Influence of ADHD and Executive Functions on Developmental Dyslexia

ADHD 和执行功能对发育性阅读障碍的影响

• 批准号: 10808037
• 负责人: JOANNA CHRISTODOULOU
• 金额: $ 7.72万
• 依托单位: MGH INSTITUTE OF HEALTH PROFESSIONS
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10808037
• 关键词: Affect; Age; Attention deficit hyperactivity disorder; Behavioral; Brain; Child; Corpus striatum structure; DSM-V; Data; Data Collection; Data Set; Development; Developmental reading disorder; Diagnosis; Diagnostic; Disease; Dyslexia; Etiology; Exclusion; Executive Dysfunction; Exhibits; Functional Magnetic Resonance Imaging; Growth; Heterogeneity; Inferior frontal gyrus; Intervention; Lateral; Left; Magnetic Resonance Imaging; Measures; Mission; Modeling; National Institute of Child Health and Human Development; Neurocognitive; Neurodevelopmental Disorder; Occipital lobe; Outcome; Participant; Performance; Reader; Reading; Recording of previous events; Reporting; Research; Research Design; Sampling; Structure of middle temporal gyrus; Students; Superior temporal gyrus; Surveys; Testing; Theoretical model; Time; Variant; Visit; Work; behavior measurement; clinical diagnosis; comorbidity; data quality; diagnostic criteria; executive function; improved; indexing; insight; longitudinal design; meetings; neuroimaging; novel; peer; prevent; reading difficulties; recruit; skills; symptomatology; theories

PROJECT SUMMARY Dyslexia and ADHD are prevalent neurodevelopmental disorders with a high rate of co-occurrence. Executive function (EF) challenges are common in both disorders, but research has yet to examine whether reading is impacted differentially by EF deficits or ADHD status. Dyslexia research is further limited by few longitudinal neuroimaging efforts examining reading growth and predictors of change in reading over time. Examining EF in dyslexia with ADHD and dyslexia without ADHD is an under-studied topic, despite the potential for clarifying etiological factors underlying reading difficulty and understanding the impact on academic outcomes that rely on reading. Scientifically, this effort is essential for disambiguating contributions of ADHD and EF to reading performance in dyslexia and testing associated theoretical models. Practically, this information is crucial for developing effective assessment approaches to understand reading difficulty and intervene effectively. Final datasets will include 80 typically developing readers (TD), 80 students with dyslexia, and 80 students with dyslexia and ADHD. Students will be recruited when they are in grade three or four (ages 8-10), and data collection will span three annual consecutive visits. The objectives are to: (1) precisely characterize ADHD status, EF skills, and reading skills; (2) examine behavioral and neurocognitive correlates of reading to differentiate contributions of EF deficits from ADHD status in dyslexia; and (3) determine whether behavioral and/or neurocognitive longitudinal reading growth for children with dyslexia differ by comorbid ADHD and/or EF deficit status. We predict that children with dyslexia will not differ based on reading measures when comparing children with comorbid ADHD versus dyslexia alone. We hypothesize that (1) among children with dyslexia (with and without ADHD), EF deficits - but not ADHD diagnosis - will be associated with worse reading performance and differences on neurocognitive indices of performance; (2) children with dyslexia who do not have EF deficits will demonstrate more reading growth than their peers with EF deficits, regardless of ADHD status, and (3) EF deficits will impact reading fluency but not reading accuracy performance and growth. Findings will inform us about whether any of these factors are related to children who make substantial progress in closing their reading gaps versus other children do not, as well as characterize the utility of EF measures/ADHD surveys in predicting reading growth among children with dyslexia. The significance of the research extends from discovery of etiology associated with reading difficulties to testing a theoretical model and constructing improved approaches to assessment and intervention for struggling readers. This proposal offers the largest and longest neurocognitive study of dyslexia to date. Most importantly, the current work offers the potential to discover whether EF or ADHD status may prevent some students with dyslexia from closing gaps in reading performance.

项目总结 阅读障碍和注意力缺陷多动障碍是一种常见的神经发育障碍，其发生率很高。执行人员 功能(EF)挑战在这两种障碍中都很常见，但研究尚未检查阅读是否 受EF缺陷或ADHD状态的不同影响。阅读障碍的研究由于纵向较少而进一步受到限制。 神经成像努力检查阅读增长和随着时间推移阅读变化的预测因素。在中检查EF 有ADHD的阅读困难和没有ADHD的阅读困难是一个研究不足的话题，尽管有可能澄清 阅读困难的病因和理解对学习成绩的影响 阅读。从科学上讲，这一努力对于消除ADHD和EF对阅读的贡献是至关重要的 阅读障碍的表现及相关理论模型的检验。实际上，这些信息对于 开发有效的评估方法，以了解阅读困难并进行有效干预。最终 数据集将包括80名典型发展中读者(TD)，80名阅读困难学生，以及80名有阅读障碍的学生 阅读障碍和多动症。学生将在三年级或四年级(8-10岁)时被录取，数据 收藏期为每年连续三次。目标是：(1)准确描述ADHD状态， EF技能和阅读技能；(2)考察阅读的行为和神经认知相关性，以区分 阅读障碍中ADHD状态对EF缺陷的贡献；以及(3)决定行为和/或 阅读障碍儿童的神经认知纵向阅读发育不同于ADHD和/或EF缺陷 状态。我们预测，阅读困难的儿童在比较儿童时，不会在阅读测量上有所不同 患有多动症和阅读障碍的患者。我们假设(1)在阅读障碍儿童中(有和 如果没有ADHD)，EF缺陷--但不是ADHD诊断--将与较差的阅读成绩和 学习成绩的神经认知指标的差异；(2)不存在EF缺陷的阅读障碍儿童将 表现出比有EF缺陷的同龄人更多的阅读增长，无论ADHD状态如何，以及(3)EF 阅读缺陷会影响阅读的流利性，但不会影响阅读的准确性、表现和成长。调查结果将告诉我们 关于这些因素是否与儿童在结束阅读方面取得实质性进展有关 与其他儿童不存在的差距，以及EF测量/ADHD调查在预测方面的有效性 阅读困难症儿童的阅读成长。这项研究的意义从病因学的发现延伸到 与阅读困难相关的测试理论模型和构建改进的方法 对有困难的读者进行评估和干预。这一提议提供了最大和最长的神经认知 到目前为止对阅读障碍的研究。最重要的是，目前的工作提供了发现EF或ADHD的可能性 阅读状态可能会阻止一些阅读困难的学生缩小阅读成绩上的差距。