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对来自有两个或更多有学习或智力障碍且需要全日制特殊教育孩子的家庭的兄弟姐妹进行脑部磁共振成像检查。

Brain magnetic resonance imaging of siblings from families with two or more children with learning or intellectual disabilities and need for full-time special education.

作者信息

Mannerkoski M, Heiskala H, Raininko R, Aberg L, Sarna S, Wirtavuori K, Autti T

机构信息

Child Neurology, HUCH Department of Pediatric and Adolescent Medicine, Helsinki, Finland.

出版信息

Acta Radiol. 2009 May;50(4):437-45. doi: 10.1080/02841850902756524.

Abstract

BACKGROUND

Several factors are involved in determining a child's need for special education (SE). Thus, the value of brain magnetic resonance imaging (MRI) for subjects with learning and intellectual disabilities is uncertain.

PURPOSE

To evaluate the usefulness of MRI in the diagnostic process of siblings with learning and intellectual disabilities and need for full-time SE.

MATERIAL AND METHODS

Altogether, 119 siblings (mean age 11.9 years) from families in which two or more children attended/had previously attended full-time SE underwent prospective brain MRI. SE grouping included three levels, from specific learning disabilities (level 1) to global intellectual disabilities (level 3). Forty-three controls (level 0, mean age 12.0 years) attended mainstream education groups. Signal intensity and structural abnormalities were analyzed, and areas of the cerebrum, posterior fossa, corpus callosum, vermis and brain stem, and diameters of the corpus callosum were measured. In analyses, all area measurements were calculated in proportion to the total inner skull area.

RESULTS

Abnormal finding in MRI was more common for siblings (n=62; 52%) in SE (58% for level 3; 49% for level 2; 35% for level 1) than for controls (n=13; 16%). The siblings showed enlarged supra- (P<0.001) and infratentorial (P=0.015) cerebrospinal fluid (CSF) spaces and mild corpus callosum abnormalities (P=0.003) compared to controls. Siblings in SE had smaller inner skull area than controls (P<0.001). Further, the relative area of the mesencephalon (P=0.027) and the diameter of the body of the corpus callosum (P=0.015) were significantly smaller than in controls. In binary logistic regression analysis, enlarged supratentorial CSF spaces increased the probability of SE (odds ratio 4.2; P=0.023).

CONCLUSION

Subjects with learning and intellectual disabilities commonly have more MRI findings than controls. Enlarged supratentorial CSF spaces were a frequent finding in siblings in full-time SE.

摘要

背景

有几个因素会影响孩子对特殊教育(SE)的需求。因此,脑磁共振成像(MRI)对学习和智力障碍患者的价值尚不确定。

目的

评估MRI在患有学习和智力障碍且需要全日制特殊教育的同胞诊断过程中的作用。

材料与方法

共有119名同胞(平均年龄11.9岁)参与研究,这些同胞来自两个或更多孩子接受过/曾接受过全日制特殊教育的家庭,他们接受了前瞻性脑MRI检查。特殊教育分组包括三个级别,从特定学习障碍(1级)到全面智力障碍(3级)。43名对照组(0级,平均年龄12.0岁)来自主流教育群体。分析了信号强度和结构异常情况,并测量了大脑、后颅窝、胼胝体、蚓部和脑干的面积以及胼胝体的直径。在分析中,所有面积测量值均按与内颅骨总面积的比例计算。

结果

与对照组(n = 13;16%)相比,接受特殊教育的同胞(n = 62;52%)MRI异常发现更为常见(3级为58%;2级为49%;1级为35%)。与对照组相比,同胞显示出幕上(P < 0.001)和幕下(P = 0.015)脑脊液(CSF)间隙增大以及轻度胼胝体异常(P = 0.003)。接受特殊教育的同胞内颅骨面积小于对照组(P < 0.001)。此外,中脑的相对面积(P = 0.027)和胼胝体体部直径(P = 0.015)明显小于对照组。在二元逻辑回归分析中,幕上脑脊液间隙增大增加了接受特殊教育的可能性(优势比4.2;P = 0.023)。

结论

与对照组相比,学习和智力障碍患者通常有更多的MRI异常发现。幕上脑脊液间隙增大是接受全日制特殊教育的同胞中的常见表现。

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