Differential Diagnosis in Learning Disabilities

学习障碍的鉴别诊断

基本信息

批准号：
8090042
负责人：
RICHARD K OLSON
金额：
$ 107.81万
依托单位：
UNIVERSITY OF COLORADO
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-09-01 至 2012-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8090042
关键词：
Address Age Alleles Attention Attention deficit hyperactivity disorder Awareness Behavioral Behavioral Genetics Blood specimen Budgets Candidate Disease Gene Child Childhood Classification Code Cognitive Collaborations Colorado Comorbidity Complex Comprehension Computer Assisted Computers DNA Data Databases Development Diagnosis Differential Diagnosis Dimensions Disease Dizygotic Twins E-learning Early Diagnosis Environment Etiology Family Funding Gender Genes Genetic Genome Genome Scan Goals Growth Home environment Individual Individual Differences Instruction Interdisciplinary Study Intervention Intervention Studies Knowledge Laboratories Language Learning Disabilities Location Longitudinal Studies Maps Measures Methodology Methods Molecular Genetics Monitor Mutation Nursery Schools Orthography Phenotype Printing Privacy Psychometrics Public Health Quantitative Trait Loci Questionnaires Reader Reading Reading Disabilities Recording of previous events Research Research Personnel Research Project Grants Risk Risk Behaviors Sampling Sampling Studies Schedule Schools Siblings Structure Syndrome Technology Testing Twin Multiple Birth Twin Studies Universities Update Validation Vocabulary Writing base case control comparison group design disability executive function genetic analysis genetic linkage genetic linkage analysis kindergarten language processing member new technology novel phonology programs remediation response skills

项目摘要

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 (CLDRC) 的长期目标是识别、描述、验证和改善阅读障碍和注意力缺陷多动症（ADHD）这两种最普遍且经常并发的儿童疾病。为了实现这些目标，CLDRC 采用了一种独特的方法来评估这些疾病背后的遗传和环境影响的程度，并利用病因学的协变来了解阅读组成技能的缺陷是单一综合征的表现还是代表不同的亚型。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 II）、多动症和执行功能（项目 III）将针对同卵双胞胎和异卵双胞胎及其兄弟姐妹的样本进行管理，其中每对双胞胎中至少有一名成员有阅读障碍，对双胞胎的独立样本进行管理以及他们的兄弟姐妹，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及其兄弟姐妹没有阅读障碍或多动症的学校历史。由此产生的数据将用于评估阅读缺陷（包括单词识别技能、阅读流畅性、理解力和写作）、注意力缺陷多动症及其合并症的病因，以及它们与音素意识、语音解码、正字编码、词汇、听力理解和执行功能。为了绘制影响学习障碍的数量性状基因座，并进行关联和突变分析，将从所有双胞胎的家庭中获取血液样本（项目 IV）。项目 V 将评估 3 个样本对计算机辅助教学的反应：早期（K-4 年级）高危读者、项目 l-3 中确定有阅读障碍的二年级至四年级双胞胎，以及我们为之患有阅读障碍的四年级双胞胎。从学前班开始进行广泛的纵向评估。对项目 V 中指令的反应也将在项目 IV 分子遗传分析中进行研究。行政核心单位将负责协调五个研究项目的活动、确定和安排受试者、获取问卷数据和血液样本以及管理中心预算。阅读障碍和多动症是重要的公共卫生问题。拟议的研究将增进我们对其病因和治疗的理解。