Brain Organization and Network Connectivity in Persistent Reading Difficulties: A Multimodal Neuroimaging Study

持续性阅读困难中的大脑组织和网络连接：多模式神经影像研究

• 批准号: 10360556
• 负责人: Arturo E Hernandez
• 金额: $ 27.9万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2023-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10360556
• 关键词: Academic achievement; Academic skills; Address; Adolescence; Adopted; Age; Attention; Attention deficit hyperactivity disorder; Behavior; Behavior Therapy; Brain; Brain imaging; Brain region; Categories; Child; Cognitive; Community Networks; Comprehension; Corpus striatum structure; Data; Data Set; Development; Diffusion Magnetic Resonance Imaging; Digit structure; Dimensions; Dorsal; Educational Intervention; English Learner; Functional Magnetic Resonance Imaging; Future; Goals; Image; Individual; Individual Differences; Inferior; Instruction; Intervention; Intervention Studies; Judgment; Language; Learning Disabilities; Linear Models; Magnetic Resonance Imaging; Mathematics; Measures; Mediating; Modeling; Multimodal Imaging; Multivariate Analysis; Neurobiology; Neurosciences Research; Outcome; Parietal; Pathway Analysis; Pathway interactions; Pattern; Performance; Predictive Value of Tests; Process; Property; Psychometrics; Reader; Reading; Reading Disabilities; Research Design; Rest; Scanning; School-Age Population; Signal Transduction; Specificity; Students; Testing; Texas; Text; Thick; Time; Training; base; bilingualism; cognitive neuroscience; cohort; comorbidity; design; eighth grade; graph theory; imaging approach; imaging study; improved; indexing; individual response; individual variation; junior high school; mathematical difficulties; member; multi-component intervention; multimodal neuroimaging; multimodality; myelination; neural correlate; neural network; neuroimaging; novel; peer; predicting response; prognostic value; reading difficulties; relating to nervous system; response; segregation; seventh grade; sex; standardize measure; successful intervention; tool; white matter

Growing evidence from multimodal brain imaging studies highlights the importance of a synergistic approach towards characterizing the neurobiological substrate of reading disability (RD). The overall goal of Project 4 (Imaging) is to develop a comprehensive model of brain network connectivity changes that relate to changes in academic skills. Academic skills interface with task control and attention brain networks in important but poorly understood ways. Project 4 will supplement the cognitive framework developed within Project 2 (Attention). In addition, we propose to evaluate features of brain organization associated with developmental outcomes of the educational interventions addressed in Project 3 (Intervention). Project 4 (Neuroimaging) will address three aims. The first aim is to characterize structural and functional brain connectivity related to change in academic skills and attention abilities, using a dimensional and multimodal imaging approach (Resting-state fMRI, quantitative structural MRI, and DTI). We will use multiple task localizers to generate regions to serve as nodes for network analyses at the individual and group levels and analyze network changes over 3 scans spanning the two years of middle school (beginning of 7th grade, end of 7th, end of 8th grade). The second aim is to test for brain network relationships that are impacted by bilingual language proficiency, and comorbid conditions (e.g. ADHD) within a group of English language learners who have persistent reading difficulties. This aim models individual response to educational interventions (Project 3) as a function of aberrant features of brain organization and connectivity, and uses a rich contextual dataset (Project 2) to test for the impact of important interacting factors. The third aim tests the predictive value of pre-intervention brain data for subsequent response to intervention. Addressing this aim entails training a multivariate pattern analysis model with cohort 1 data (years 1-3), and evaluating the results of that model with independent data from cohort 2 (years 3-5). We will test which type of brain data (e.g. DTI, cortical thickness, resting-state) best predicts future group membership (improver vs. non-improver). We predict that future academic gains will be stronger for those with stronger structural connectivity and tighter within-network correlations (better brain tuning). By successfully addressing these aims, Project 4 will promote novel directions in cognitive neuroscience research featuring longitudinal, multimodal imaging analysis of academic change, identifying features of brain organization that are crucial for typical development of academic skills and predicting successful intervention outcomes.

多模态脑成像研究的越来越多的证据强调了协同方法的重要性 对表征阅读障碍（RD）的神经生物学基础。项目4的总体目标 （成像）是开发一个全面的模型，大脑网络连接的变化， 学术技能。学术技能与任务控制和注意力大脑网络的接口重要但很差， 理解的方式。项目4将补充项目2（注意力）中开发的认知框架。在 此外，我们建议评估与发育结果相关的脑组织特征， 项目3（干预）中涉及的教育干预。项目4（神经成像）将解决三个问题 目标。第一个目标是表征与学术变化相关的结构和功能性大脑连接 技能和注意力能力，使用维度和多模态成像方法（静息状态fMRI， 定量结构MRI和DTI）。我们将使用多个任务定位器来生成作为节点的区域 用于个人和组级别的网络分析，并分析跨越3次扫描的网络变化， 中学的两年（七年级开始，七年级结束，八年级结束）。第二个目标是测试 大脑网络关系受双语语言能力和共病条件的影响 (e.g.注意力缺陷多动障碍）在一组英语学习者谁有持续的阅读困难。这一目标 模拟个体对教育干预的反应（项目3），作为大脑异常特征的函数 组织和连接，并使用丰富的上下文数据集（项目2）来测试重要的 相互作用的因素。第三个目标是测试干预前大脑数据对后续干预的预测价值。 对干预的回应。解决这个问题需要训练一个多变量模式分析模型， 1数据（1-3年），并使用队列2（3-5年）的独立数据评价该模型的结果。 我们将测试哪种类型的大脑数据（例如DTI、皮质厚度、休息状态）最能预测未来组 改进者与非改进者（Improver vs. non-improver）我们预测，未来的学术收益将更强的那些与 更强的结构连接性和更紧密的网络内相关性（更好的大脑调节）。 通过成功实现这些目标，项目4将促进认知神经科学的新方向 研究特点纵向，多模态成像分析的学术变化，确定功能的大脑 组织，这是至关重要的典型发展的学术技能和预测成功的干预 结果。