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

项目摘要/摘要 项目一：阅读、写作和数学学习困难及其原因 与ADHD并存：病因学、神经心理学和功能性 结果 项目I的总体目标是检查学习障碍和ADHD各方面之间的关系 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I的第一个主要目标是进行 阅读(RD)、数学(MD)和写作方面学习障碍的所有方面的病因学-信息性研究 (WD)，以及学习困难和症状的这些维度之间的协变性的原因 注意力缺陷/多动障碍(ADHD)与注意功能的相关但不同的维度 称为认知节奏迟缓。阅读的基本维度和更高维度的测试(单词阅读、阅读 流利和阅读理解)、数学(数学计算、数学流利和数学推理)和写作 (手写、拼写、语法和书面内容)将对250对双胞胎进行测试 8至12岁，至少有一对双胞胎有学习和/或注意力集中的学校历史 困难，以及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，将数据与在CLDRC当前和之前的资助期内测试的双胞胎对结合起来 提供足够的统计能力来测试所有ALL的表型和病因结构的竞争模型 学习障碍(LD)的方方面面。这些模型的结果将为协同工作提供基础 协作性分析，考察学习困难的潜在测量之间的关系， 确定和衡量处理速度和执行职能(项目一和二)、结构和 功能神经成像表型(项目III)和分子遗传风险因素(项目IV)。此外, 项目I将进行两项纵向跟踪研究。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 患有和不患有RD的青少年将完成项目I和项目II测试的简化版本 电池在第一次测试后大约五年。第二项纵向研究将实施一项 对1200多对年轻的成年双胞胎进行了在线结果测量，这些双胞胎之前参与了 CLDRC或我们正在进行的对科罗拉多州或俄亥俄州未选样本的纵向双胞胎研究之一，提供了 对最不发达国家重要的长期发展成果进行成本效益评估。

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.