Differential Diagnosis in Learning Disabilities

学习障碍的鉴别诊断

• 批准号: 8601923
• 负责人: RICHARD K OLSON
• 金额: $ 172.54万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-12-01 至 2016-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8601923
• 关键词: Address; Attention deficit hyperactivity disorder; Awareness; Budgets; Childhood; Code; Cognitive; Colorado; Comorbidity; Comprehension; DNA; Data; Differential Diagnosis; Disease; Dizygotic Twins; Early Intervention; Early identification; Etiology; Family; Genes; Genetic; Learning Disabilities; Measures; Mechanics; Monozygotic twins; Mutation; Nucleic Acid Regulatory Sequences; Orthography; Process; Psychometrics; Public Health; Questionnaires; Reading; Reading Disabilities; Recording of previous events; Research; Research Project Grants; Saliva; Sampling; Schedule; Schools; Services; Siblings; Students; Syndrome; Testing; Training; Twin Multiple Birth; Validation; Vocabulary; Writing; comparison group; deep sequencing; disability; executive function; member; phonology; processing speed; skills

DESCRIPTION (provided by applicant): The long-range objectives of the Colorado Learning Disabilities Research Center (CLDRC) are the identification, characterization, validation and amelioration of reading disabilities (both word-level and comprehension), writing disabilities (both writing mechanics and composition), and ADHD, the most prevalent and often co-morbid disorders of childhood. To accomplish these objectives, the CLDRC employs a unique approach that assesses the extent to which genetic and environmental influences underlie these disorders, and that uses covariation in etiology to understand whether deficits in component skills of reading and writing are manifestations of a single syndrome or represent separate subtypes. Test batteries that include psychometric measures of cognitive and academic abilities and processing speed (Project I), word reading, writing, and phonological processes (Project II), ADHD and executive functions (Project III), and reading and listening comprehension (Project V) will be administered to a sample of identical and fraternal twins and their siblings in which at least one member of each twin pair has a reading or writing disability, to an independent sample of twins and their siblings in which at least one member of each twin pair has ADHD, and to a comparison group of twins and their siblings with no school history of reading or writing disabilities or ADHD. Resulting data will be used to assess the etiologies of reading and writing deficits and ADHD, and their comorbidity, as well as their covariation with measures of phonological awareness, phonological decoding, orthographic coding, vocabulary, listening comprehension, processing speed, and executive functions. Project VI will address these questions longitudinally in the CLDRC sample and in a parallel unselected sample of twins. To identify causal mutations in genes and regulatory regions, deep sequencing will be performed from DNA samples extracted from saliva from families of all twin pairs and siblings (Project IV). Administrative and Service core units will be responsible for coordinating the activities of the si research projects, ascertaining and scheduling subjects, obtaining questionnaire data and saliva samples, disseminating data, supervising student training, and administering the Center budget.

描述（由申请人提供）：科罗拉多学习障碍研究中心（CLDRC）的长期目标是识别、表征、验证和改善阅读障碍（包括单词水平和理解）、写作障碍（包括写作技巧和写作）和多动症，这是儿童期最普遍和常见的并发症。为了实现这些目标，CLDRC采用了一种独特的方法，评估遗传和环境影响在多大程度上构成这些疾病的基础，并利用病因学的协变来了解阅读和写作技能的缺陷是单一综合征的表现还是代表单独的亚型。成套测试包括认知和学术能力以及处理速度（项目I）、文字阅读、写作和语音过程（项目II）、ADHD和执行功能（项目III）以及阅读和听力理解（项目V）的心理测量，将对同卵双胞胎和异卵双胞胎及其兄弟姐妹进行测试，其中 每对双胞胎中至少有一人患有阅读或书写障碍，每对双胞胎中至少有一人患有ADHD的双胞胎及其兄弟姐妹的独立样本，以及没有阅读或书写障碍或ADHD学校历史的双胞胎及其兄弟姐妹的对照组。所得数据将用于评估阅读和写作缺陷和ADHD的病因及其共病，以及它们与语音意识、语音解码、正字法编码、词汇、听力理解、处理速度和执行功能的协变。项目VI将在CLDRC样本和平行的双胞胎样本中纵向解决这些问题。为了确定基因和调控区中的因果突变，将对从所有双胞胎和兄弟姐妹家庭的唾液中提取的DNA样本进行深度测序（项目IV）。行政和服务核心单位将负责协调si研究项目的活动，确定和安排主题，获取问卷数据和唾液样本，传播数据，监督学生培训，并管理中心预算。