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Amygdala sub-regional functional connectivity predicts anxiety in children with reading disorder.

ABSTRACT: Pediatric reading disorder (RD) is associated with an increased risk of anxiety symptoms, yet understudied are the neurobiological factors that might underlie anxiety in children with RD. Given the role of the amygdala in anxiety, we assessed resting state functional connectivity of amygdalar subregions in children with RD to identify functional correlates of anxiety and reading impairment. We collected resting state functional MRI data from 22 children with RD and 21 typically developing (TD) children, ages 7 to 13 years. We assessed group differences in resting state functional connectivity (RSFC) from amygdalar subregions. Associations of amygdalar RSFC and volume with reading impairment, reading fluency scores, and anxiety symptoms were explored. Relative to TD children, those with RD showed increased RSFC from amygdalar nuclei to medial prefrontal cortex. Across all subjects, RSFC from right centromedial amygdala to left medial prefrontal cortex positively predicted both reading impairment and self-reported anxiety, and anxiety mediated the relationship between RSFC and reading impairment. These findings are consistent with amygdalar functional abnormalities in pediatric anxiety disorders, suggesting a common neurobiological mechanism underlying anxiety and reading impairment in children. Thus, aberrant patterns of RSFC from amygdalar subregions may serve as potential targets for the treatment of anxiety symptoms that typically co-occur with RD. Our dimensional approach to studying anxiety in RD revealed how amygdalar connectivity underlies anxiety and reading impairment across a continuum from normal to abnormal.

SUBMITTER: Davis K

PROVIDER: S-EPMC6042207 | biostudies-literature | 2018 Sep

REPOSITORIES: biostudies-literature

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Amygdala sub-regional functional connectivity predicts anxiety in children with reading disorder.

Davis Katie K Margolis Amy E AE Thomas Lauren L Huo Zhiyong Z Marsh Rachel R

Developmental science 20171115 5

Pediatric reading disorder (RD) is associated with an increased risk of anxiety symptoms, yet understudied are the neurobiological factors that might underlie anxiety in children with RD. Given the role of the amygdala in anxiety, we assessed resting state functional connectivity of amygdalar subregions in children with RD to identify functional correlates of anxiety and reading impairment. We collected resting state functional MRI data from 22 children with RD and 21 typically developing (TD) c ...[more]

PMID: 29143475

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Project description:Background: The amygdala plays a key role in emotional hyperreactivity in response to social threat in patients with social anxiety disorder (SAD). We investigated resting-state functional connectivity (rs-FCN) of the left and right amygdala with various brain regions and functional lateralization in patients with SAD. Methods: A total of 36 patients with SAD and 42 matched healthy controls underwent functional magnetic resonance imaging (fMRI) at rest. Using the left and right amygdala as seed regions, we compared the strength of the rs-FCN in the patient and control groups. Furthermore, we investigated group differences in the hemispheric asymmetry of the functional connectivity maps of the left and right amygdala. Results: Compared with healthy controls, the rs-FCN between the left amygdala and the dorsolateral prefrontal cortex was reduced in patients with SAD, whereas left amygdala connectivity with the fusiform gyrus, anterior insula, supramarginal gyrus, and precuneus was increased or positively deflected in the patient group. Additionally, the strength rs-FCN between the left amygdala and anterior insula was positively associated with the severity of the fear of negative evaluation in patients with SAD (r = 0.338, p = 0.044). The rs-FCN between the right amygdala and medial frontal gyrus was decreased in patients with SAD compared with healthy controls, whereas connectivity with the parahippocampal gyrus was greater in the patient group than in the control group. The hemispheric asymmetry patterns in the anterior insula, intraparietal sulcus (IPS), and inferior frontal gyrus of the patient group were opposite those of the control group, and functional lateralization of the connectivity between the amygdala and the IPS was associated with the severity of social anxiety symptoms (r = 0.365, p = 0.037). Conclusion: Our findings suggest that in addition to impaired fronto-amygdala communication, the functional lateralization of amygdala function plays a central role in the pathophysiology of SAD.

Project description:IntroductionDyslexia is a reading disorder characterized by significant difficulty in reading, as well as reports of altered executive functions (EF). Children with reading difficulties (RD) experience a broad range of social and emotional problems. Recently it was suggested that children with RD have altered functional connections within the amygdala, which is related to emotional processing. Altered brain laterality related to reading was previously reported in children with RD. Hence, we sought to determine the differences in functional connectivity between the right and left emotional network as related to emotional challenges and the other reported difficulties in reading and EF in children with RD compared to typical readers.MethodsSixty-four 8 to 12 year old children, 27 children with RD and 37 age-matched typical readers, participated in the study. Reading, emotional, and EF abilities were assessed. Global efficiency of the emotional network was calculated and compared between the groups, and left vs. right functional connectivity of the amygdala was tested using the CONN toolbox. Functional connectivity measures were then associated with measures of reading, emotional, and EF abilities.ResultsChildren with RD showed significantly decreased emotional and EF abilities compared to typical readers. A negative correlation between reading, emotional, and EF abilities was determined in both groups. Neuroimaging results showed decreased global efficiency measures within the emotional network in children with RD, who also showed lower functional connectivity between the amygdala and the left and right frontal pole regions. Results also indicated increased functional connectivity of the right vs. left amygdala with left and right pre-central and post-central gyri regions, which were related to decreased reading, emotional, and EF abilities in both typical readers and children with RD.ConclusionThe positive relationship between EF and emotional abilities in children with RD strengthens the relationship between EF difficulties and emotional stress, which in turn may lower EF abilities (monitoring, inhibition, and attention) as well as decreased reading abilities. The emotional challenges in children with RD were associated with decreased functional connectivity of the left amygdala with pre/post central gyrus and cognitive-control regions. These findings suggest that although the right hemisphere is thought to be related to emotional stress, it was the decreased control of the left hemisphere that was related to emotional disturbance in children with RD.

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Amygdala sub-regional functional connectivity predicts anxiety in children with reading disorder.

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Amygdala sub-regional functional connectivity predicts anxiety in children with reading disorder.

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