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

摘要 这项提案的首要目标是测试一个全面的阅读干预计划的影响 改变儿童阅读理解缺陷的神经生物学机制 自闭症谱系障碍（ASD）。有证据表明，多达65%的自闭症儿童有缺陷， 在阅读理解方面。这最终会对语言、学习和学术成功产生深远的影响 （Nation，Clarke，Wright，&威廉姆斯，2006年）。自闭症儿童的阅读理解能力差， 被他们解码的相对强度所掩盖。此外，一般的阅读理解能力并不好- 因此，目前的治疗方法在其潜力和有效性方面受到限制。在这 项目，我们将测试一组ASD和NT对照组的儿童，他们具有共同的特征 平均水平的解码沿着低于平均水平的阅读理解。我们还包括一个 另一个NT组没有任何阅读理解缺陷，这一组将作为另一个对照 进行更多的比较。我们将测试强化阅读干预训练计划的有效性， 视觉化和语言化对语言理解和思维（V/V）的影响，以及它对改变 ASD儿童阅读理解的脑回路该项目将使用多式联运 基于任务的功能性MRI、静息状态功能性MRI、弥散成像和 神经心理学测试应该指出的是，神经成像以及语言行为研究， 自闭症在很大程度上忽略了一群有理解缺陷的儿童。拟建项目 通过针对自闭症谱系障碍儿童（年龄：7-13岁）的大脑可塑性来解决这一关键差距。平均 解码能力低于平均水平的语言理解儿童是一个重要的问题， 学术和公共卫生意义。这项研究的结果将进一步阐明这一重要问题。 子组。此外，它将测试干预的有效性，从长远来看，可以帮助NT和 有阅读问题的残疾儿童取得学业成功。研究结果可能提供重要的 在学校使用V/V干预的初步步骤。

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.