cues in children with and without ADHD.

We hosted a Special Research Student, Ms. Lucy Lai (September 2023 to September 2024), who was also a TSVP fellow, and two research interns Ms. Naano Nagahama (April 2023 to September 2023) and Mr. Ricky Haneda Ricky Haneda (October 2023 to April 2024).

3.2 ADHD and Dopamine Transfer Deficit (DTD)

As part of Ms. Perera’s PhD research, we are developing new computer-based tasks to examine behavioral sensitivity to reward-predicting cues (CS) in children with and without ADHD. One task evaluates children’s tendency to attend to/track cues that predict reward (signs) vs rewards (goals), while the second task evaluates the effects of the classically conditioned cues on the vigor of instrumental behavior.  The work is being carried out in collaboration with Dr. Jeff Wickens and Ms. Silic Bozena, of the OIST Neurobiology Research Unit, and Dr. Tom Beckers of the KU Leuven, and Dr Brent Alsop of the University of Otago.

In collaboration with Dr. Alsop, we are also collecting data for two other experimental tasks. A delayed reinforcement learning task that examines the effect of delayed reinforcement on the learning speed of children with and without ADHD using. The second task evaluates the speed of behavioral extinction after learning under continuous versus partial reinforcement. DTD predicts reduced learning under delayed or partial reinforcement and faster behavioral extinction when reward is discontinued. Data collection with ADHD participants for these two tasks is complete. We recently began collecting control group data.

Dr. Hulsbosch completed data collected for, and prepared a manuscript on, a study investigating learning and extinction in children, with and without ADHD, under conditions of partial and continuous reinforcement. Children with ADHD showed a reduced partial reinforcement extinction effect as predicted by our DTD hypothesis. This work was carried out as part of Dr. Hulsbosch’s PhD theses (co-supervised by Professor Tripp) and in collaboration with Professors van der Oord and Beckers and Dr. De Meyer.

In addition, we completed two theoretical papers. One identified the value of animal (rodent) data in elucidating dopaminergic mechanisms of ADHD and the implications of these findings for understanding human personality. The paper questioned the location of ADHD within the hiToP model of psychopathology, reviewed dopamine dynamics and timing in positive reinforcement and the dopamine transfer deficit hypothesis of ADHD. The second was an invited paper to a Japanese journal and discussed the hypothesized mechanisms underlying the therapeutic effects of methylphenidate in ADHD symptom reduction. Preparation and publication of this work offered a unique opportunity to share our work with Japanese researchers who might not have access to our English language publications. Dr. Wickens co-authored both papers, and Dr. Oguchi and Ms. Nagahama co-authored the Japanese paper.

3.3 Emotional reactivity to discontinuous reward, conditional discrimination, and punishment in ADHD. 

Dr. Hulsbosch has collected physiological and facial expression data to investigate emotional reactions of children with and without ADHD while completing three different tasks: an instrumental learning task under continuous vs. partial reinforcement, a punishment task and a conditional discrimination learning task. Data collection and analyses for the different tasks are finished. 

Results of the punishment task show that children with ADHD show both increased negative and positive emotional responding to the task compared to typically developing children, which was related to slower responding after punishments and rewards were delivered to the children. These results are published in the journal "Research on child and adolescent psychopathology".

Data on the instrumental learning task similarly show increased negative emotional responding to the task in children with ADHD compared to typically developing children, but in this task, this increased emotional responding was not related to altered behavioral responding. A manuscript describing these results is submitted for publication. 

Lastly, children with ADHD also show increased negative emotional responding during the conditional discrimination learning task compared to typically developing children, which was related to reduced task performance in children with ADHD. A manuscript describing these results is currently in preparation. 

3.4 Supporting Japanese mothers of children with ADHD

The results of the pragmatic multi-site randomized control trial (RCT) of our Well Parent Japan (WPJ) demonstrated that WPJ is superior to treatment as usual (TAU) in reducing parenting stress and family strain and improving parenting practices and parenting efficacy. Program delivery costs are modest and the program cost-effective. This is the first cost-effectiveness study of a parenting program in Japan. 

