Applying a network framework to the neurobiology of reading and dyslexia / S. K. BAILEY in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 37 p. Titre : Applying a network framework to the neurobiology of reading and dyslexia Type de document : texte imprimé Auteurs : S. K. BAILEY, Auteur ; K. S. ABOUD, Auteur ; T. Q. NGUYEN, Auteur ; Laurie E. CUTTING, Auteur Année de publication : 2018 Article en page(s) : 37 p. Langues : Anglais (eng) Mots-clés : Brain network  Dyslexia  Functional MRI  Graph theory  Individual differences  Language  Reading Index. décimale : PER Périodiques Résumé : BACKGROUND: There is a substantial literature on the neurobiology of reading and dyslexia. Differences are often described in terms of individual regions or individual cognitive processes. However, there is a growing appreciation that the brain areas subserving reading are nested within larger functional systems, and new network analysis methods may provide greater insight into how reading difficulty arises. Yet, relatively few studies have adopted a principled network-based approach (e.g., connectomics) to studying reading. In this study, we combine data from previous reading literature, connectomics studies, and original data to investigate the relationship between network architecture and reading. METHODS: First, we detailed the distribution of reading-related areas across many resting-state networks using meta-analytic data from NeuroSynth. Then, we tested whether individual differences in modularity, the brain's tendency to segregate into resting-state networks, are related to reading skill. Finally, we determined whether brain areas that function atypically in dyslexia, as identified by previous meta-analyses, tend to be concentrated in hub regions. RESULTS: We found that most resting-state networks contributed to the reading network, including those subserving domain-general cognitive skills such as attention and executive function. There was also a positive relationship between the global modularity of an individual's brain network and reading skill, with the visual, default mode and cingulo-opercular networks showing the highest correlations. Brain areas implicated in dyslexia were also significantly more likely to have a higher participation coefficient (connect to multiple resting-state networks) than other areas. CONCLUSIONS: These results contribute to the growing literature on the relationship between reading and brain network architecture. They suggest that an efficient network organization, i.e., one in which brain areas form cohesive resting-state networks, is important for skilled reading, and that dyslexia can be characterized by abnormal functioning of hub regions that map information between multiple systems. Overall, use of a connectomics framework opens up new possibilities for investigating reading difficulty, especially its commonalities across other neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1186/s11689-018-9251-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Applying a network framework to the neurobiology of reading and dyslexia [texte imprimé] / S. K. BAILEY, Auteur ; K. S. ABOUD, Auteur ; T. Q. NGUYEN, Auteur ; Laurie E. CUTTING, Auteur . - 2018 . - 37 p. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 37 p. Mots-clés : Brain network  Dyslexia  Functional MRI  Graph theory  Individual differences  Language  Reading Index. décimale : PER Périodiques Résumé : BACKGROUND: There is a substantial literature on the neurobiology of reading and dyslexia. Differences are often described in terms of individual regions or individual cognitive processes. However, there is a growing appreciation that the brain areas subserving reading are nested within larger functional systems, and new network analysis methods may provide greater insight into how reading difficulty arises. Yet, relatively few studies have adopted a principled network-based approach (e.g., connectomics) to studying reading. In this study, we combine data from previous reading literature, connectomics studies, and original data to investigate the relationship between network architecture and reading. METHODS: First, we detailed the distribution of reading-related areas across many resting-state networks using meta-analytic data from NeuroSynth. Then, we tested whether individual differences in modularity, the brain's tendency to segregate into resting-state networks, are related to reading skill. Finally, we determined whether brain areas that function atypically in dyslexia, as identified by previous meta-analyses, tend to be concentrated in hub regions. RESULTS: We found that most resting-state networks contributed to the reading network, including those subserving domain-general cognitive skills such as attention and executive function. There was also a positive relationship between the global modularity of an individual's brain network and reading skill, with the visual, default mode and cingulo-opercular networks showing the highest correlations. Brain areas implicated in dyslexia were also significantly more likely to have a higher participation coefficient (connect to multiple resting-state networks) than other