NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED641576
Record Type: Non-Journal
Publication Date: 2022
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Can This Data Be Saved? Techniques for High Motion in Resting State Scans of First Grade Children
Jolinda Smith; Eric Wilkey; Ben Clarke; Lina Shanley; Virany Men; Damien Fair; Fred W. Sabb
Grantee Submission
Motion remains a significant technical hurdle in fMRI studies of young children. Our aim was to develop a straightforward and effective method for obtaining and preprocessing resting state data from a high-motion pediatric cohort. This approach combines real-time monitoring of head motion with a preprocessing pipeline that uses volume censoring and concatenation alongside independent component analysis based denoising. We evaluated this method using a sample of 108 first grade children (age 6-8) enrolled in a longitudinal study of math development. Data quality was assessed by analyzing the correlation between participant head motion and two key metrics for resting state data, temporal signal-to-noise and functional connectivity. These correlations should be minimal in the absence of noise-related artifacts. We compared these data quality indicators using several censoring thresholds to determine the necessary degree of censoring. Volume censoring was highly effective at removing motion-corrupted volumes and ICA denoising removed much of the remaining motion artifact. With the censoring threshold set to exclude volumes that exceeded a framewise displacement of 0.3 mm, preprocessed data met rigorous standards for data quality while retaining a large majority of subjects (83% of participants). Overall, results show it is possible to obtain usable resting-state data despite extreme motion in a group of young, untrained subjects. [This paper was published in "Developmental Cognitive Neuroscience" v58 Article 101178 2022.]
Publication Type: Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A160046; 1660840; 1748954
Author Affiliations: N/A