In collaboration with the Kunigami Education Board, we are now conducting a feasibility study of implementation of WPJ through local schools in Okinawa. This version of the program incorporates a series of educational videos for teachers (developed with support from the Community and Public Relations section of OIST). This research is funded by a Kakenhi (Scientific Research C) grant.

Dr. Shimabukuro was advised she is to receive a MEXT Science and Technology Award (Science and Technology Promotion Category) for her efforts to develop, evaluate and implement WPJ to improve support for parents of children with ADHD in Japan. This award will be presented in April 2024

3.5 Accessible behavioral intervention for Brazilian and Japanese of children with ADHD

Access to empirically supported psychosocial treatment for children’s behavioral and emotional difficulties is limited worldwide. We are developing easily accessed, research-informed, treatment programs teaching parents practical behavior management strategies.  In order to ensure the eventual uptake of the program, we have collaborated closely with community members in Japan who have provided input on the program content and delivery. A proof-of concept of study of a pilot module consisting of short videos and daily messages delivered via LINE is being conducted.  We have also developed and tested a Brazilian version of the pilot module. This has been carried out in close collaboration with Brazilian collogues, Dr. Mattos, Dr. Bado and Ms. Bernardes, and following a needs assessment. In Brazil, the program is being delivered via WhatsApp. Preliminary findings are promising; parents used and liked the program and reported reductions in child behavior problems and their use of negative parenting strategies.

3.6 Monitoring and repair of language during social discourse (conversations) of children with and without ADHD

Children with ADHD score lower than typically developing (TD) children on standardized measures of structural and pragmatic language. Most pragmatic language measures rely on parent/teacher reports of the child’s language skills, with little known about language use during social interactions in children with ADHD. This first study of Ms. Samniya’s PhD adds to the small number of observational studies in the field. Transcripts of conversations between children with and without ADHD and a young adult confederate were coded for a range of structural and pragmatic language elements, as well as for the children’s ability to monitor and repair errors. The study identified subtle differences in the structural and pragmatic language performance of children with ADHD compared with their peers. Children with ADHD made more grammatical mistakes, their conversations included more repetitions but fewer filled pauses, and more off-topic responses. The efforts of the children with ADHD to repair their speech were less successful. The confederates, blind to child group, rated children with ADHD as less rewarding to interact with, and made less effort to maintain them in conversation. These data highlight the importance of attending to the language skills of children with ADHD.

3.7 Social functioning in children with and without ADHD: conflict resolution, expectations of others, and allocation of responsibility

Many children with ADHD experience social difficulties. The existing literature and clinical reports suggest that children with ADHD may have unrealistic expectations of their partners in social interactions, fail to recognize their own short-comings, and are more likely to blame others for negative outcomes. This first study of Ms. Mihai’s PhD evaluates potential predictors of social problem-solving skills in a carefully diagnosed sample of children with ADHD. The children viewed and responded to questions about four pre-recorded social scenes from the Interpersonal Negotiation Strategies and completed a battery of measures assessing intellectual functioning, working memory, theory of mind, and language proficiency. The children’s responses to questions were recorded and the quality of their answers coded. Data analysis confirms age-related improvements in social problem-solving performance. The contributions of IQ, ADHD symptom severity, theory of mind, and working memory are consistent with the demands of the different problem-solving steps. Language skills contributed uniquely to problem-solving steps requiring integration of multiple sources of information. The data highlight the complex nature of social problem-solving and the multiple skills needed for its successful execution. Findings have implications for managing the social difficulties of children with ADHD.

