Biology subjects

Merrikh, D.

Publications and source records attributed to Merrikh, D..

3 recordsLinked to original sources

bioRxiv2026

Individualized network topography in pre-adolescent children and adults using naturalistic precision fMRI

Group-averaged network definitions, commonly used in developmental functional connectivity research, limit our understanding of how network topography may change with age and can lead to inaccurate estimates of age effects on intra- and inter-network functional connectivity. Here, we collected a precision fMRI dataset from 24 parent-child pairs (children 6 to 8 years, 13 females; adults 33 to 47 years, 12 females) during passive video viewing and derived individual template-matched functional network maps from 60 minutes of motion-censored data per participant. Overall, large-scale network architecture was broadly shared between children and adults, with no age-effects observed for network-level surface area, few age differences in network boundaries and generally lower assignment confidence in children. Considering inter-individual similarity in network topography, association networks showed stronger within-family similarity and no overall effect of age on similarity of networks between pairs of individuals. We further asked how individualized network definitions might impact estimates of age effects on dense functional connectivity. While all approaches pointed to greater within-network functional connectivity in adults, we found that individualized approaches had larger age effects and lower sensitivity to head motion. Together, our results suggest that, relative to adults, pre-adolescent children show reduced network assignment confidence and weaker within-network connectivity, but limited differences in network borders and size, and underscore the value of individualized mapping for increasing sensitivity to age effects.

neuroscience↗

bioRxiv2025

Feasibility of a parent-delivered attention and working memory intervention for early school-aged children born preterm

Preterm birth is a common neurodevelopmental condition that can have lasting impacts on cognition, including attention and working memory. Interventions that strengthen these skills in early childhood could support school readiness. Dino Island is a tablet-based intervention that combines process-specific practice of attention and working memory skills with a compensatory component that teaches metacognitive skills to scaffold learning. In this pilot study, we evaluated the feasibility of parent-delivered Dino Island in young children born preterm (N=10), alongside a control group who played educational games (N=12). Both groups were instructed to play 2-3 times per week for approximately 20 minutes over a 12-week period. Attention and working memory on untrained tasks were assessed before and after completing the intervention. Parents provided fidelity data through tracking sheets and participated in exit interviews to offer feedback and identify barriers and facilitators. We found that the Dino Island program was successfully delivered by parents with high fidelity. Attrition was higher in the Dino Island group, likely reflecting the challenges of delivering cognitive remediation in home settings. Comparison of attention and working memory scores on untrained tasks pre- and post-showed practice effects but no specific benefit of Dino Island. However, parent reports suggested behavioral improvements specific to the Dino Island group, noting far-transfer effects where children applied metacognitive strategies in other contexts. Overall, this work shows feasibility and tolerability of Dino Island in young children born preterm. Future research should examine its potential impact on school readiness and longer-term academic outcomes in this population.

neuroscience↗

bioRxiv2024

How much is 'enough'? Considerations for functional connectivity reliability in pediatric naturalistic fMRI

functional connectivity (FC) measurements are important for robust and reproducible findings, yet pediatric functional magnetic resonance imaging (fMRI) faces unique challenges due to head motion and bias toward shorter scans. Passive viewing conditions during fMRI offer advantages for scanning pediatric populations, but FC reliability under these conditions remains underexplored. Here, we used precision fMRI data collected across three passive viewing conditions to directly compare FC reliability profiles between 25 pre-adolescent children and 25 adults, with each participant providing over 2.8 hours of data over four sessions. We found that FC test-retest correlations increased asymptotically with scan length, with children requiring nearly twice the post-censored scan time (24.6 minutes) compared to adults (14.4 minutes) to achieve comparable reliability, and that this effect was only partly attributable to head motion. Reliability differences between lower-motion adults and higher-motion children were spatially non-uniform and largest in ventral anterior temporal and frontal regions. While averaging features within functional networks improved intraclass correlation coefficient (ICC) reliability, values for higher-motion children remained in the poor-to-fair ICC range even with 48 minutes of total scan time. Viewing conditions with greater engagement reduced head motion in children but had lower FC reliability compared to less engaging low-demand videos, suggesting complex state- or condition-related trade-offs. These findings have important implications for developmental neuroimaging study design, particularly for higher motion pediatric populations.

neuroscience↗