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: 8885798
• 负责人: Amy Lynn Conrad
• 金额: $ 9.98万
• 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/8885798
• 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; Health; 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 development; cognitive function; cognitive skill; college; craniofacial; diagnostic accuracy; disability; effective intervention; hearing impairment; improved; lectures; lexical; neural circuit; neurodevelopment; neuroimaging; neuropsychological; oral cleft; phonological awareness; 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）：本次以患者为导向的研究职业发展奖（K23）申请的目的是支持 Amy L. Conrad 博士在认知神经生物学方面的进一步培训和研究活动以及本研究的应用对于非综合征性口裂患者。康拉德博士是一位儿科心理学家，接受过发展性学习和注意力障碍评估方面的培训。她从事研究项目，调查患有非综合征性唇裂和/或腭裂以及其他儿科疾病的儿童和青少年的认知功能。最近的研究假设大脑发育异常是这些儿童认知和行为技能的潜在主要因素。这开辟了认知技能研究的新领域。虽然她在心理学和学习障碍方面接受了广泛的培训，但她在神经生物学和成像方面的教育却很有限。为了正确研究非综合征性裂隙受试者的神经发育，她的短期目标是：1）获得神经生物学/发育方面的深入培训，2）获得与认知相关的神经影像学应用和解释方面的培训， 3）扩大她的统计学教育。这将通过课程作业、定向阅读、重点讲座/会议以及具有神经发育、成像和统计学背景的专业人士的指导来实现。通过研究项目和短期学习目标，康拉德博士将朝着她的长期目标迈进，即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，并为有效的干预/护理/治疗计划做出贡献。口腔裂是最常见的先天性畸形之一，其中大多数是孤立发生的，没有已知的遗传原因。研究报告称，该人群中特定学习障碍（最明显的是语言或阅读缺陷）的发生率很高。这些残疾虽然不属于智力障碍的范围，但确实会导致学业成绩问题，并可能与后来的低大学入学率有关。最近的研究表明，这些结果可能是由于大脑结构和功能异常造成的，而不是环境影响。拟议的研究将评估患有非综合征性唇裂和/或腭裂的受试者的阅读能力，并调查与先前假设的影响领域（即早期听力和言语）、认知技能（即音素意识、快速标记、拼写意识、视觉/语言记忆和注意力），以及涉及的神经回路（与先前有关阅读障碍的研究相关）。加深对这些技能及其影响因素的了解将改善早期识别、治疗计划，并指导适当的调整。