areas. CONCLUSIONS: These results contribute to the growing literature on the relationship between reading and brain network architecture. They suggest that an efficient network organization, i.e., one in which brain areas form cohesive resting-state networks, is important for skilled reading, and that dyslexia can be characterized by abnormal functioning of hub regions that map information between multiple systems. Overall, use of a connectomics framework opens up new possibilities for investigating reading difficulty, especially its commonalities across other neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1186/s11689-018-9251-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Brief Report: The Characterization of Medical Comorbidity Prior to Autism Diagnosis in Children Before Age Two / Ekomobong E. Eyoh ; Michelle D. FAILLA ; Zachary J. WILLIAMS ; Kyle L. Schwartz ; Laurie E. CUTTING ; Bennett A. LANDMAN ; Carissa J. CASCIO in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2540-2547 Titre : Brief Report: The Characterization of Medical Comorbidity Prior to Autism Diagnosis in Children Before Age Two : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Ekomobong E. Eyoh, Auteur ; Michelle D. FAILLA, Auteur ; Zachary J. WILLIAMS, Auteur ; Kyle L. Schwartz, Auteur ; Laurie E. CUTTING, Auteur ; Bennett A. LANDMAN, Auteur ; Carissa J. CASCIO, Auteur Article en page(s) : p.2540-2547 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In autism spectrum disorder (ASD), medical conditions in infancy could be predictive markers for later ASD diagnosis. In this study, electronic medical records of 579 autistic individuals and 1897 matched controls prior to age 2 were analyzed for potential predictive conditions. Using a novel tool, the relative association of each condition in the autistic group was compared to the control group using logistic regressions across medical records. Generalized convulsive epilepsy, nystagmus, lack of normal physiological development, delayed milestones, and strabismus were more likely in those later diagnosed with ASD while perinatal jaundice was less likely to be associated. Lesser-known conditions, such as strabismus and nystagmus, may point to novel predictive co-occurring condition profiles which could improve screening practices for ASD. En ligne : https://doi.org/10.1007/s10803-021-05380-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Brief Report: The Characterization of Medical Comorbidity Prior to Autism Diagnosis in Children Before Age Two : Journal of Autism and Developmental Disorders [texte imprimé] / Ekomobong E. Eyoh, Auteur ; Michelle D. FAILLA, Auteur ; Zachary J. WILLIAMS, Auteur ; Kyle L. Schwartz, Auteur ; Laurie E. CUTTING, Auteur ; Bennett A. LANDMAN, Auteur ; Carissa J. CASCIO, Auteur . - p.2540-2547. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2540-2547 Index. décimale : PER Périodiques Résumé : In autism spectrum disorder (ASD), medical conditions in infancy could be predictive markers for later ASD diagnosis. In this study, electronic medical records of 579 autistic individuals and 1897 matched controls prior to age 2 were analyzed for potential predictive conditions. Using a novel tool, the relative association of each condition in the autistic group was compared to the control group using logistic regressions across medical records. Generalized convulsive epilepsy, nystagmus, lack of normal physiological development, delayed milestones, and strabismus were more likely in those later diagnosed with ASD while perinatal jaundice was less likely to be associated. Lesser-known conditions, such as strabismus and nystagmus, may point to novel predictive co-occurring condition profiles which could improve screening practices for ASD. En ligne : https://doi.org/10.1007/s10803-021-05380-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Commentary: Dimensionality in environmental adversity, mechanisms of emotional socialization, and children's characteristics and cognitive growth - a reflection on Miller et al. (2020) / Tin Q. NGUYEN in Journal of Child Psychology and Psychiatry, 62-4 (April 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-4 (April 2021) . - p.392-395 Titre : Commentary: Dimensionality in environmental adversity, mechanisms of emotional socialization, and children's characteristics and cognitive growth - a reflection on Miller et al. (2020) Type de document : texte imprimé Auteurs : Tin Q. NGUYEN, Auteur ; Laurie E. CUTTING, Auteur Article en page(s) : p.392-395 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Disentangling the dimensionality in environmental adversity offers nuanced insights at both theoretical and practical levels, such as the ways that disadvantaged socioeconomic circumstances during childhood development may contribute to adolescent psychopathology. Miller and colleagues (2020) provide evidence into how early deprivation and threat may exacerbate later psychopathology. Yet, how certain factors in this early environment differentially facilitate children's cognitive and socioemotional growth may modulate the severity of later psychopathology. In this commentary, we reflect on the promising evidence offered by Miller and colleagues and extend additional considerations regarding academic growth, cognitive abilities, and protective environmental factors. En ligne : http://dx.doi.org/10.1111/jcpp.13293 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Commentary: Dimensionality in environmental adversity, mechanisms of emotional socialization, and children's characteristics and cognitive growth - a reflection on Miller et al. (2020) [texte imprimé] / Tin Q. NGUYEN, Auteur ; Laurie E. CUTTING, Auteur . - p.392-395. