Longitudinal Effects of Spina Bifida on Learning
脊柱裂对学习的纵向影响
基本信息
- 批准号:6868570
- 负责人:
- 金额:$ 31.09万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2005
- 资助国家:美国
- 起止时间:2005-02-01 至 2009-12-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
DESCRIPTION (provided by applicant): Spina bifida myelomeningocele (SB), a neural tube defect associated with deformities of the spine and brain, is associated with motor, non-verbal cognitive, attention, language, and adaptive behavior problems. While these deficiencies are well documented in school-age children, their developmental origins are not well understood since few studies have examined cognitive development for children with SB in early childhood. Research with school- age children has demonstrated that older children with SB have core deficits involving timing, attention orientation, and motor control/learning, and functional deficits in visual perception, attention regulation, and skills involving the integration of information/contingency learning (II/CL): rule-based problem solving, contextual language, and behavioral regulation. These deficits cut across outcome domains. In the current longitudinal study of infants with SB, the development over 6 to 36 months of core deficits and functional deficits from 6-36 months of age, including II/CL skills, have been examined in order to determine their origins and possible links to the later problems identified for SB. Findings from the current longitudinal study show that infants with SB do exhibit core deficits in timing, motor quality and organization, and attention orientation. These core deficits are apparent as early as 7 months of age, persist across early childhood, and appear to be related to growth in emerging functional deficits at 3 years, which demonstrates their importance as a foundation for later SB problems. To link core and functional deficits with school age assessments of similar skills, and to traditional assessments of outcomes, the proposed research will examine longitudinally core and functional deficits for the same 85 children with SB and 73 children normally developing controls that have participated in our current study. In the proposed extension, we will see these children at 7.5, 8.5, and 9.5 years of age to examine growth of core and functional deficits, assess traditional outcomes involving intelligence, language, academics, adaptive behavior, and social functions. We expect that the children's early performance on core and functional tasks will predict their development of similar skills during the early school-age period, and explain variations in traditional outcomes. However, we predict that relations among skills over time will be moderated by the nature and severity of CNS (spine and brain) anomalies and by important environmental variables, including concurrent and previous maternal interactive style. In particular, the caregivers' abilities to maintain the children's attention focus, respond contingently and warmly to children's signals, and provide cognitively enriching verbal input are likely to moderate the degree to which early core deficits lead to functional deficits and predict later ability in these skills. Relations between specific CNS abnormalities documented at 9.5 years for children with SB and the developmental trajectories and concurrent relations with this group of skills, should reveal important information about brain- behavior relations for younger SB children. This study is 1 of few studies of children with SB in the preschool years, and would be the only systematic, comprehensive follow- up into the school- age years. Completion of the study would allow a link with a significant body of research on school- age children with SB.
描述(由申请人提供):脊柱裂脊髓脊膜膨出(SB)是一种与脊柱和大脑畸形相关的神经管缺陷,与运动、非语言认知、注意力、语言和适应性行为问题相关。虽然这些缺陷在学龄儿童中已有充分记录,但其发育起源尚不清楚,因为很少有研究考察 SB 儿童在幼儿期的认知发展。对学龄儿童的研究表明,年龄较大的 SB 儿童存在涉及时间安排、注意力定向和运动控制/学习的核心缺陷,以及视觉感知、注意力调节和涉及信息/应急学习整合的技能方面的功能缺陷(II /CL):基于规则的问题解决、情境语言和行为调节。这些缺陷跨越了成果领域。在目前对 SB 婴儿的纵向研究中,对 6 至 36 个月大的核心缺陷和 6-36 个月大的功能缺陷(包括 II/CL 技能)的发展情况进行了检查,以确定其起源以及与 SB 的可能联系。 SB后来发现的问题。目前的纵向研究结果表明,患有 SB 的婴儿确实在时间安排、运动质量和组织以及注意力方向方面表现出核心缺陷。这些核心缺陷早在 7 个月大时就很明显,并持续存在于整个幼儿期,并且似乎与 3 岁时新出现的功能缺陷的增长有关,这表明它们作为以后 SB 问题的基础的重要性。为了将核心和功能缺陷与类似技能的学龄评估以及传统的结果评估联系起来,拟议的研究将纵向检查参与我们当前参与的 85 名 SB 儿童和 73 名正常发育控制儿童的核心和功能缺陷。学习。在拟议的扩展中,我们将观察这些 7.5 岁、8.5 岁和 9.5 岁的儿童,以检查核心和功能缺陷的增长,评估涉及智力、语言、学术、适应行为和社会功能的传统结果。我们期望儿童在核心和功能任务上的早期表现将预测他们在学龄早期相似技能的发展,并解释传统结果的变化。然而,我们预测,随着时间的推移,技能之间的关系将受到中枢神经系统(脊柱和大脑)异常的性质和严重程度以及重要的环境变量(包括当时和以前的母亲互动方式)的调节。特别是,照顾者保持儿童注意力集中、对儿童信号做出偶然而热情的反应以及提供丰富认知的言语输入的能力可能会缓和早期核心缺陷导致功能缺陷的程度,并预测这些技能的后期能力。 9.5 岁时记录的 SB 儿童的特定 CNS 异常与发育轨迹之间的关系以及与这组技能的并发关系应该揭示有关 SB 儿童大脑行为关系的重要信息。这项研究是针对学龄前 SB 儿童的少数研究之一,也是对学龄期唯一系统、全面的随访。该研究的完成将有助于与针对学龄 SB 儿童的重要研究建立联系。
项目成果
期刊论文数量(0)
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SUSAN LANDRY其他文献
SUSAN LANDRY的其他文献
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