Abstract

Project III tests the general hypothesis that patterns of low-level information processing will be systematically associated with clinical manifestations of learning disorders. We will determine whether interindividual differences among LD children, based on patterns of performance on measures of low level information processing (LLIP), are systematically associated with clinical test performance. Learning disabled children (N = 200) will be examined on standard and clinical profile measures of neurodevelopmental status and neuropsychological function, as well as on measures of oral and written language and mathematics competence. LLIP profiles, as ascertained in Project I, will be examined for their association with specific features of the clinical presentation. A secondary aim is to determine whether neurobehavioral profiles, as ascertained by neurological and neuropsychological assessment, are associated with each other and with characteristic pattern of academic expression.

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD033803-05
Application #
6302025
Study Section
Project Start
1999-12-01
Project End
2002-11-30
Budget Start
1998-10-01
Budget End
1999-09-30
Support Year
5
Fiscal Year
2000
Total Cost
$125,459
Indirect Cost

  Institution

Name
Children's Hospital Boston
Department
Type
DUNS #
076593722
City
Boston
State
MA
Country
United States
Zip Code
02115

  Publications

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

Showing the most recent 10 out of 21 publications