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使用fMRI区分使用注意力缺陷/多动障碍和没有注意力缺陷/多动障碍阅读困难的儿童阅读收益的神经生物学相关值

Keri S Rosch^1,2, Masa Khashab³, Sanad Ghanaiem³

¹Center for Neurodevelopmental and Imaging Research and Center for Neuropsychological and Psychological Assessment, Kennedy Krieger Institute, Baltimore, MD, USA.

Journal of the International Neuropsychological Society : JINS

|December 26, 2024

概括

基于执行功能的阅读干预改善了阅读困难 (RD) 和注意力缺陷/多动障碍 (ADHD) 的儿童的阅读和执行功能技能. 与只有RD的儿童相比,患有RD+ADHD的儿童在阅读理解和大脑连接方面表现出更大的改善.

科学领域:

神经科学是一个神经科学.
发展心理学发展心理学
教育心理学教育心理学

背景情况:

阅读困难 (RD) 通常与注意力缺陷/多动症障碍 (ADHD) 一起发生.
患有RD+ADHD并发症的儿童通常在阅读和执行功能 (EF) 中表现出比单独患有RD的儿童更大的挑战.
了解干预措施对这些群体的影响差异对于有针对性的支持至关重要.

研究的目的:

研究基于EF的4周阅读干预对儿童EF行为和神经生物学标志物的影响.
为了比较干预对RD+ADHD,只有RD和典型发育的儿童的影响.
在行为和大脑功能连接水平上探索差异化治疗反应.

主要方法:

一个为期4周的基于EF的计算机化阅读程序被用于8-12岁的英语儿童.
参与者包括RD + ADHD (n=19),RD-only (n=18) 和典型读者 (n=18) 的组.
行为评估和静止状态fMRI数据在干预前和后收集,并使用重复测量ANOVAs进行分析.

主要成果:

所有小组在干预后的阅读 (流利,理解) 和EF (抑制,处理速度) 行为都有所改善.
患有RD + ADHD的儿童,但不仅仅是RD,在阅读理解方面表现出显著的进步.
两组RD都改善了抑制,而典型的读者没有;在RD+ADHD组中,大脑连接性变化 (FP-CO,FP-背侧注意力网络) 更为明显.

结论:

基于EF的阅读干预对有并发性ADHD和没有并发性ADHD的儿童产生了差异性影响.
行为和神经生物学结果表明,根据RD儿童中ADHD的存在,对干预的反应是不同的.
这些发现支持了根据RD和并发性ADHD儿童的独特特征进行量身定制干预的必要性.

关键词:

执行职能执行职能执行职能这就是为什么MRI是MRI.功能连接性的功能连接性精准教育是指精准教育.阅读阅读阅读阅读阅读阅读阅读对干预措施的反应.

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