Training in Neuroimaging of Cognitive Development in Craniofacial Diagnoses

颅面诊断中认知发展的神经影像培训

• 批准号: 8751689
• 负责人: Amy Lynn Conrad
• 金额: $ 9.97万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-03 至 2019-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8751689
• 关键词: Academic achievement; Achievement; Adolescent; Adult; Affect; Americas; Area; Attention; Awareness; Behavioral; Bilateral; Brain; Caring; Child; Childhood; Cleaved cell; Cleft Lip; Cognition; Cognitive; Cognitive deficits; Complex; Comprehension; Congenital Abnormality; Control Groups; Development; Diagnosis; Diagnostic; Disease; Dyslexia; Early identification; Education; Etiology; Exhibits; Face; Financial compensation; Functional Magnetic Resonance Imaging; Functional disorder; Genetic; Goals; Hearing; Image; Imaging Techniques; Impairment; Incidence; Inferior frontal gyrus; Intervention; Label; Language; Language Disorders; Learning; Learning Disabilities; Left; Life; Link; Live Birth; Measures; Medical; Memory; Mentored Patient-Oriented Research Career Development Award; Mentorship; Modeling; Names; Neurobiology; Occipital lobe; Orthography; Otitis Media; Outcome; Palate; Pathway interactions; Patients; Pattern; Phenocopy; Plant Roots; Population; Predictive Factor; Psychologist; Psychology; Reading; Reading Disabilities; Reporting; Research; Research Activity; Research Project Grants; Schools; Specificity; Speech; Structure; Symptoms; Syndrome; System; Training; Training Activity; Visual; Work; base; boys; cognitive function; college; craniofacial; diagnostic accuracy; disability; effective intervention; hearing impairment; improved; lectures; lexical; neural circuit; neurodevelopment; neuroimaging; neuropsychological; oral cleft; phonology; public health relevance; reading ability; reading difficulties; screening; skills; sound; statistics; symposium; theories; treatment planning

DESCRIPTION (provided by applicant): The purpose of this Mentored Patient-Oriented Research Career Development Award (K23) application is to support the further training and research activities of Dr. Amy L. Conrad in the neurobiology of cognition and the application of this research to patients with non-syndromic oral clefts. Dr. Conrad is a pediatric psychologist trained in the assessment of developmental learning and attention disorders. She has worked on research projects investigating cognitive functioning in children and adolescents with non-syndromic cleft lip and/or palate, as well as other pediatric conditions. Recent work has hypothesized abnormal brain development as a potential primary factor in cognitive and behavioral skills within these children. This opens a new venue of research in cognitive skills. While her training in psychology and learning disabilities is extensive, her education in neurobiology and imaging has been limited. In order to appropriately investigate neurodevelopment in subjects with non-syndromic cleft, she has the short term goals to: 1) obtain in-depth training in neurobiology/development, 2) obtain training in the application and interpretation of neuroimaging in connection with cognition, and 3) extend her education in statistics. This will be achieved through coursework, directed readings, focused lectures/conferences, and mentorship by professionals with strong backgrounds in neurodevelopment, imaging, and statistics. Through the research project and short-term learning goals, Dr. Conrad will progress toward her long-term goal of evaluating neurodevelopment in children with various disorders through assessment and imaging procedures and contributing to effective intervention/care/treatment plans. Oral clefts are among the most common congenital malformation and the majority of these occur in isolation, without a known genetic cause. Research has reported a high incidence of specific learning disabilities (most notably language or reading deficits) among this population. These disabilities, while not in the range of Intellectual Dysfunction, do result in academic achievement problems and may be related to later low college entry rates. Recent work has suggested that these outcomes may be due to abnormal brain structure and function, rather than environmentally influenced. The proposed study will evaluate reading proficiency in subjects with non-syndromic cleft of the lip and/or palate and investigate links to previous hypothesized areas of influence (i.e., early hearing and speech), cognitive skills (i.e., phonemic awareness, rapid labeling, orthographic awareness, visual/verbal memory, and attention), and neurocircuitry involved (as related to previous research on dyslexia). The increased understanding of these skills and the factors influencing them will improve early identification, treatment plans, and will guide appropriate accommodations.

描述（由申请人提供）：这项受过指导的注重患者研究职业发展奖（K23）的目的是支持Amy L. Conrad博士在认知神经生物学以及该研究对非综合性口腔裂口患者中的应用中的进一步培训和研究活动。康拉德（Conrad）博士是一名儿科心理学家，接受了评估发展学习和注意力障碍的培训。她曾从事研究项目，研究了患有非同伴唇裂和/或pape的儿童和青少年的认知功能，以及其他儿科状况。最近的工作假设异常的大脑发展是这些儿童认知和行为技能的潜在主要因素。这为认知技能研究的新场地打开了。尽管她在心理学和学习障碍方面的培训是广泛的，但她在神经生物学和成像方面的教育受到限制。为了适当研究非综合裂解受试者的神经发育，她的短期目标是：1）获得神经生物学/发展中的深入培训，2）在与认知有关的神经影像应用方面进行培训，以及与认知有关的培训，以及3）在统计学方面扩展了教育。这将通过课程，定向阅读，专注的讲座/会议以及具有强大背景神经发育，成像和统计的专业人员的指导来实现。通过研究项目和短期学习目标，Conrad博士将通过评估和成像程序评估患有各种疾病的儿童的神经发育的长期目标，并为有效的干预/护理/治疗计划做出贡献。口腔裂缝是最常见的先天性畸形之一，其中大多数是孤立出现的，没有已知的遗传原因。研究报告了该人群中特定的学习障碍（最著名的语言或阅读缺陷）的高发生率。这些残疾虽然不在智力功能障碍的范围内，但确实会导致学术成就问题，并且可能与后来的低大学入学率有关。最近的工作表明，这些结果可能是由于脑结构和功能异常，而不是对环境影响。拟议的研究将评估嘴唇和/或口感非混合性裂解的受试者的阅读能力，并调查与先前假设的影响领域（即早期的听力和语音），认知技能（即音素意识，快速的，正规的标签，正常贴标性，垂直的记忆记忆，/言语记忆和神经相关的对象）的联系，并涉及（neuroCircuit），并涉及（neuroCircuit），并涉及（neuroCircuit）（同样）。对这些技能和影响这些技能的因素的不断理解将改善早期识别，治疗计划，并将指导适当的住宿。