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概况：磁源成像 Study.项目4（MSI）提出使用脑磁图，也称为磁源 影像学（MSI），以评估阅读和阅读干预的儿童在风险或 患有阅读障碍的儿童。这一目标将在以下方面完成： 基于阅读的不同亚型的不良阅读者的大脑激活概况 项目1（分类）中的组成部分模型，以及对不同 项目2（早期干预）和项目3（补救）中的干预措施。在一系列的功能成像研究中 使用MSI，我们已经表明：（a）在单个受试者中存在可识别的大脑激活概况 水平，具体到一些阅读任务;（B）阅读障碍儿童（定义为单词水平阅读 当参与这些相同的任务时， 在单一受试者水平上可识别;（c）该概况是特定于阅读障碍，而不是通常的 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）; 以及（d）由于成功的阅读干预，简档改变。为了建立在这项研究的基础上， 我们在对项目1-3中获得并描述的356名儿童进行评估时提出了三个具体目标： (1)识别特定于阅读的不同成分和特定于阅读的亚型的异常谱的差异。 阅读障碍儿童。具体来说，我们将研究如何激活配置文件与各种 对各个组成过程提出不同要求的阅读任务可能因不同的阅读而不同 残疾亚型;（2）建立与响应相关的脑激活谱的特定任务特征， 第二层教学补救，并根据精确的性质和 几种阅读任务的解码要求;（3）检查任务特异性的大脑激活变化 与最初未能接受强化三级教学的儿童的充分反应相关的特征 受益于二级干预，以评估正常化与补偿的程度， 在进一步、更密集的干预后，年轻学生和年长学生的异常情况。完成这些 我们将利用最近开发和验证的客观和计算机化方法， 在非侵入性MSI记录的基础上构建功能性脑图像， 平均和个体受试者数据的分钟曲线差异分离。我们还将使用 评估阅读不同组成部分的任务范围。总之，我们建议进行系统的调查 不同的大脑轮廓随阅读障碍的分类而变化， 与本中心应用程序中的其他项目密切相关。