Learning difficulties in reading, writing, and mathematics and their co-occurrence with ADHD: Etiology, neuropsychology, and functional outcomes

阅读、写作和数学方面的学习困难及其与多动症的共存：病因学、神经心理学和功能结果

• 批准号: 10686617
• 负责人: ERIK G WILLCUTT
• 金额: $ 21.87万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10686617
• 关键词: 12 year old; Adolescent; Attention; Attention deficit hyperactivity disorder; Behavioral; Behavioral Genetics; Child; Classification; Cognitive; Colorado; Data; Development; Differential Diagnosis; Dimensions; Disease; Equation; Etiology; Follow-Up Studies; Foundations; Funding; Gender; General Practitioners; Genes; Genetic; Goals; Handwriting; Hispanic; Individual; Individual Differences; Language; Learning; Learning Disabilities; Longitudinal Studies; Mathematics; Measures; Modeling; Molecular Genetics; Nature; Neurocognitive; Neuropsychology; Ohio; Outcome; Outcome Measure; Phenotype; Reading; Recording of previous events; Regression Analysis; Sampling; Schools; Socioeconomic Status; Structure; Symptoms; Testing; Time; Twin Multiple Birth; Twin Studies; Underserved Population; Writing; base; bilingualism; cognitive ability; cognitive function; comorbidity; cost effective; disability; emerging adult; emerging adulthood; executive function; follow-up; functional outcomes; genetic risk factor; inattention; learning outcome; neuroimaging; phonology; processing speed; psychosocial; reading comprehension; spelling; young adult

PROJECT SUMMARY/ABSTRACT PROJECT I: LEARNING DIFFICULTIES IN READING, WRITING, AND MATHEMATICS AND THEIR CO-OCCURRENCE WITH ADHD: ETIOLOGY, NEUROPSYCHOLOGY, AND FUNCTIONAL OUTCOMES The overall goal of Project I is to examine the relations among all dimensions of learning disabilities and ADHD at the phenotypic, etiological, and developmental levels of analysis and to begin to test these relations in historically understudied and underserved populations. The first primary objective of Project I is to conduct an etiologically-informative study of all aspects of learning disabilities in reading (RD), math (MD), and writing (WD), along with the etiology of covariance among these dimensions of academic difficulties and symptoms of attention-deficit/hyperactivity disorder (ADHD) and the related but distinct dimension of attentional functioning called sluggish cognitive tempo. Tests of basic and higher-order dimensions of reading (word reading, reading fluency, and reading comprehension), math (math calculations, math fluency, and math reasoning), and writing (handwriting, spelling, grammar, and written content) will be administered to a sample of 250 twin pairs between 8 and 12 years of age in which at least one twin has a school history of learning and/or attentional difficulties, along with a comparison sample of 100 twin pairs without learning or attentional difficulties. These data will then be combined with twin pairs tested during the current and previous funding period of the CLDRC to provide sufficient statistical power to test competing models of the phenotypic and etiological structure of all aspects of learning disabilities (LDs). Results of these models will provide a foundation for synergistic collaborative analyses that examine the relations between the latent measures of learning difficulties that are identified and measures of processing speed and executive functions (Project I and II), structural and functional neuroimaging phenotypes (Project III), and molecular genetic risk factors (Project IV). In addition, Project I will conduct include two longitudinal followup studies. In the first study approximately 180 pairs of twins from the CLDRC and an independent sample of 100 bilingual (English and Spanish) Hispanic adolescents with and without RD will complete a streamlined version of the Project I and Project II test batteries approximately five years after they were first tested. The second longitudinal study will administer an online battery of outcome measures to over 1,200 pairs of young adult twins who previously participated in the CLDRC or one of our ongoing longitudinal twin studies of unselected samples in Colorado or Ohio, providing a cost-effective assessment of important longer-term developmental outcomes of LDs.

项目总结/摘要 项目一：阅读、写作和数学方面的学习困难及其 与ADHD共病：病因学、神经心理学和功能 成果 项目一的总体目标是研究学习障碍和注意缺陷多动障碍的各个维度之间的关系 在表型、病因学和发育水平的分析，并开始测试这些关系， 历史上未得到充分研究和服务的人群。项目一的第一个主要目标是开展一项 对阅读（RD）、数学（MD）和写作学习障碍的各个方面进行病因学信息研究 (WD)，沿着的是学业困难和症状这些维度之间协变性的病因 注意力缺陷多动障碍（ADHD）和注意力功能的相关但不同的维度 叫做缓慢的认知克里思。阅读的基本和高阶维度的测试（单词阅读、阅读 数学（数学计算、数学流畅性和数学推理）和写作 （笔迹、拼写、语法和书面内容）将对250对双胞胎样本进行测试。 8至12岁，其中至少一个双胞胎有学习和/或注意力的学校历史 困难，沿着100对没有学习或注意力困难的双胞胎的对照样本。这些 然后，数据将与CLDRC当前和以前资助期间测试的双胞胎组合相结合 提供足够的统计能力来测试所有表型和病因结构的竞争模型， 学习障碍（Learning Disabilities，LD）。这些模型的结果将提供一个基础，协同 协作分析，研究学习困难的潜在措施之间的关系， 识别和测量的处理速度和执行功能（项目一和二），结构和 功能性神经影像表型（项目III）和分子遗传风险因素（项目IV）。此外，本发明还提供了一种方法， 项目I将进行两项纵向随访研究。在第一项研究中，大约180对 来自CLDRC的双胞胎和100名双语（英语和西班牙语）西班牙裔的独立样本 患有和没有RD的青少年将完成项目I和项目II测试的简化版本 电池在首次测试后大约五年。第二项纵向研究将管理一个 超过1,200对年轻的成年双胞胎参加了在线电池的结果测量， CLDRC或我们正在进行的科罗拉多或俄亥俄州的双胞胎样本纵向研究之一，提供了一个 对最不发达国家重要的长期发展成果进行成本效益评估。