Differential Diagnosis in Learning Disabilities

学习障碍的鉴别诊断

• 批准号: 7933142
• 负责人: RICHARD K OLSON
• 金额: $ 23.54万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-30 至 2011-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7933142
• 关键词: Differential; Diagnosis; Learning; Disabilities

The long-range objectives of the Colorado Learning Disabilities Research Center (CLDRC) are the identification, characterization, validation and amelioration of reading disabilities and ADHD, the two most prevalent and often co-morbid disorders of childhood. To accomplish these objectives, the CLDRC employs a unique approach that assesses the extent to which genetic and environmental influences underlie these disorders, and that uses covariation in etiology to understand whether deficits in component skills of reading are manifestations of a single syndrome or represent separate subtypes. Test batteries that include psychometric measures of cognitive and academic abilities (Project I), reading, writing, and language processes (Project II), and ADHD and executive functions (Project III) will be administered to a sample of identical and fraternal twins and their siblings in which at least one member of each twin pair has a reading disability, to an independent sample of twins and their siblings in which at least one member of each twin pair has ADHD, and to a comparison group of twins and their siblings with no school history of reading disabilities or ADHD. Resulting data will be used to assess the etiologies of reading deficits (including word recognition skills, reading fluency, comprehension, and writing), ADHD, and their comorbidity, as well as their covariation with measures of phoneme awareness, phonological decoding, orthographic coding, vocabulary, listening comprehension, and executive functions. In order to map quantitative trait loci that influence learning disabilities, and conduct association and mutation analyses, blood samples will be obtained from families of all twin pairs (Project IV). Project V will assess response to computer-assisted instruction in 3 samples: early (K-4th) at-risk readers, 2nd - 4th grade twins identified with reading disabilities in Projects l-lll, and 4th grade twins with reading disabilities for whom we have extensive longitudinal assessments starting from preschool. Response to instruction in project V will also be studied in the Project IV molecular-genetic analyses. An administrative core unit will be responsible for coordinating the activities of the five research projects, ascertaining and scheduling subjects, obtaining questionnaire data and blood samples, and administering the Center budget. Reading disabilities and ADHD are important public health problems. The proposed research will advance our understanding of their etiology and remediation.

科罗拉多学习障碍研究中心（CLDRC）的远程目标是 识别，表征，验证和改善阅读障碍和多动症，两者最大 童年的普遍且经常合并的疾病。为了实现这些目标，CLDRC采用了 一种独特的方法评估遗传和环境影响的程度 疾病，并利用病因协调来了解阅读的组成技能是否缺陷 是单个综合征的表现或表示单独的亚型。测试电池包括 认知和学术能力（项目I），阅读，写作和语言的心理测量指标 流程（项目II），ADHD和行政职能（项目III）将用于一个样本 相同的兄弟双胞胎及其兄弟姐妹，其中至少一个双胞胎有一个读数 残疾，对双胞胎及其兄弟姐妹的独立样本，其中至少一个双胞胎成员 一对有多动症，是一个双胞胎及其兄弟姐妹的比较小组，没有读书的历史 残疾或多动症。结果数据将用于评估阅读缺陷的病因（包括单词 识别技能，阅读流利，理解和写作），ADHD及其合并症以及 它们与音素意识，语音解码，拼字法编码的协调， 词汇，听力理解和执行功能。为了绘制定量特质基因座 影响学习障碍以及进行关联和突变分析，血液样本将是 从所有双子对的家庭获得（项目IV）。项目V将评估对计算机辅助的回应 3个样本中的指示：早期（K-4）处于危险的读者，二年级的双胞胎，识别为阅读障碍 在L-lll的项目中，以及四年级的双胞胎有阅读障碍的双胞胎，我们为他们提供了广泛的纵向 从学前班开始评估。项目V中对教学的响应也将在项目中研究 IV分子遗传学分析。行政核心部门将负责协调活动 在五个研究项目中，确定和调度主题，获取问卷数据和血液 样本，并管理中心预算。阅读障碍和多动症是重要的公共卫生 问题。拟议的研究将提高我们对他们的病因和补救的理解。