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Chunk #25 — Background and rationale — Assessment of substance use patterns & impact on neurocognition

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Adolescent brain cognitive development (ABCD) study: Overview of substance use assessment methods.
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et al., 2011; McCann et al., 2014, McCann et al., 2008; Jager et al., 2008; de Win et al., 2008), inhalants (Takagi et al., 2011a, Takagi et al., 2011b, Takagi et al., 2014; Scott and Scott, 2012, Scott and Scott, 2014), heroin (Zeng et al., 2013; Lundqvist, 2010; Ornstein et al., 2000; Fernández-Serrano et al., 2010), cathinones (Albertson et al., 2016; Patrick et al., 2016), ketamine (Chen et al., 2015; Nagy et al., 2015; Tang et al., 2013; Sun et al., 2014; Morgan et al., 2012a), gamma hydroxybutyrate (Johansson et al., 2014; Sircar et al., 2008; Youn et al., 2015), hallucinogens (lysergic acid diethylamide, phencyclidine, peyote, mescaline, N,N-dimethyltryptamine, alpha-methyltryptamine, or 5-methoxy-N,N-diisopropyltryptamine, psilocybin, or salvia) (Compton et al., 2011; Noworyta-Sokołowska et al., 2016; Graham et al., 2010, Graham et al., 2012; Halpern et al., 2005; Carstairs and Cantrell, 2010; Fickenscher et al., 2006; Mahendran et al., 2016; Ranganathan et al., 2012), and anabolic steroids (Wallin-Miller et al., 2016; Wallin and Wood, 2015; Hildebrandt et al., 2014; Ramos-Pratts et al., 2013; Hermans et al., 2010). Given the common use of caffeinated beverages in youth as young as two years old (Ahluwalia and Herrick, 2015) and growing concern over health effects and addiction