4. Publications

4.1 Journals

  • Hulsbosch, A-K., Beckers, T., De Meyer, H., Danckaerts, M., Van Liefferinge, D., Tripp, G*,. Van der Oord, S. (2023). Instrumental learning and behavioral persistence in children with attention-deficit/hyperactivity-disorder: does reinforcement frequency matter? The Journal of Child Psychology and Psychiatry, 64(11), 1631-1640. OPEN ACCESS. *joint senior author
  • Gosling, C. J., Caparos, S., Pinabiaux, C., Schwarzer, G., Rücker, G., Agha, S. S., ... , Tripp, G., .... Cortese, S. (2023). Association between relative age at school and persistence of ADHD in prospective studies: an individual participant data meta-analyses. The Lancet Psychiatry, 10 (12), 922-933. OPEN ACCESS
  • Furukawa, E., Oguchi, M., Nagahama, N., Tripp, G., Wickens, J. (2023). ADHD: Hypothesised effects of methylphenidate on reinforcement processing (Japanese article). Japanese Journal of Clinical Psychopharmacology, 26, 973-979. 
  • Bado, P., de Costa, R., Bernardes, C., Tripp G., Mattos, P., Furukawa, E. (2023). Needs assessment for behavioral parent training for ADHD in Brazil. Frontiers in Psychiatry, 14, 1191289.  OPEN ACCESS
  • Silic, B., Aggarwal, M., Liyanagama, K., Tripp, G., Wickens, J.R. (2023). Conditioned approach behavior of SHR and SD rats during Pavlovian conditioning. Behavioral Brain Research, 443, 114348. OPEN ACCESS
  • Tripp, G. & Wickens, J. (2024). Using rodent data to elucidate dopaminergic mechanisms of ADHD: implications for human personality. Personality Neuroscience 7: e2, 1-13. OPEN ACCESS  

4.2 Oral and Poster Presentations

Conference Symposia

  • “Behavioral parenting programs for ADHD: Cross-cultural considerations and implementation challenges", 11th Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP), 26-28 May, 2023, Kyoto, Japan (Drs Emi Furukawa, Shizuka Shimabukuro, Gail Tripp)
  • "Updating Behavioral Parent Training for ADHD: Content, Context and Cultural Adaptations”, American Professional Society for ADHD and Related Disorders (APSARD) annual conference, 18-21 January, 2024, Orlando, Florida, USA (Drs Emi Furukawa, Shizuka Shimabukuro, Gail Tripp)

Keynote Addresses and invited talks

  • Closing the research to practice gap: Social implementation for attention deficit hyperactivity disorder (ADHD). FY 2023 COI-NEXT Annual Symposium, 20 February 2024, Okinawa, Japan. Tripp G.
  • Altered motivational processes in ADHD: Implications for behavior management and cultural considerations. The 11th Congress of the Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP), 26-28 May 2023, Kyoto, Japan. Tripp G.
  • Is ADHD a disorder of altered reinforcement sensitivity?: Evidence from fMRI studies. The 11th Congress of the Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP), May 2023, Kyoto, Japan. Furukawa, E.

Conference Presentations – Oral

  • Community-based participatory research: Developing accessible research-informed BPT in Japan. Annual APSARD Meeting, 18-21 January 2024, Orlando, Florida. Furukawa, E., Kasai, A., Kirabosi Family Support Group, Tripp, G.
  • Meeting the behavioral support needs of young underserved Brazilian families via Whatsapp. Annual APSARD Meeting, 18-21 January 2024, Orlando, Florida. Bado, P., Bernardes, C., da Costa, R., Furukawa, E., Tripp, G., Mattos, P.
  • Teaching Japanese mothers to care for themselves while supporting their children with ADHD. Annual APSARD Meeting, 18-21 January 2024, Orlando, Florida. Shimabukuro, S., Daley, D., Endo, T., Harada, S., Tomoda, A., Yamashita, Y., Oshio, T., Guo, B., Tripp, G.
  • Cultural differences in punishment/reward sensitivity in ADHD. Implications for research and clinical practice. Annual EUNETHYDIS Meeting, 18-20 September 2023, Montpellier, France. Tripp, G.  
  • Structural and pragmatic language use in children with and without ADHD during social discourse. OIST-Riken Brain Symposium, August 2023 Okinawa, Japan. Samniya, H.
  • Cross-cultural discontinuity in punishment sensitivity: implications for altered motivational processing in ADHD. International Society for Research in Child and Adolescent Psychopathology meeting, 21-24 June 2023, London. Hulsbosch, A-K., Furukawa, E., Alsop, B., Caperelli-Dáquer, E. M., Barbante Casella, E., Van der Oord, S., Tripp, G.
  • Why children with ADHD can’t wait?: The impact of reward availability and predictive cues. The 11th Congress of the Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP), 26-28 May 2023, Kyoto, Japan. Furukawa, E.
  • A community-based participatory research approach to developing a behavioral parenting program. The 11th Congress of the Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP), 26-28 May 2023, Kyoto, Japan. Kasai, A., Kiraboshi Family Support Group, Tripp, G., Furukawa, E.
  • Mobile-health parenting program in Brazil: development and “Wizard-of-Oz” pilot testing. The 11th Congress of the Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP), 26-28 May 2023, Kyoto, Japan. Furukawa, E., Bado, P., Bernardes, C., da Costa, R.Q.M., Mattos, P
  • Adapting evidence-based parent training for ADHD to the Japanese context (HT-11-002). 9th World Congress on ADHD, May 18 to 21, 2023, Amsterdam, The Netherlands. Shimabukuro, S.  

