BRAIN ACTIVATION PROFILES OF RD IN CHILDREN: A MAGNETIC SOURCE IMAGING STUDY

儿童 RD 的大脑激活概况：磁源成像研究

• 批准号: 7715155
• 负责人: ANDREW C. PAPANICOLAOU
• 金额: $ 26.52万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-12-01 至 2011-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7715155
• 关键词: Address; Adult; Affect; Attention deficit hyperactivity disorder; Auditory; Bilateral; Brain; Brain imaging; Characteristics; Child; Classification; Comorbidity; Comprehension; Condition; Data; Disabled Children; Disease; Dyslexia; Early Intervention; Evaluation; Family; Financial compensation; Functional Imaging; Functional Magnetic Resonance Imaging; Goals; Grant; Image; Imaging Techniques; Individual; Instruction; Intervention; Invasive; Investigation; Lateral; Learning Disabilities; Left; Link; Magnetism; Magnetoencephalography; Maps; Methods; Modeling; National Institute of Child Health and Human Development; Nature; Numbers; Prefrontal Cortex; Procedures; Process; Purpose; Range; Reader; Reading; Reading Disabilities; Reading Disorder; Recruitment Activity; Relative (related person); Research; Risk; Scanning; Sensory Process; Series; Short-Term Memory; Source; Specific qualifier value; Staging; Stimulus; Structure of middle temporal gyrus; Structure of supramarginal gyrus; Students; Temporal Lobe; Testing; Texas; Text; Variant; base; computerized; disability; frontal lobe; hemodynamics; neurophysiology; phonology; relating to nervous system; remediation; response; spatiotemporal; stimulus processing

Project 4: Brain Activation Profiles of Reading Disabilities in Children: A Magnetic Source Imaging Study. Project 4 (MSI) proposes the use of magnetoencephalography, also known as magnetic source imaging (MSI), to evaluate the neural correlates of reading and reading intervention in children at risk for or with identified disabilities involving reading. This objective will be completed in relation to specific features of the brain activation profiles associated with different subtypes of poor readers based on the Reading Components model in Project 1 (Classification) and with adequate and inadequate response to different interventions in Projects 2 (Early Intervention) and 3 (Remediation). In a series of functional imaging studies using MSI, we have shown that (a) there exists a profile of brain activation recognizable at the single subject level, specific to a number of reading tasks; (b) children with dyslexia (defined as a word level reading disorder) produce a distinctly different activation profile when engaged in these same tasks, also recognizable at the single subject level; (c) that the profile is specific to dyslexia and not to the usual comorbidities (e.g. attention deficit hyperactivity disorder) and associated disorders (e.g., math difficulties); and (d) that the profile changes as a result of successful reading interventions. To build upon this research, we propose three specific aims in an evaluation of 356 children obtained and characterized in Projects 1-3: (1) Identify differences in the aberrant profiles specific to different components of reading and to subtypes of reading disabled children. Specifically, we will examine how activation profiles associated with various reading tasks that make different demands on individual component processes may vary for different reading disability subtypes; (2) Establish task-specific features of brain activation profiles associated with response to Tier II instructional remediation, and discern small profile differences contingent on the precise nature and decoding demands of several reading tasks; and (3) Examine task-specific changes of brain activation profiles associated with adequate response to intensive Tier III instruction in children who initially failed to benefit from Tier II intervention in order to assess the degree of normalization vs. compensation in the aberrant profiles of younger and older students after further, more intense intervention. To accomplish these three aims we will make use of recently developed and validated objective and computerized methods for constructing functional brain images on the basis of non-invasive MSI recordings that facilitate disengagement of minute profile differences on averaged and individual subject data. We will also use a range of tasks assessing different components of reading. Altogether, we propose a systematic investigation of different brain profiles that vary with classifications of reading disabilities and in relation to intervention that is closely linked with the other projects in this Center application.

项目4：儿童阅读障碍的大脑激活轮廓：磁源成像 学习。项目4（MSI）提出使用磁脑摄影，也称为磁源 成像（MSI），以评估有风险或有风险的儿童阅读和阅读干预的神经相关性 确定的涉及阅读的残疾。该目标将与特定功能有关 根据阅读 项目1（分类）中的组件模型以及对不同的反应不足和不足 项目2（早期干预）和3（修复）的干预措施。在一系列功能成像研究中 使用MSI，我们表明（a）存在可识别的脑激活的特征 级别，特定于许多阅读任务； （b）阅读障碍的儿童（定义为单词级阅读 障碍）在执行这些相同任务时产生明显不同的激活曲线 可以在单一主题级别上识别； （c）该轮廓特定于阅读障碍，而不是通常 合并症（例如注意力缺陷多动障碍）和相关疾病（例如数学困难）； （d）由于成功阅读干预措施而变化。为了基于这项研究， 我们提出了三个特定目标，以评估356名在项目1-3中获得和表征的儿童： （1）确定针对阅读不同组成部分和亚型的异常曲线的差异 阅读残疾儿童。具体而言，我们将研究如何与各种相关的激活曲线 对单个组件过程提出不同需求的读取任务可能会因不同的阅读而有所不同 残疾亚型； （2）建立与响应相关的大脑激活曲线的特定任务特征 II级教学修复，并辨别出针对确切性质和 对几个阅读任务的解码要求； （3）检查大脑激活的特定任务变化 与最初未能进行的儿童的密集程度III指导相关的配置文件 从II级干预中受益，以评估标准化程度与补偿的程度 在进一步，更激烈的干预之后，年轻学生和年龄较大的学生的异常概况。完成这些 我们将利用最近开发和验证的目标和计算机化方法的三个目标 根据促进的非侵入性MSI记录来构建功能性脑图像 平均和个体主题数据上的分钟轮廓差异的脱离接触。我们还将使用 评估不同组成部分的任务范围。总之，我们提出了一个系统的调查 随着阅读障碍的分类和与干预有关的不同大脑特征 与该中心应用程序中的其他项目密切相关。