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The Efficacy of a Visualizing Reading Intervention on Improving the Brain's Reading Network in Children with Autism

可视化阅读干预对改善自闭症儿童大脑阅读网络的功效

基本信息

批准号：
10020679
负责人：
Rajesh K Kana
金额：
$ 56.37万
依托单位：
UNIVERSITY OF ALABAMA IN TUSCALOOSA
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-01 至 2023-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10020679
关键词：
Address Age Area Behavioral Brain Characteristics Child Cognitive Comprehension Control Groups Data Diffusion Diffusion Magnetic Resonance Imaging Disabled Children Education Educational Intervention Effectiveness Functional Magnetic Resonance Imaging Gender Glean Goals Image Intervention Laboratories Language Language Development Language Disorders Light MRI Scans Magnetic Resonance Imaging Masks Measures Nature Neurobiology Neuropsychological Tests Oral Outcome Study Participant Public Health Publishing Randomized Clinical Trials Reading Rest Scanning Schools Severities Specificity Structure Subgroup Symptoms Testing Thinking Training Programs Translating Treatment Efficacy Visual Visuospatial Waiting Lists autism spectrum disorder autistic children base behavioral study brain behavior brain circuitry comprehension deficit efficacy testing improved intervention program language comprehension multimodality neurobiological mechanism neuroimaging phonology post intervention reading comprehension reading difficulties response skills sound success white matter

项目摘要

ABSTRACT The overarching goal of this proposal is to test the impact of a comprehensive reading intervention program on changing the neurobiological mechanisms underlying reading comprehension deficits in children with autism spectrum disorders (ASD). There is evidence that as many as 65% of children with ASD have a deficit in reading comprehension. This ultimately has profound impact on language, learning, and academic success (Nation, Clarke, Wright, & Williams, 2006). Poor reading comprehension in children with autism is often masked by their relative strength in decoding. Moreover, reading comprehension in general is not well- understood, and as a result, current treatments are limited in its potential and in its effectiveness. In this project, we will test a group of children with ASD and NT control participants who share common characteristic of average level decoding along with below average reading comprehension. We also have included an additional NT group without any reading comprehension deficits, and this group will serve as another control for additional comparisons. We will test the efficacy of an intensive reading intervention training program, visualizing and verbalizing for language comprehension and thinking (V/V), and its effects on changing the brain circuitry underlying reading comprehension in children with ASD. The project will use multimodal neuroimaging with task-based functional MRI, resting state functional MRI, diffusion imaging, and neuropsychological testing. It should be noted that neuroimaging as well as behavioral studies of language in autism have largely ignored a subgroup of children with comprehension deficits. The proposed project addresses this critical gap by targeting brain plasticity in children with ASD (age: 7-13 years). Average decoding ability with below average comprehension of language in children is an important problem of academic and public health significance. The outcome of this study will throw more light on this important subgroup of children. In addition, it will test the efficacy of an intervention that can, in the long-run, help NT and disabled children with reading problems to achieve academic success. Findings may provide important preliminary steps in using V/V intervention in schools.

摘要