Investigating the Added Value of FreeSurfer's Manual Editing Procedure for the Study of the Reading Network in a Pediatric Population

Insights into brain anatomy are important for the early detection of neurodevelopmental disorders, such as dyslexia. FreeSurfer is one of the most frequently applied automatized software tools to study brain morphology. However, quality control of the outcomes provided by FreeSurfer is often ignored and could lead to wrong statistical inferences. Additional manual editing of the data may be a solution, although not without a cost in time and resources. Past research in adults on comparing the automatized method of FreeSurfer with and without additional manual editing indicated that although editing may lead to significant differences in morphological measures between the methods in some regions, it does not substantially change the sensitivity to detect clinical differences. Given that automated approaches are more likely to fail in pediatric—and inherently more noisy—data, we investigated in the current study whether FreeSurfer can be applied fully automatically or additional manual edits of T1-images are needed in a pediatric sample. Specifically, cortical thickness and surface area measures with and without additional manual edits were compared in six regions of interest (ROIs) of the reading network in 5-to-6-year-old children with and without dyslexia. Results revealed that additional editing leads to statistical differences in the morphological measures, but that these differences are consistent across subjects and that the sensitivity to reveal statistical differences in the morphological measures between children with and without dyslexia is not affected, even though conclusions of marginally significant findings can differ depending on the method used. Thereby, our results indicate that additional manual editing of readingrelated regions in FreeSurfer has limited gain for pediatric samples.

Jaar van publicatie:2020

BOF-keylabel:ja

IOF-keylabel:ja

BOF-publication weight:1

CSS-citation score:2

Authors from:Private, Higher Education

Toegankelijkheid:Open