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

基本信息

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
项目类别：
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

项目摘要

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.

项目概要阅读障碍和多动症是常见的神经发育障碍，同时发生率很高。管理人员功能（EF）挑战在这两种疾病中都很常见，但研究尚未检验阅读是否对 EF 缺陷或多动症状态的影响不同。阅读障碍研究进一步受到少数纵向研究的限制神经影像学研究了阅读增长和阅读随时间变化的预测因素。检查 EF 患有 ADHD 的阅读障碍和不患有 ADHD 的阅读障碍是一个尚未充分研究的话题，尽管有可能澄清阅读困难的病因学因素以及理解对学业成绩的影响依赖于阅读。从科学角度来看，这项工作对于消除 ADHD 和 EF 对阅读的贡献至关重要阅读障碍的表现和测试相关的理论模型。实际上，这些信息对于制定有效的评估方法来了解阅读困难并进行有效干预。最终的数据集将包括 80 名典型发展读者 (TD)、80 名患有阅读障碍的学生以及 80 名患有阅读障碍的学生。阅读障碍和多动症。学生将在三四年级（8-10岁）时被招募，数据收藏将涵盖连续三年的访问。目标是：(1) 准确描述 ADHD 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以区分 ADHD 状态对阅读障碍的 EF 缺陷的影响； (3) 确定行为和/或阅读障碍儿童的神经认知纵向阅读增长因共病 ADHD 和/或 EF 缺陷而异地位。我们预测，在比较儿童时，患有阅读障碍的儿童不会因阅读测量而有所不同合并 ADHD 与单独阅读障碍的比较。我们假设 (1) 在患有阅读障碍的儿童中（患有和没有 ADHD），EF 缺陷（但不是 ADHD 诊断）将与较差的阅读能力和神经认知表现指数的差异； (2) 没有 EF 缺陷的阅读障碍儿童将无论 ADHD 状况如何，都比有 EF 缺陷的同龄人表现出更多的阅读增长，并且 (3) EF 缺陷会影响阅读流畅性，但不会影响阅读准确性表现和成长。调查结果将告知我们这些因素是否与孩子在结束阅读方面取得实质性进展有关与其他儿童的差距则不然，并描述了 EF 措施/ADHD 调查在预测方面的效用阅读障碍儿童的阅读成长。这项研究的意义在于发现病因与测试理论模型和构建改进方法的阅读困难相关对有困难的读者进行评估和干预。该提案提供了最大、最长的神经认知迄今为止的阅读障碍研究。最重要的是，目前的工作提供了发现 EF 或 ADHD 的潜力状态可能会阻止一些患有阅读障碍的学生缩小阅读成绩的差距。