Richards Todd, Abbott Robert D, Berninger Virginia W
Radiology and Integrated Brain Imaging Center, University of Washington, Seattle, WA, USA.
Quantitative Studies and Measurement, University of Washington, Seattle, WA, USA.
J Nat Sci. 2016;2(12).
The relationship between presence or absence of Attention Deficit Hyperactivity Disorder (ADHD) in persisting developmental dysgraphia (impaired handwriting) and brain connectivity during writing tasks was investigated. Thirteen participants (6 males, 1 female with ADHD; 4 males, 2 females without ADHD) in upper elementary or middle school grades performed four fMRI writing tasks-two cognitive (mind wandering and planning to compose) and two transcription (handwriting and spelling). Presence or absence of ADHD was correlated with brain connectivity on all four fMRI writing tasks during scanning, rather than just on the fMRI handwriting task as predicted based on prior research. However, the nature of the fMRI functional connectivity (from which of four seeds with which of eight brain regions) for the four fMRI writing tasks varied as a function of presence or absence of ADHD. The significance of these findings is discussed for both understanding the invisible biological bases of co-occurring ADHD and persisting developmental dysgraphia and teaching students with developmental dysgraphia and co-occurring ADHD.
研究了持续性发育性书写障碍（书写能力受损）中注意力缺陷多动障碍（ADHD）的有无与书写任务期间大脑连通性之间的关系。13名小学高年级或初中年级的参与者（6名男性，1名患有ADHD的女性；4名男性，2名未患ADHD的女性）进行了四项功能磁共振成像（fMRI）书写任务——两项认知任务（走神和计划写作）和两项抄写任务（手写和拼写）。在扫描过程中，ADHD的有无与所有四项fMRI书写任务中的大脑连通性相关，而不仅仅是如先前研究所预测的那样仅与fMRI手写任务相关。然而，四项fMRI书写任务的fMRI功能连通性的性质（四个种子点中的哪一个与八个脑区中的哪一个）因ADHD的有无而有所不同。讨论了这些发现对于理解共患ADHD和持续性发育性书写障碍的无形生物学基础以及对患有发育性书写障碍和共患ADHD的学生进行教学的意义。