Conference Presentations - Posters

  • Social problem-solving performance in children with ADHD – what Matters? Annual APSARD Meeting, 18-21 January 2024, Orlando, Florida. Porebska, I., Dilhani Perera, K., Tripp, G.
  • Emotional reactivity to reward and punishment in children with and without ADHD. Annual EUNETHYDIS Meeting, 18-20 September 2023, Montpellier. Hulsbosch, A-K., Alsop, B., Danckaerts, M., Van Liefferinge, D., Tripp, G., Van der Oord, S.
  • Addressing altered reinforcement processing through the development of BPT modules in Japan and Brazil. Annual EUNETHYDIS Meeting, 18-20 September 2023, Montpellier. Furukawa, E., Bado, P., Bernardes, C., Quimas Molina Da Costa, R., Mattos, P., Tripp, G.
  • The relationships between experimental task and questionnaire measures if reward/punishment sensitivity in attention deficit hyperactivity disorder (ADHD): a scoping review. Annual EUNETHYDIS Meeting, 18-20 September 2023, Montpellier. Oguchi, M., Furukawa, E., Nagaham, N., Dilhani Perera, K., Tripp, G.
  • Emotional reactivity to reward and punishment in children with and without ADHD. International Society for Research in Child and Adolescent Psychopathology meeting, 21-24 June 2023, London. Hulsbosch, A-K., Alsop, B., Danckaerts, M., Van Liefferinge, D., Tripp, G., Van der Oord, S.
  • Comparing structural and pragmatic language skills in the conversations of children with and without ADHD. The 11th Congress of the Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP), 26-28 May 2023, Kyoto, Japan. Samniya, H., Taylor, S., Tatsuki, M., Tripp, G.
  • Identifying predictors of social problem-solving skills in children with ADHD. The 11th Congress of the Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP), 26-28 May 2023, Kyoto, Japan. Porebska, I., Perera Dilhani, K., Tripp, G.
  • Structural and pragmatic language impairments negatively impact social discourse in children with ADHD. 9th World Congress on ADHD, Amsterdam, 18-21 May 2023. Samniya, H., Taylor, S., Tatsuki, M., Tripp, G.

