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）的远程目标是对阅读障碍和多动症的识别，表征，验证和改善，这是两个最普遍的，通常是童年时期的疾病。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的遗传和环境影响的程度，并使用病因的协方差来了解阅读的成分技能不足是单一综合征的表现还是单独的子类型。测试电池，包括认知和学术能力的心理测量指标（项目I），阅读，写作和语言流程（项目II），ADHD和执行功能（项目III）将用于一个相同和兄弟双胞胎及其兄弟姐妹的样本，其中每个双胞胎对中的至少一个成员具有阅读障碍，对双胞胎的独立样本及其兄弟姐妹的独立样本，其中至少一个双胞胎的成员在其中至少有一个双胞胎的成员对具有多动症，是双胞胎及其兄弟姐妹的比较小组，没有阅读障碍或多动症的学校历史。结果数据将用于评估阅读缺陷的病因（包括单词识别能力，阅读流利性，理解和写作），ADHD及其合并症，以及它们与音素意识，语音解码，正常学编码，词汇，词汇，理解，听力理解和执行功能的协调。为了绘制影响学习障碍的定量性状基因座，并进行关联和突变分析，将从所有双胞胎对的家族（项目IV）获得血样。项目V将评估3个样本中对计算机辅助教学的反应：早期（K-4th）处于危险的读者，二 - 四年级的双胞胎l-lll中有阅读障碍的二年级双胞胎和4年级的双胞胎，有阅读障碍的双胞胎从学龄前学开始，我们对他们进行了广泛的纵向评估。项目V中对教学的响应也将在IV分子遗传学分析项目中进行研究。行政核心部门将负责协调五个研究项目的活动，确定和调度主题，获取问卷数据和血液样本，并管理中心预算。阅读障碍和多动症是重要的公共卫生问题。拟议的研究将提高我们对他们的病因和修复的理解。