Differential Diagnosis in Learning Disabilities

学习障碍的鉴别诊断

• 批准号: 7933142
• 负责人: RICHARD K OLSON
• 金额: $ 23.54万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-30 至 2011-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7933142
• 关键词: Differential; Diagnosis; Learning; Disabilities

The long-range objectives of the Colorado Learning Disabilities Research Center (CLDRC) are the identification, characterization, validation and amelioration of reading disabilities and ADHD, the two most prevalent and often co-morbid disorders of childhood. To accomplish these objectives, the CLDRC employs a unique approach that assesses the extent to which genetic and environmental influences underlie these disorders, and that uses covariation in etiology to understand whether deficits in component skills of reading are manifestations of a single syndrome or represent separate subtypes. Test batteries that include psychometric measures of cognitive and academic abilities (Project I), reading, writing, and language processes (Project II), and ADHD and executive functions (Project III) will be administered to a sample of identical and fraternal twins and their siblings in which at least one member of each twin pair has a reading disability, to an independent sample of twins and their siblings in which at least one member of each twin pair has ADHD, and to a comparison group of twins and their siblings with no school history of reading disabilities or ADHD. Resulting data will be used to assess the etiologies of reading deficits (including word recognition skills, reading fluency, comprehension, and writing), ADHD, and their comorbidity, as well as their covariation with measures of phoneme awareness, phonological decoding, orthographic coding, vocabulary, listening comprehension, and executive functions. In order to map quantitative trait loci that influence learning disabilities, and conduct association and mutation analyses, blood samples will be obtained from families of all twin pairs (Project IV). Project V will assess response to computer-assisted instruction in 3 samples: early (K-4th) at-risk readers, 2nd - 4th grade twins identified with reading disabilities in Projects l-lll, and 4th grade twins with reading disabilities for whom we have extensive longitudinal assessments starting from preschool. Response to instruction in project V will also be studied in the Project IV molecular-genetic analyses. An administrative core unit will be responsible for coordinating the activities of the five research projects, ascertaining and scheduling subjects, obtaining questionnaire data and blood samples, and administering the Center budget. Reading disabilities and ADHD are important public health problems. The proposed research will advance our understanding of their etiology and remediation.

科罗拉多学习障碍研究中心的长期目标是 识别，表征，验证和改善阅读障碍和多动症，这两个最 儿童时期普遍存在的并且常常是共同发病的疾病。为了实现这些目标，CLDRC采用 一种独特的方法，评估遗传和环境影响的程度，这些 疾病，并使用病因学的协变，以了解是否赤字的组成部分技能的阅读 是单一综合征的表现或代表单独的亚型。测试电池，包括 认知和学术能力（项目I）、阅读、写作和语言的心理测量 过程（项目二），ADHD和执行功能（项目三）将被管理的样本， 同卵和异卵双胞胎及其兄弟姐妹，其中每对双胞胎中至少有一个成员具有阅读 残疾，对双胞胎及其兄弟姐妹的独立样本，其中每对双胞胎中至少有一名成员 一对患有多动症的双胞胎和他们的兄弟姐妹没有阅读的学校历史， ADHD或ADHD。所得数据将用于评估阅读缺陷的病因（包括单词 识别技能，阅读流畅性，理解力和写作），ADHD及其合并症，以及 它们与音素意识，语音解码，正字法编码， 词汇、听力理解和执行功能。为了绘制数量性状基因座， 影响学习障碍，并进行关联和突变分析，血液样本将被 从所有双胞胎对的家庭中获得（项目IV）。项目五将评估对计算机辅助 3个样本的指导：早期（K-4）有风险的读者，2 - 4年级的双胞胎被确定为阅读障碍 在项目I-III和四年级的双胞胎阅读障碍，我们有广泛的纵向 评估从学前班开始。本计划亦会研究对计划V指示的回应 IV分子遗传学分析。一个行政核心单位将负责协调各项活动 在五个研究项目中，确定和安排研究对象，获取问卷数据和血液样本， 样品，并管理中心的预算。阅读障碍和多动症是重要的公共健康 问题拟议的研究将促进我们对其病因和补救措施的理解。