  • 5. Meetings and Events

  • 5.1 Community outreach

  • Furukawa, E., and research unit members (March 2024). Power of Reward: Impacts on Child Behavior. Public seminar and discussion. OIST Auditorium and online. This was the first of a series of symposia designed to engage Japanese and non-Japanese speaking community members, in Japan, as active community partners in the unit’s translational research. Speakers included individuals affected by ADHD, parents, educators, and support providers from Okinawa and Miyazaki prefectures. Over 100 people participated in the symposium. Japanese and English. 
  • Oguchi, M., (March 2024). Mini lecture about research and career to the Notre Dame Jogakuin Junior and Senior High School, Kyoto, Japan. Online Japanese [https://www.oist.jp/outreach/update/notre-dame-jogakuin-students-visited-oist]
  • Nagahama, N. (July 2023). “Career Talk”. Delivered to the Yokatsu Midorigaoka Junior High School and the Yokatsu High School. As a graduate of both schools Ms. Nagahama was invited to give a talk on her academic pathway and internship experience in the unit. Japanese.
  • Shimabukuro, S. (July 2023). How to help your child improve ability and skill – zone of proximal development (ZPD). Delivered to parents at Yamauchi (Okinawa City) and Kawasaki (Uruma City) elementary schools. Japanese.
  • Shimabukuro, S. (June 2023). Knowledge about behavioral mechanism for Parenting. Delivered to parents at Yamauchi (Okinawa City) and Kawasaki (Uruma City) Elementary schools. Japanese.

5.2 Science communication

  • Porębska I., Perera K., Tripp G. (March 2024). Social functioning of children with and without ADHD. Resolving conflict, expectations of others, and allocation of responsibility. Invited talk at the Clinical Psychology and Experimental Psychopathology Research Unit at University of Groningen (online).
  • Furukawa E., Shiroma, S., Oguchi, M., Yamada, N. (February 2024). Project report: Developing a model for delivering effective child behavioral support based on science. Invited talk at University of Ryukyus. Sponsored by Okinawa Prefecture, Okinawa, Japan. Japanese
  • Tripp, G. (February 2024). Closing the science to practice gap: social implementation for attention deficit hyperactivity disorder (ADHD). FY 2023 COI-NEXT annual Symposium, Onna, Okinawa, Japan.
  • Shimabukuro, S. (January 2024). Well Parent Japan: Parent training program for supporting parents, families and children with ADHD. Research seeds x Okinawa Start-up ecosystem. Meet up vol.2-OIST. Japanese. This event was held in Naha City allowing OIST researchers meet with business companies that belong to the Okinawa Start-up Ecosystem Consortium. [https://share.hsforms.com/1wbGl3j0ZTpWXQPvIQxG8mAcjquf]
  • Furukawa E. & Shimabukuro S. (January 2024). Developing a model for delivering effective child behavioral support based on science. Invited talk at a symposium entitled “Social implementation by researchers: Solving social problems using scientific knowledge generated in universities. Sponsored by Okinawa Prefecture, Okinawa, Japan. Japanese
  • Tripp, G. (2024). Dr Nancy Snow @drpersuasion global communications strategist, and Dr. Gail Tripp, leader of the Human Developmental Neurobiology Unit, discuss their journeys working in Japan, the balancing act of family and science, and ground breaking #ADHD research. [https://twitter.com/OISTedu/status/1771092834906497250] 
  • Porębska I., Perera K., Tripp G. (December 2023). Social functioning of children with and without ADHD. Resolving conflict, expectations of others, and allocation of responsibility. Invited talk at Accare, Groningen, The Netherlands.
  • Porębska I., Perera K., Tripp G. (December 2023). Social functioning of children with and without ADHD. Resolving conflict, expectations of others, and allocation of responsibility. Seminar at Switch-lab at the Katholic University of Leuven (KU Leuven), Belgium.
  • Samniya, H. (September 2023). Social Communication and Language Impairments in ADHD. Talk at the OIST Internal Seminar Series, Okinawa, Japan.
  • Furukawa E. (June 2023). Experimental research to practice. Invited talk at Miyazaki International College, Miyazaki, Japan.
  • Tripp, G. (June, 2023) Breaking down the barriers for children with developmental disorders through international collaborations – An interview with Dr. Gail Tripp. Interview for the Japan Science and Technology Agency (JST), undertaken as part of their “International Brain Circulation series of special interviews and published in Science Japan June 2023. [https://sj.jst.go.jp/interviewsandopinions/2023/c0602-01c.html]
  • Furukawa E. (May 2023). The role of reinforcement and environment in ADHD. Invited talk at University of Ryukyus, Okinawa Japan. Japanese
  • Furukawa E. (May 2023). Beyond traditional experimental paradigms of reward sensitivity. Eunethydis Webinar Series. Japanese.