Leadership: Training Young Learning Disability Researchers

领导力：培训年轻学习障碍研究人员

• 批准号: 10533028
• 负责人: DAVID C GEARY
• 金额: $ 7.93万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-30 至 2026-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10533028
• 关键词: Address; Adopted; Area; Attention; Attitude; Basic Science; Behavior; Characteristics; Child; Chiroptera; Code; Cognitive Science; Competence; Data; Decision Making; Development; Employment; Employment Opportunities; Exposure to; Family; Formulation; Future; Government; Government Agencies; Health; Home; Home environment; Individual; Individual Differences; Institutes; Intervention; Intervention Studies; Lead; Leadership; Learning; Learning Disabilities; Life; Literature; Longitudinal Studies; Mathematics; Mentors; Methods; Nursery Schools; Outcome; Parent-Child Relations; Parents; Pattern; Policies; Policy Research; Postdoctoral Fellow; Public Policy; Readiness; Reporting; Research; Research Personnel; Research Training; Risk; Schools; Short-Term Memory; Students; Training; Underemployment; Unemployment; Variant; Videotape; Work; base; cognitive ability; contextual factors; econometrics; educational atmosphere; effective intervention; expectation; experience; formal learning; graduate student; improved; juvenile delinquent; mathematical ability; mathematical difficulties; mathematical learning; mathematics disability; next generation; professor; skills; student participation; teacher

Project Summary - Leadership There is substantive variation in preschooler’s understanding of the core number concepts (e.g., cardinality) and associated skills (e.g., counting; Geary & VanMarle 2016) that are predictive of later individual differences in readiness to learn formal math at school entry (Geary et al. 2018) and risk of math LD (Chu et al. 2019). Child-centered interventions reduce these gaps (Dumas et al. 2019) but suffer from fade out and thus do not typically confer long-term benefits (Bailey, 2019). Similar fade out is found with individual therapy with young offenders, but sustained gains can be achieved with multisystemic interventions involving the child, home, and school (Henggeler et al. 2009). Future interventions for students who are at risk for math difficulties or math LD will likely need to adopt this multisystemic approach, but most research and training is focused on child-centered factors, such as the development of specific academic competencies or general abilities, such as working memory, that contribute to this development. Although training in these areas is critical, it is relatively narrow and might lead to researchers overlooking contextual factors that could contribute to the development of core early quantitative competencies that support school readiness and risk of math LD. These contextual factors likely include the attitudes and math competencies that parents bring to parent-child conservations about mathematics, the home environment as related academic development generally, and students’ engagement in classroom settings (Gray et al., 2017; Zippert & Rittle-Johnson 2020). To facilitate the next generations’ consideration of the multisystemic factors that influence math learning and risk of math LD, graduate students and a post-doctoral scholar will receive training and experiences in child-centered, parent- and home-centered, and classroom engagement assessments. An early assistant professor (Co-I Rodrigues) who specializes in fractions interventions for students with math LD will serve as a mentee to become familiar with the early mathematics development literature and through this expand her capacity to broadly contribute to future math LD research. She will also work with the team, graduate students, and the post-doctoral scholar on planning a multisystemic intervention for preschoolers who are at risk for long-term difficulties with learning mathematics based on results from a multisystemic (including children, parents, home environment, and classroom experiences) longitudinal study of early mathematics development. The PI and Co-Is have broad expertise in cognitive science, parent-child dynamics, public policy, and intervention research that in turn will provide a unique mentoring experience for graduate students and a post-doctoral fellow that will better prepare them to study and conceptualize the multiple factors that likely contribute to math learning difficulties and math LD.

项目摘要 - 领导 学龄前儿童对核心数概念的理解存在实质性差异（例如， 基数）和相关技能（例如计数； Geary＆Vanmarle 2016），这些技能可预测以后 在学校入学时学习正式数学的准备人的个体差异（Geary等，2018）和 Math LD（Chu等人，2019年）。以儿童为中心的干预措施减少了这些差距（Dumas等，2019），但患者 从淡入淡出，因此通常不会会遇到长期福利（Bailey，2019年）。发现类似的淡出 通过对年轻罪犯的个人疗法，可以通过多系统的持续收益来实现持续的收益 涉及孩子，家庭和学校的干预措施（Henggeler等，2009）。未来的干预措施 有数学困难或数学LD风险的学生可能需要采用这种多系统 方法，但大多数研究和培训都集中在以儿童为中心的因素上 特定的学术能力或一般能力（例如工作记忆）为此做出了贡献 开发。尽管在这些领域进行培训至关重要，但相对较窄，可能导致 研究人员忽略了可以促进核心早期发展的上下文因素 支持学校准备和数学风险的定量能力。这些上下文因素 可能包括父母带给亲子保护的参与者和数学能力 数学，家庭环境通常是相关的学术发展，学生的 参与课堂环境（Gray等，2017； Zippert＆Rittle-Johnson 2020）。促进 下一代对影响数学学习和数学风险的多系统因素的考虑 LD，研究生和博士后科学将接受以儿童为中心的培训和经验 以父母和家庭为中心以及课堂参与评估。早期助理教授（Co-I Rodrigues）专门针对具有数学LD学生的分数干预措施将成为 熟悉早期数学发展文献，并通过这种扩大她的能力 为未来的数学LD研究做出广泛的贡献。她还将与团队，研究生和 针对有风险的学龄前儿童计划多系统干预的博士后科学 基于多系统的结果学习数学的长期困难（包括 儿童，父母，家庭环境和课堂经验）早期数学的纵向研究 发展。 PI和合作社在认知科学，亲子动态，公众方面具有广泛的专业知识 政策和干预研究反过来将为研究生提供独特的心理体验 学生和博士后研究员将更好地准备他们学习和概念化倍数 可能导致数学学习困难和数学LD的因素。