The underlying hypothesis of the LDRC is that the neurodevelopmental building blocks that support low level information processing (LLIP) are specifically disordered in learning disabled (LD) children. This condition results in a deficit in the normally rapid processing of temporal information. The primary goal of Project IV is to provide, using the tools that are unique to neurophysiology, an independent validation of the hypothesized differences in LLIP between children with learning disabilities and children without such disabilities. As part of a coordinated effort with the other projects in the LDRC, Project IV will evaluate 200 LD children and 200 children in the standardization sample who, as part of Project I, will be defined and sub- grouped based on profiles of strengths and deficits on """"""""physiological- plausible"""""""" variables of temporal information processing in the auditory, visual, and motor sequencing domains. Project IV supports the basic premise of the LDRC as stated in the Overview, namely that learning disabilities represent a functional deficit. Project IV will rely on the quantification of EEG data which is sensitive to the temporal aspects of neural function to: 1) Derive neurophysiological measures of LLIP which are sensitive to temporal information processing in visual, auditory, and motor systems domains and which characterize learning disabilities. 2) Apply a standard neurophysiological test battery which has been used to differentiate LD from normal children and to develop based upon this battery basis neurophysiologic measures of processing including cortical- cortical connectivity, spectral coherence; processing speed and efficiency, evoked potential latency; and source and number of EP generators, Brain Electrical Source Localization (BESA).

Project Start
1996-12-01
Project End
1997-11-30
Budget Start
1996-10-01
Budget End
1997-09-30
Support Year
2
Fiscal Year
1997
Total Cost
Indirect Cost
Name
Children's Hospital Boston
Department
Type
DUNS #
076593722
City
Boston
State
MA
Country
United States
Zip Code
02115
Waber, Deborah P; Forbes, Peter W; Wolff, Peter H et al. (2004) Neurodevelopmental characteristics of children with learning impairments classified according to the double-deficit hypothesis. J Learn Disabil 37:451-61
Rivkin, Michael J; Vajapeyam, Sridhar; Hutton, Chloe et al. (2003) A functional magnetic resonance imaging study of paced finger tapping in children. Pediatr Neurol 28:89-95
Waber, Deborah P; Marcus, David J; Forbes, Peter W et al. (2003) Motor sequence learning and reading ability: is poor reading associated with sequencing deficits? J Exp Child Psychol 84:338-54
Weiler, Michael David; Forbes, Peter; Kirkwood, Michael et al. (2003) The developmental course of processing speed in children with and without learning disabilities. J Exp Child Psychol 85:178-94
Peters, Jurriaan M; Waber, Deborah P; McAnulty, Gloria B et al. (2003) Event-related correlations in learning impaired children during A hybrid go/no-go choice reaction visual-motor task. Clin Electroencephalogr 34:99-109
Waber, Deborah P; Weiler, Michael D; Forbes, Peter W et al. (2003) Neurobehavioral factors associated with referral for learning problems in a community sample: evidence for an adaptational model for learning disorders. J Learn Disabil 36:467-83
Weiler, Michael David; Bernstein, Jane Holmes; Bellinger, David et al. (2002) Information processing deficits in children with attention-deficit/hyperactivity disorder, inattentive type, and children with reading disability. J Learn Disabil 35:448-61
Kirkwood, M W; Weiler, M D; Bernstein, J H et al. (2001) Sources of poor performance on the Rey-Osterrieth Complex Figure Test among children with learning difficulties: a dynamic assessment approach. Clin Neuropsychol 15:345-56
Duffy, F H; Valencia, I; McAnulty, G B et al. (2001) Auditory evoked response data reduction by PCA: development of variables sensitive to reading disability. Clin Electroencephalogr 32:168-78
Valencia, I; McAnulty, G B; Waber, D P et al. (2001) Auditory evoked responses to similar words with phonemic difference: comparison between children with good and poor reading scores. Clin Electroencephalogr 32:160-7

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