DISCOURSE AND ACADEMIC SKILLS IN CHILDREN WITH SPINA BIFIDA

脊柱裂儿童的言语和学术技能

• 批准号: 6108911
• 负责人: MARCIA A BARNES
• 金额: $ 16.47万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-03-01 至 2000-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6108911
• 关键词: academic achievement; adolescence (12-20); behavioral /social science research tag; biomarker; child behavior disorders; clinical research; cognition disorders; congenital brain disorder; developmental psychology; human subject; hydrocephalus; intelligence tests; mathematical ability; meningomyelocele; middle childhood (6-11); neural information processing; psychological tests; psychometrics; reading disorder; space perception; spina bifida; visual perception

School-aged children with spina bifida meningomyelocele and hydrocephalus (SBH) have characteristic cognitive and academic impairments in several domains that constrain school success and limit employment opportunities. There is agreement that they exhibit; tangential, verbose and stereotypical speech; non-inferential understanding of what they see and hear; deficit reading comprehension; and poor mathematics skills. Yet, there is little hypothesis-driven research that analyzes how impairment in these domains is related to core cognitive deficits and that analyzes how impairment in these domains is related to the type and extent of brain dysmorphology within the SBH condition. In Project 5, 335 children with SBH between the ages of 8 and 15 years will be tested, along with 96 controls. The Project has two aims: 1. To determine whether a limited number of core deficits can explain cognitive outcomes in school-aged children with SBH. This is accomplished by hypothesis-driven testing of core cognitive processes known to contribute to functioning in the domains of impairment that characterize children with SBH; 2. To test hypotheses about the relation between core deficits and the specific brain dysmorphologies and medical characteristics of SBH, thus linking this project to Projects 3,4 and Core B in which the cerebellum, corpus callosum and other brain regions of interest and medical variables are studied in some detail. This project will provide unique information about the cognitive and biological sources of variability in discourse and academic skills in children with SBH, with important implications for school functioning and vocational adjustment.

患有脊柱裂、脑膜脊髓膨出和脑积水的学龄儿童 (SBH) 在一些方面有特征性的认知和学业障碍 限制学校成功和就业机会的领域。 他们表现出一致；切线的、冗长的和 刻板的言语；对他们所看到的事物的非推理性理解 听到;阅读理解能力不足；和较差的数学能力。然而， 很少有假设驱动的研究来分析损伤如何 这些领域与核心认知缺陷相关，并分析了如何 这些领域的损伤与大脑的类型和范围有关 SBH 状态下的畸形。在项目 5 中，335 名儿童患有 8 岁至 15 岁之间的 SBH 以及 96 岁的儿童将接受测试 控制。该项目有两个目标： 1. 确定有限 核心缺陷的数量可以解释学龄儿童的认知结果 患有 SBH 的儿童。这是通过假设驱动的测试来完成的 已知有助于领域功能的核心认知过程 SBH 儿童特有的障碍； 2. 检验假设 关于核心缺陷与特定大脑之间的关系 SBH 的畸形和医学特征，从而将其联系起来 项目 3,4 和核心 B，其中小脑、语料库 胼胝体和其他感兴趣的大脑区域和医学变量是 研究了一些细节。该项目将提供有关以下方面的独特信息 话语变异性的认知和生物来源 SBH 儿童的学术技能，对 学校运作和职业调整。