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Genomic Analyses

基因组分析

基本信息

批准号：
10011590
负责人：
JEFFREY R GRUEN
金额：
$ 24.04万
依托单位：
UNIVERSITY OF COLORADO
依托单位国家：
美国
项目类别：
财政年份：
1996
资助国家：
美国
起止时间：
1996-12-01 至 2022-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10011590
关键词：
Affect Age Architecture Attention Attention deficit hyperactivity disorder Behavioral Biological Brain Characteristics Child Clinical Cognitive Collection Colorado Complex Cross-Sectional Studies Data Development Diagnosis Differential Diagnosis Environment Environmental Risk Factor Ethnic Origin Family Fostering Frequencies Funding Genes Genetic Genetic Markers Genetic study Genomics Goals Growth Heritability Image Individual Individual Differences Instruction Intervention Intervention Trial Knowledge Language Learning Learning Disabilities Longitudinal Studies Mathematics Measures Methods Molecular Neural Pathways Neurobiology Neurocognitive Neuropsychological Tests Neuropsychology Other Genetics Pathway interactions Performance Phenotype Population Heterogeneity Prospective cohort Race Reading Reading Disabilities Research Research Design Research Personnel Risk Sampling Schools Siblings Socioeconomic Status Testing Variant base brain circuitry causal variant comorbidity conditioning endophenotype ethnic diversity ethnic minority population executive function gene environment interaction genetic variant genome wide association study genome-wide holistic approach imaging genetics improved mathematics disability neural network neuroimaging phonology pleiotropism processing speed racial minority rare variant relating to nervous system remediation sex skills targeted sequencing trait transmission process treatment response

项目摘要

PROJECT SUMMARY/ABSTRACT PROJECT IV: GENOMIC ANALYSES The overall theme of the Colorado Learning Disabilities Research Center (CLDRC) is that multiple different learning disabilities – including reading disability, math disability, and attention deficit hyperactivity disorder – frequently occur in the same individual as a result of deficits that affect multiple underlying functional domains. Some of these deficits affect a single domain such as phonological processing, and some affect multiple domains such as phonological processing and attention and processing speed. In the projects within the CLDRC, these functional domains will be characterized by their genetic and developmental characteristics and by their interactions with an individual’s environment. In Project IV, we focus on the genetic characteristics of these functional domains at the molecular level through several approaches. We hypothesize that some genetic variants specifically affect a single domain while other genetic variants affect multiple domains. To identify these genetic variants, we will continue our studies of CLDRC families through targeted sequencing in chromosomal regions in which we find genetic effects in a specific domain, and we will extend our search for genetic variants that have effects on multiple domains. We will modify methods for generating a learning disability risk score, based on genome-wide variation, that could be clinically useful and widely applicable regardless of race, ethnicity or sex. We will also examine individual and shared brain circuits that are critical for learning. We will identify the genes that help to determine how well these circuits are formed and function, and will relate these circuits and genes to the functional domains that they serve. Finally, in partnership with an on- going intervention trial for reading disability called the New Haven Lexinome Project, we will examine the genetic basis for differential rates of acquisition of reading skill, the influence of attention, and the interactions between the genetic and the environmental (instruction) effects in an ethnically diverse population of public school children. The overall goal of Project IV is to disentangle the individual and shared genetic, neurobiological, and environmental factors that underlie learning disabilities, and to foster development of useful strategies for diagnosis, for informing effective remediation and for developing interventions.

项目总结/文摘