Brain Organization and Network Connectivity in Persistent Reading Difficulties: A Multimodal Neuroimaging Study

持续性阅读困难中的大脑组织和网络连接：多模式神经影像研究

• 批准号: 9569668
• 负责人: Arturo E Hernandez
• 金额: $ 28.65万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/9569668
• 关键词: Academic achievement; Academic skills; Address; Adolescence; Adopted; Age; Attention; Attention deficit hyperactivity disorder; Behavior; Behavior Therapy; Brain; Brain imaging; Brain region; Categories; Child; Cognitive; Community Networks; Comorbidity; Comprehension; Corpus striatum structure; Data; Data Set; Development; Diffusion Magnetic Resonance Imaging; Digit structure; Dimensions; Dorsal; Educational Intervention; English Learner; Functional Magnetic Resonance Imaging; Future; Goals; Image; Image Analysis; Individual; Individual Differences; Inferior; Instruction; Intervention; Intervention Studies; Judgment; Language; Learning Disabilities; Linear Models; Magnetic Resonance Imaging; Mathematics; Measures; Mediating; Modeling; Multimodal Imaging; Multivariate Analysis; Neurobiology; Neurosciences Research; Outcome; Parietal; Pathway Analysis; Pathway interactions; Pattern; Performance; Predictive Value of Tests; Process; Property; Psychometrics; Reader; Reading; Reading Disabilities; Research Design; Rest; Scanning; School-Age Population; Signal Transduction; Specificity; Structure; Students; Testing; Texas; Text; Thick; Time; Training; base; bilingualism; cognitive neuroscience; cohort; design; eighth grade; graph theory; imaging approach; imaging study; improved; indexing; individual response; individual variation; junior high school; mathematical difficulties; member; multi-component intervention; multimodality; myelination; neural correlate; neural network; neuroimaging; novel; peer; predicting response; prognostic value; reading difficulties; relating to nervous system; response; segregation; seventh grade; sex; standardize measure; successful intervention; tool; white matter

Growing evidence from multimodal brain imaging studies highlights the importance of a synergistic approach towards characterizing the neurobiological substrate of reading disability (RD). The overall goal of Project 4 (Imaging) is to develop a comprehensive model of brain network connectivity changes that relate to changes in academic skills. Academic skills interface with task control and attention brain networks in important but poorly understood ways. Project 4 will supplement the cognitive framework developed within Project 2 (Attention). In addition, we propose to evaluate features of brain organization associated with developmental outcomes of the educational interventions addressed in Project 3 (Intervention). Project 4 (Neuroimaging) will address three aims. The first aim is to characterize structural and functional brain connectivity related to change in academic skills and attention abilities, using a dimensional and multimodal imaging approach (Resting-state fMRI, quantitative structural MRI, and DTI). We will use multiple task localizers to generate regions to serve as nodes for network analyses at the individual and group levels and analyze network changes over 3 scans spanning the two years of middle school (beginning of 7th grade, end of 7th, end of 8th grade). The second aim is to test for brain network relationships that are impacted by bilingual language proficiency, and comorbid conditions (e.g. ADHD) within a group of English language learners who have persistent reading difficulties. This aim models individual response to educational interventions (Project 3) as a function of aberrant features of brain organization and connectivity, and uses a rich contextual dataset (Project 2) to test for the impact of important interacting factors. The third aim tests the predictive value of pre-intervention brain data for subsequent response to intervention. Addressing this aim entails training a multivariate pattern analysis model with cohort 1 data (years 1-3), and evaluating the results of that model with independent data from cohort 2 (years 3-5). We will test which type of brain data (e.g. DTI, cortical thickness, resting-state) best predicts future group membership (improver vs. non-improver). We predict that future academic gains will be stronger for those with stronger structural connectivity and tighter within-network correlations (better brain tuning). By successfully addressing these aims, Project 4 will promote novel directions in cognitive neuroscience research featuring longitudinal, multimodal imaging analysis of academic change, identifying features of brain organization that are crucial for typical development of academic skills and predicting successful intervention outcomes.

多模式脑成像研究的越来越多的证据突出了协同方法的重要性 旨在表征阅读障碍的神经生物学基材（RD）。项目4的总体目标 （成像）是开发大脑网络连接性变化的综合模型，该模型与变化有关 学术技能。学术技能与任务控制和关注大脑网络的互动 理解的方式。项目4将补充项目2（注意）中开发的认知框架。在 此外，我们建议评估与大脑组织的特征 项目3（干预）中解决的教育干预措施。项目4（神经影像学）将解决三个 目标。第一个目的是表征与学术变化有关的结构和功能性大脑连接性 技能和注意力能力，使用维数和多模式成像方法（静止状态fMRI， 定量结构MRI和DTI）。我们将使用多个任务本地化来生成区域以充当节点 用于个人和小组级别的网络分析，并分析3次扫描的网络变化 中学两年（7年级开始，7年级，八年级末）。第二个目的是测试 对于受双语语言水平和合并条件影响的大脑网络关系 （例如ADHD）在一组持续阅读困难的英语学习者中。这个目标 模型对教育干预措施的个人反应（项目3）作为大脑异常特征的函数 组织和连​​通性，并使用丰富的上下文数据集（项目2）来测试重要的影响 相互作用的因素。第三个目标测试了干预前大脑数据的预测价值 对干预的反应。解决此目标需要培训与队列的多元模式分析模型 1个数据（1 - 3年），并使用同类群2（3-5年）的独立数据评估该模型的结果。 我们将测试哪种类型的大脑数据（例如DTI，皮质厚度，静止状态）可以预测未来组 会员资格（协助者与非冲突）。我们预测，未来的学术成就将对有 更强的结构连通性和紧密的网络内部相关性（更好的大脑调整）。 通过成功解决这些目标，项目4将促进认知神经科学的新方向 研究以学术变革的纵向，多模式成像分析，识别大脑的特征 对于典型的学术技能发展和预测成功干预至关重要的组织 结果。