Texas Center for Learning Disabilities

德克萨斯州学习障碍中心

• 批准号: 7033722
• 负责人: JACK M FLETCHER
• 金额: $ 161.5万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2011-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7033722
• 关键词: children; classification; clinical research; learning disorders; reading

DESCRIPTION (provided by applicant): The purpose of this application is to respond to RFA-HD-04-027 by developing a multi-disciplinary research center on learning disabilities (LD), the Texas Center for Learning Disabilities. Consistent with the goals of the RFA, we will focus on definition and measurement issues, intervention in preventative (younger students) and remedial (older students) modes, and the neurobiological correlates of LD. The central theme is that response to instruction (RTI) operationalizes the historically prominent component of the LD construct, "unexpected underachievement." Whereas approaches to identification typically have viewed performance on cognitive tests and the application of exclusionary criteria as the primary markers for "unexpected underachievement," such approaches have not been supported by classification research over the past two decades. Rather, it has become increasingly clear that "unexpected underachievement" can only be understood in children who have received high quality instruction and respond inadequately to instruction that is effective with most students. Thus, to establish a reliable and valid classification of LD, inadequate responders should be systematically studied from instructional, neurobiological, and cognitive perspectives. To accomplish these goals, we propose a multi-disciplinary center involving researchers with backgrounds in neuropsychology, cognitive neuroscience, reading intervention, special education, and methodology to work together in a LD Center that includes four Projects and three Cores. Project 1 (Classification) evaluates definition and classification issues pertinent to RTI models of identification, including the reliability and validity of classifications based on RTI. Project 2 (Early Intervention) provides randomized controlled studies of Grade 1 children at-risk for reading difficulties, including enhanced reading instruction at a secondary level (Tier II) and more intense tertiary interventions for students who do not respond adequately to Tier II instruction. Project 3 (Remediation) involves randomized controlled trials of studies of middle schoolers with identified reading problems using a multi-tiered approach and tertiary interventions with students who do not respond to enhanced reading instruction at Tier II. Project 4 (Magnetic Source Imaging) will provide functional neuroimaging studies of reading component subtypes defined in Project 1, and the intervention outcomes in Projects 2 and 3. It specifically addresses the validity of RTI classifications, compares responders and inadequate responders, and evaluates response to tertiary interventions. The Cores include the Administrative Services Core (A), the Database and the Statistics Core (B), and the Dissemination Core (C). This research center will support research that leads to a more comprehensive classification of LD, a more integrated understanding of intervention at different levels and intensities for children with reading problems, and provide important cross-discipline insights into the nature of LD.

描述（由申请人提供）：本申请的目的是通过开发德克萨斯州学习障碍中心的多学科学习障碍研究中心（LD）来响应RFA-HD-04-027。与RFA的目标一致，我们将重点关注定义和测量问题，预防性（年轻学生）和补救措施（年龄较大的学生）模式以及LD的神经生物学相关性。中心主题是对教学的反应（RTI）运作LD结构的历史重要组成部分，即“意想不到的未成见”。尽管识别方法通常在认知测试上观看了表现，并且将排除标准的应用作为“意想不到的未成见”的主要标记，但在过去的二十年中，这种方法没有得到分类研究的支持。相反，越来越清楚的是，只有在接受高质量指导并对大多数学生有效的教学做出不足的儿童中才能理解“意外的成绩”。因此，为了建立可靠且有效的LD分类，应从教学，神经生物学和认知观点系统地研究反应者。为了实现这些目标，我们提出了一个多学科中心，涉及具有神经心理学，认知神经科学，阅读干预，特殊教育和方法论背景的研究人员，以在包括四个项目和三个核心的LD中心合作。项目1（分类）评估与RTI识别模型有关的定义和分类问题，包括基于RTI的分类的可靠性和有效性。项目2（早期干预）为阅读困难提供了1年级儿童的随机对照研究，包括在次要级别（II级）增强阅读教学以及对未对II级教学做出充分反应的学生进行更激烈的三级干预措施。项目3（补救）涉及中学研究的随机对照试验，该研究使用多层方法和第三级干预措施与不对II级增强的阅读指导做出反应的学生进行了识别的阅读问题。项目4（磁源成像）将提供项目1中定义的阅读组件子类型的功能神经影像学研究，以及项目2和3中的干预结果。它专门解决了RTI分类的有效性，比较响应者和响应者不足，并评估对第三次干预措施的响应。核心包括行政服务核心（a），数据库和统计核心（b）和传播核心（c）。该研究中心将支持导致LD进行更全面分类的研究，这是对有阅读问题的儿童的不同级别和强度的干预的更一致的理解，并为LD的性质提供了重要的跨学科见解。