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-4 (April 2021) . - p.392-395 Index. décimale : PER Périodiques Résumé : Disentangling the dimensionality in environmental adversity offers nuanced insights at both theoretical and practical levels, such as the ways that disadvantaged socioeconomic circumstances during childhood development may contribute to adolescent psychopathology. Miller and colleagues (2020) provide evidence into how early deprivation and threat may exacerbate later psychopathology. Yet, how certain factors in this early environment differentially facilitate children's cognitive and socioemotional growth may modulate the severity of later psychopathology. In this commentary, we reflect on the promising evidence offered by Miller and colleagues and extend additional considerations regarding academic growth, cognitive abilities, and protective environmental factors. En ligne : http://dx.doi.org/10.1111/jcpp.13293 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design / Sara A. HART in Journal of Child Psychology and Psychiatry, 50-8 (August 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.911-919 Titre : Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design Type de document : texte imprimé Auteurs : Sara A. HART, Auteur ; Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Laura S. DE THORNE, Auteur ; Laurie E. CUTTING, Auteur ; Christopher SCHATSCHNEIDER, Auteur Année de publication : 2009 Article en page(s) : p.911-919 Langues : Anglais (eng) Mots-clés : Expressive-vocabulary home-literacy-environment twins genetics environments Index. décimale : PER Périodiques Résumé : Background: Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods: Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers' report. Results: The heritability of the BNT was moderate and significant at each measurement occasion, h2 = .29–.49, as were the estimates of the shared environment, c2 = .27–.39. HLE accounted for between 6–10% of the total variance in each year of vocabulary assessment. Furthermore, 7–9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions: These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02074.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787 [article] Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design [texte imprimé] / Sara A. HART, Auteur ; Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Laura S. DE THORNE, Auteur ; Laurie E. CUTTING, Auteur ; Christopher SCHATSCHNEIDER, Auteur . - 2009 . - p.911-919. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.911-919 Mots-clés : Expressive-vocabulary home-literacy-environment twins genetics environments Index. décimale : PER Périodiques Résumé : Background: Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods: Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers' report. Results: The heritability of the BNT was moderate and significant at each measurement occasion, h2 = .29–.49, as were the estimates of the shared environment, c2 = .27–.39. HLE accounted for between 6–10% of the total variance in each year of vocabulary assessment. Furthermore, 7–9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions: These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02074.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787

Genetic and environmental influences on the growth of early reading skills / Stephen A. PETRILL in Journal of Child Psychology and Psychiatry, 51-6 (June 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667 Titre : Genetic and environmental influences on the growth of early reading skills Type de document : texte imprimé Auteurs : Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur Année de publication : 2010 Article en page(s) : p.660-667 Langues : Anglais (eng) Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading. Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling. Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept. Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 [article] Genetic and environmental influences on the growth of early reading skills [texte imprimé] / Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur . - 2010 . - p.660-667. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667 Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading. Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling. Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept. Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

Using phecode analysis to characterize co-occurring medical conditions in autism spectrum disorder / Michelle D. FAILLA in Autism, 25-3 (April 2021)  

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