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Changes in reading network activation following combined accelerated theta burst simulation and reading instruction
Poster Session A, Wednesday, September 30, 11:00 am - 1:00 pm, Wangari Maathai
C. Nikki Arrington1, Adianes Herrera-Diaz2, Rachael M. Harrington2, Robin Morris2; 1Florida State University, 2Georgia State University
Developmental dyslexia (DD) is characterized by differences in the structure and function of a left lateralized reading network. While adults with DD demonstrate similar deficits as those of younger children with DD, neuroimaging data suggest larger and differing areas of atypical activation in the adult brain’s reading network. Changes in reading behaviors in adults with DD is challenging due to their age-related decreased potential for neuroplasticity in these neural circuits. Modulating network activation with noninvasive brain stimulation prior to reading instruction may induce neuroplasiticity in critical brain regions, thus facilitating meaningful behavioral change. The current study aims to assess individual differences in reading network activation before and after a combined neuromodulation and educational intervention treatment paradigm for young adults with persistent DD. Specifically, accelerated theta burst stimulation (aTBS) was used to modulate cortical excitability prior to individualized reading intervention. This single-subject design examines the impact of combined aTBS and individualized reading instruction on reading network activation. The current study included native English speakers (mean age = 21.25) who were enrolled in a novel DD treatment study. All subjects met study-based criteria for reading impairment as identified by scoring below age-norm expectations on at least one subtest of a standardized reading measure and tested into the study reading intervention curriculum. Participants completed 10 nonconsecutive treatment days over five weeks, each with two treatment sessions per day (20 sessions). Treatment days consisted of two sessions that included sham or active aTBS immediately followed by a one-on-one 30-minute reading instruction administered. All participants completed an MRI scan, that included the Fast fMRI Localizer (FastLoc) task, before and after treatment program involvement. The FastLoc task is a passive reading task that is highly effective at identifying brain regions that are sensitive to domain-specific linguistic properties and has been validated for use in DD populations. During each trial, four items, either real words or false font, were presented in rapid succession. Participants were asked to respond via button press on those trials in which the third and fourth items of the set were identical. After image preprocessing, whole-brain GLM, and follow-up GLM models, a Z statistic image was obtained for each individual case. Main significant clusters were inspected in FSLeyes atlas view based on the MNI coordinates of the peak activation for each cluster. Comparisons were made between pre- and post-treatment peak activation for each case. Preliminary results indicate that those who underwent combined active aTBS and reading instruction displaying more distributed areas of activation post-treatment (p < 0.01, uncorrected) during the processing of words in comparison to pre-treatment with primary clusters in bilateral frontal regions, cerebellum, thalamus, superior parietal lobule and lateral occipital cortex. Conversely, more distributed areas of activation were observed in response to false font pre-treatment compared to post with primary clusters distributed across temporooccipital regions. Two comparison cases who received reading instruction without active aTBS showed minimal activation in response to written words or false font both pre-and post-treatment.
Topic Areas: Disorders: Developmental, Reading