Influence of ADHD and Executive Functions on Developmental Dyslexia

ADHD 和执行功能对发育性阅读障碍的影响

• 批准号: 10445111
• 负责人: JOANNA CHRISTODOULOU
• 金额: $ 68.73万
• 依托单位: MGH INSTITUTE OF HEALTH PROFESSIONS
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10445111
• 关键词: Affect; Age; Attention deficit hyperactivity disorder; Behavioral; Brain; Categories; Child; Corpus striatum structure; DSM-V; Data; Data Collection; Data Set; Development; Developmental reading disorder; Diagnosis; Diagnostic; Disease; Dyslexia; Etiology; Executive Dysfunction; Exhibits; Functional Magnetic Resonance Imaging; Growth; Heterogeneity; Inferior frontal gyrus; Intervention; Lateral; Left; Magnetic Resonance Imaging; Measures; Mission; Modeling; National Institute of Child Health and Human Development; Neurocognitive; Neurodevelopmental Disorder; Occipital lobe; Outcome; Participant; Performance; Predictive Value; Reader; Reading; Recording of previous events; Reporting; Research; Research Design; Sampling; Structure of middle temporal gyrus; Students; Superior temporal gyrus; Surveys; Testing; Theoretical model; Time; Variant; Visit; Work; base; behavior measurement; clinical diagnosis; comorbidity; data quality; diagnostic criteria; executive function; improved; indexing; insight; longitudinal design; meetings; neuroimaging; novel; peer; prevent; reading difficulties; recruit; skills; symptomatology; theories

PROJECT SUMMARY Dyslexia and ADHD are prevalent neurodevelopmental disorders with a high rate of co-occurrence. Executive function (EF) challenges are common in both disorders, but research has yet to examine whether reading is impacted differentially by EF deficits or ADHD status. Dyslexia research is further limited by few longitudinal neuroimaging efforts examining reading growth and predictors of change in reading over time. Examining EF in dyslexia with ADHD and dyslexia without ADHD is an under-studied topic, despite the potential for clarifying etiological factors underlying reading difficulty and understanding the impact on academic outcomes that rely on reading. Scientifically, this effort is essential for disambiguating contributions of ADHD and EF to reading performance in dyslexia and testing associated theoretical models. Practically, this information is crucial for developing effective assessment approaches to understand reading difficulty and intervene effectively. Final datasets will include 80 typically developing readers (TD), 80 students with dyslexia, and 80 students with dyslexia and ADHD. Students will be recruited when they are in grade three or four (ages 8-10), and data collection will span three annual consecutive visits. The objectives are to: (1) precisely characterize ADHD status, EF skills, and reading skills; (2) examine behavioral and neurocognitive correlates of reading to differentiate contributions of EF deficits from ADHD status in dyslexia; and (3) determine whether behavioral and/or neurocognitive longitudinal reading growth for children with dyslexia differ by comorbid ADHD and/or EF deficit status. We predict that children with dyslexia will not differ based on reading measures when comparing children with comorbid ADHD versus dyslexia alone. We hypothesize that (1) among children with dyslexia (with and without ADHD), EF deficits - but not ADHD diagnosis - will be associated with worse reading performance and differences on neurocognitive indices of performance; (2) children with dyslexia who do not have EF deficits will demonstrate more reading growth than their peers with EF deficits, regardless of ADHD status, and (3) EF deficits will impact reading fluency but not reading accuracy performance and growth. Findings will inform us about whether any of these factors are related to children who make substantial progress in closing their reading gaps versus other children do not, as well as characterize the utility of EF measures/ADHD surveys in predicting reading growth among children with dyslexia. The significance of the research extends from discovery of etiology associated with reading difficulties to testing a theoretical model and constructing improved approaches to assessment and intervention for struggling readers. This proposal offers the largest and longest neurocognitive study of dyslexia to date. Most importantly, the current work offers the potential to discover whether EF or ADHD status may prevent some students with dyslexia from closing gaps in reading performance.

项目摘要 阅读障碍和多动症是普遍的神经发育障碍，同时流动率很高。管理人员 功能（EF）挑战在两种疾病中都是常见的，但是研究尚未检查阅读是否是 受EF缺陷或多动症状态的差异影响。阅读障碍研究进一步限制了很少的纵向 神经影像学工作，检查阅读增长和阅读变化随着时间的变化的预测因素。检查Ef in 尽管有潜力澄清 阅读困难和理解依赖学术成果的影响的病因学因素 阅读。从科学上讲，这项努力对于消除ADHD和EF对阅读的贡献至关重要 阅读障碍和测试相关的理论模型的表现。实际上，此信息对于 开发有效的评估方法来了解阅读难度和有效干预。最终的 数据集将包括80个通常开发的读者（TD），80名患有阅读障碍的学生，80名学生 阅读障碍和多动症。学生将在三个或四年级（8-10岁）和数据时招募学生 收集将跨越三年的连续访问。目标是：（1）精确表征多动症状态， EF技能和阅读技能； （2）检查阅读的行为和神经认知相关性 EF缺陷来自多动症症状的贡献； （3）确定行为和/或是否 患有阅读障碍儿童的神经认知纵向阅读增长因合并症和/或EF赤字而不同 地位。我们预测，在比较儿童时，阅读障碍儿童会根据阅读措施而差异 仅合并症ADHD与阅读障碍。我们假设（1）患有阅读障碍的儿童（有和 如果没有多动症），EF缺陷 - 但没有多动症诊断 - 将与阅读绩效较差和 性能神经认知指数的差异； （2）没有EF缺陷的阅读障碍儿童将 表现出比EF缺陷的同龄人的阅读增长更多的阅读增长，无论ADHD状态如何 赤字会影响阅读流利性，但不会影响准确性的性能和增长。调查结果将通知我们 关于这些因素中的任何一个是否与在关闭阅读中取得重大进展的孩子有关 差距与其他儿童没有，并且表征了EF度量/多动症调查的实用性 阅读患有阅读障碍儿童的增长。研究的意义源于病因的发现 与阅读困难有关测试理论模型和构建改进方法相关的 评估和干预苦难读者。该建议提供了最大，最长的神经认知 迄今为止阅读障碍的研究。最重要的是，当前的工作提供了发现EF还是ADHD的潜力 状态可能会阻止一些阅读障碍的学生在阅读表现方面缩小差距。