Reading Disability (RD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are the two most prevalent disorders of childhood, and these two disorders frequently co-occur. The overall goal of the proposed research is to refine our understanding of the diagnostic validity, etiology and neuropsychology of ADHD in order to understand how ADHD contributes to RD. To accomplish these objectives, an extensive psychometric test battery will be administered to a sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair is reading disabled, to an independent sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair has ADHD, to a comparison sample of 50 pairs of identical twins and 50 pairs of fraternal twins with no school history of reading deficits or ADHD, and to the siblings of all twin pairs. The test battery includes multiple measures of executive functions, orbital frontal cortex functioning, and processing speed. A well-validated diagnostic interview and a battery of rating scales will also be administered to parents and teachers of each twin and their siblings to assess ADHD and comorbid internalizing and externalizing symptoms. DNA will be collected from each twin and sibling and all biological parents, and these phenotypic and genotypic data will be used to conduct univariate and bivariate twin, linkage, and candidate gene analyses to identify quantitative trait loci that influence ADHD and its comorbidity with RD.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD027802-20
Application #
7991825
Study Section
Special Emphasis Panel (ZHD1)
Project Start
Project End
Budget Start
2009-12-01
Budget End
2010-11-30
Support Year
20
Fiscal Year
2010
Total Cost
$319,569
Indirect Cost
Name
University of Colorado at Boulder
Department
Type
DUNS #
007431505
City
Boulder
State
CO
Country
United States
Zip Code
80309
McGrath, Lauren M (2018) Two GWASs Are Better Than One: Enhancing Genetic Discovery for Developmental Phenotypes. J Am Acad Child Adolesc Psychiatry 57:77-79
Leopold, Daniel R; Christopher, Micaela E; Olson, Richard K et al. (2018) Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence. J Abnorm Child Psychol :
Aboud, Katherine S; Barquero, Laura A; Cutting, Laurie E (2018) Prefrontal mediation of the reading network predicts intervention response in dyslexia. Cortex 101:96-106
Ricker, Ashley A; Corley, Robin; DeFries, John C et al. (2018) Examining the influence of perceived stress on developmental change in memory and perceptual speed for adopted and nonadopted individuals. Dev Psychol 54:138-150
DeMille, Mellissa M C; Tang, Kevin; Mehta, Chintan M et al. (2018) Worldwide distribution of the DCDC2 READ1 regulatory element and its relationship with phoneme variation across languages. Proc Natl Acad Sci U S A 115:4951-4956
Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R (2018) Neuroanatomical correlates of performance in a state-wide test of math achievement. Dev Sci 21:
Devanna, P; Chen, X S; Ho, J et al. (2018) Next-gen sequencing identifies non-coding variation disrupting miRNA-binding sites in neurological disorders. Mol Psychiatry 23:1375-1384
Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard et al. (2018) Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill. Read Res Q 53:127-148
Peterson, Robin L; Arnett, Anne B; Pennington, Bruce F et al. (2018) Literacy acquisition influences children's rapid automatized naming. Dev Sci 21:e12589
Becker, Stephen P; Willcutt, Erik G (2018) Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology. Eur Child Adolesc Psychiatry :

Showing the most recent 10 out of 201 publications