Administrative Core Unit A fulfills three important roles forthe Center. First, the Administrative Core is responsible for the ascertainment and retention of participants for all components ofthe study. During the first day of testing. Administrative Core staff collect saliva samples from the twins, their biological siblings, and their biological parents, and mail the samples to Dr. Shelley Smith's laboratory at the University of Nebraska Medical Center so that DNA samples can be extracted, processed, and analyzed by Project IV staff. The second major responsibility of Administrative Core A is to ensure that all study data are efficiently collected, verified, and consolidated across the six research projects, and to coordinate the synthesis and distribution of an updated summary data file with data from all Research Projects every three months. Finally, in collaboration with staff on Service Core B, Service Core A staff coordinate cross-project data sharing and implement and monitor the Center-wide protocol for data sharing with external collaborators and other qualifled investigators in the field.
Reading and writing are critically important skills for academic and professional development. Learning disabilities in these skills are important public health problems in need of better understanding of their classification and their genetic and environmental etiologies. The proposed behavior- and molecular-genetic studies on reading, writing, ADHD and related skills assessed in subjects ascertained through the Administrative Core A unit will contribute to these goals.
|Leopold, Daniel R; Christopher, Micaela E; Burns, G Leonard et al. (2016) Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade. J Child Psychol Psychiatry 57:1066-74|
|Ayorech, Ziada; Selzam, Saskia; Smith-Woolley, Emily et al. (2016) Publication Trends Over 55 Years of Behavioral Genetic Research. Behav Genet 46:603-7|
|Eicher, John D; Montgomery, Angela M; Akshoomoff, Natacha et al. (2016) Dyslexia and language impairment associated genetic markers influence cortical thickness and white matter in typically developing children. Brain Imaging Behav 10:272-82|
|Gialluisi, Alessandro; Visconti, Alessia; Willcutt, Erik G et al. (2016) Investigating the effects of copy number variants on reading and language performance. J Neurodev Disord 8:17|
|Powers, Natalie R; Eicher, John D; Miller, Laura L et al. (2016) The regulatory element READ1 epistatically influences reading and language, with both deleterious and protective alleles. J Med Genet 53:163-71|
|Truong, D T; Shriberg, L D; Smith, S D et al. (2016) Multipoint genome-wide linkage scan for nonword repetition in a multigenerational family further supports chromosome 13q as a locus for verbal trait disorders. Hum Genet 135:1329-1341|
|Peterson, Robin L; Boada, Richard; McGrath, Lauren M et al. (2016) Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences. J Learn Disabil :|
|Jacobson, Lisa A; Koriakin, Taylor; Lipkin, Paul et al. (2016) Executive Functions Contribute Uniquely to Reading Competence in Minority Youth. J Learn Disabil :|
|Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury et al. (2016) Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance. Sci Stud Read 20:349-362|
|Wadsworth, Sally J; DeFries, John C; Willcutt, Erik G et al. (2016) Genetic Etiologies of Comorbidity and Stability for Reading Difficulties and ADHD: A Replication Study. Twin Res Hum Genet 19:647-651|
Showing the most recent 10 out of 184 publications