Longitudinal Twin Studies of Reading Difficulties & ADHD

阅读困难的纵向孪生研究

基本信息

批准号：
8601936
负责人：
SALLY J WADSWORTH
金额：
$ 22.99万
依托单位：
UNIVERSITY OF COLORADO
依托单位国家：
美国
项目类别：
财政年份：
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/8601936
关键词：
13 year old Academic achievement Adolescence Affect Age American Psychiatric Association Attention deficit hyperactivity disorder Behavior Disorders Behavioral Behavioral Genetics Child Childhood Cognitive Colorado Comorbidity Complement Comprehension Data Development Differential Diagnosis Disease Dissociation Environment Etiology Exhibits Funding Genes Genetic Goals Hyperactive behavior Impairment Impulsivity Instruction International Intervention Interview Learning Learning Disabilities Measures Methods Nature Occupational Outcome Participant Performance Pharmacological Treatment Policies Process Psychometrics Psychopathology Public Health Questionnaires Reader Reading Reading Disabilities Recording of previous events Research Sampling Siblings Social Functioning Substance Use Disorder Symptoms Testing Time Twin Multiple Birth Twin Studies Writing follow-up fourth grade high risk improved inattention learned behavior meetings member neuropsychological ninth grade novel programs reading comprehension reading difficulties skills social

项目摘要

Reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD) are two ofthe most prevalent behavioral disorders of childhood and, thus, are important public health problems. Moreover, compared to children with either RD or ADHD alone, those who meet criteria for both disorders often have greater social and academic difficulties, and are at higher risk for other behavioral disorders. In order to contribute to a better understanding of the nature of RD, ADHD and their comorbidity, the primary objectives of proposed Project VI ofthe Colorado Learning Disabilities Research Center (CLDRC) are to 1) assess the developmental etiologies of RD, ADHD and their comorbidity; 2) assess the developmental relations among deficits in word reading, comprehension and written expression; and 3) assess key developmental outcomes in adolescence, including academic achievement, social functioning and comorbid psychopathology. To accomplish these objectives, we propose to conduct a five-year follow-up of twin pairs previously tested in the CLDRC, who were between 8 and 13 years of age at their initial assessment. An extensive psychometric test battery, including tests of reading performance, comprehension, written expression and various reading- related processes, cognitive abilities, and behavioral interviews and questionnaires will be administered to 116 twin pairs in which at least one member had a history of reading difficulties and/or ADHD at their initial assessment, to their siblings, and to 40 twin pairs in which neither member had a history of RD or ADHD. These data will be combined with follow-up data previously collected under separate funding (DC05190), as well as with data from the International Longitudinal Twin Studies of Early Reading Development (ILTS), recently funded to extend testing through ninth grade. Combining data from selected ILTS twin pairs and the CLDRC follow-up samples will facilitate more powerful tests ofthe developmental etiologies of reading/writing difficulties, ADHD and their comorbidity. This project will be the first to assess these longitudinal relations and outcomes within a genetically informative sample selected specifically for RD and/or ADHD symptoms. As such, it complements the overall CLDRC program theme in its application of behavioral genetic methods to the assessment ofthe developmental etiologies of reading/writing deficits, ADHD and their comorbidity and covariation with other reading-related cognitive measures.

阅读障碍（RD）和注意力缺陷/多动症（ADHD）是童年最普遍的两个行为障碍，因此是重要的公共卫生问题。此外，与仅患有RD或ADHD的儿童相比，符合这两种疾病标准的孩子通常会遇到更大的社会和学术困难，并且患有其他行为障碍的风险更高。为了更好地了解RD，ADHD及其合并症的性质，科罗拉多州学习障碍研究中心（CLDRC）提议的VI项目的主要目标是1）评估RD，ADHD及其合并症的发展病因； 2）评估单词阅读，理解和书面表达中缺陷之间的发展关系； 3）评估青春期的关键发展成果，包括学术成就，社会功能和合并症的心理病理学。为了实现这些目标，我们建议对以前在CLDRC中测试过的双对的五年随访，他们在初步评估时在8至13岁之间进行。广泛的心理测试电池，包括阅读表现，理解，书面表达以及各种与阅读相关的过程，认知能力以及行为访谈和问卷调查的测试，将进行116对，其中至少一个成员在最初的评估，对他们的兄弟姐妹和40个TWIN PAIRS上的阅读困难和/或ADH的史无前及的历史。这些数据将与先前在单独资金（DC05190）中收集的后续数据以及来自国际纵向双胞胎研究（ILTS）（ILTS）的数据相结合，该数据最近资助用于将测试扩展到九年级。结合来自选定的ILTS双对的数据和CLDRC随访样品将有助于对阅读/写作困难，ADHD及其合并症的发展病因进行更强大的测试。该项目将是第一个评估专门针对RD和/或ADHD症状的遗传信息样本中这些纵向关系和结果的项目。因此，它在将行为遗传方法应用于读/写作缺陷，ADHD及其合并症以及与其他与阅读相关的认知指标的协方差评估时，对总体CLDRC计划主题进行了补充。