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

项目4：阅读障碍儿童的大脑激活图谱：磁源成像 学习。项目4(MSI)建议使用脑磁图，也称为磁源 成像(MSI)，以评估阅读和阅读干预的神经相关性的风险儿童或 被确认为阅读障碍的儿童。这一目标将结合以下具体特点来完成 基于阅读的不同阅读不良亚型的脑激活谱研究 项目1(分类)中的组件模型以及对不同 项目2(早期干预)和项目3(补救)的干预。在一系列功能成像研究中 利用MSI，我们已经证明：(A)存在在单个受试者中可识别的大脑激活的轮廓 阅读障碍儿童(定义为单词水平的阅读 无序)在从事这些相同的任务时产生明显不同的激活配置文件 在单一科目水平上可识别；(C)该简档是针对阅读障碍而不是针对通常的 合并症(如注意缺陷多动障碍)和相关障碍(如数学困难)； 以及(D)由于成功的阅读干预，个人资料发生了变化。为了在这项研究的基础上， 我们在对356名儿童的评估中提出了三个具体目标，这些儿童在项目1-3中获得并描述了他们的特征： (1)识别不同阅读成分和不同亚型阅读异常特征的差异 阅读障碍儿童。具体地说，我们将检查激活配置文件如何与各种 对于不同的阅读，不同的阅读任务对各个组成部分的要求可能不同 残疾亚型；(2)建立与反应相关的大脑激活档案的特定任务特征 第二级教学补救，并根据准确的性质和 对几个阅读任务的要求进行解码；以及(3)检查特定任务下大脑激活的变化 与最初未能对强化第三级教学做出适当反应的儿童相关的概况 从第二级干预中获益，以评估正常化程度与 在进一步、更强烈的干预后，年龄较小和年龄较大的学生的异常情况。要实现这些目标 我们将利用最近开发和验证的客观和计算机化方法来实现三个目标 基于非侵入性MSI记录构建功能脑图像 平均和个别受试者数据的微小配置文件差异的分离。我们还将使用 评估阅读的不同组成部分的任务范围。总之，我们建议进行一项系统的调查 随着阅读障碍的分类而变化的不同的大脑特征以及与干预的关系 与此中心应用程序中的其他项目密切相关。

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.