Child Anxiety and Response to Intervention for Learning Disabilities

儿童焦虑和对学习障碍干预的反应

• 批准号: 8073106
• 负责人: Amie Elizabeth Grills
• 金额: $ 12.38万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-01 至 2014-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8073106
• 关键词: Achievement; Address; Anxiety; Area; Child; Clinical; Cognitive; Data; Development Plans; Disease; Early treatment; Educational Intervention; Effect Modifiers (Epidemiology); Emotional; Ethnic Origin; Etiology; Flowcharts; Gender; Goals; Growth; Instruction; Intervention; Knowledge; Lead; Learning; Learning Disabilities; Maintenance; Mathematics; Measures; Mediating; Mediator of activation protein; Mental Depression; Mentors; Modeling; Outcome; Outcomes Research; Parents; Participant; Phase; Population; Process; Public Health; Race; Reading; Reporting; Research; Research Personnel; Risk; Role; Schools; Scientist; Self Concept; Students; Symptoms; Time; To specify; Training; Youth; base; career development; depressive symptoms; design; emotional factor; follow-up; improved; inattention; informant; interdisciplinary approach; intervention effect; peer; programs; response; second grade; skills; teacher

DESCRIPTION (provided by applicant): My research focuses on the etiology, assessment, and treatment of child anxiety, as well as on risk and protective factors that inform treatments for youth disorders. My short-term goals involve widening my expertise of conceptualizations, assessments, and interventions for learning disabilities; developing a more interdisciplinary approach to research; and increasing my knowledge of conducting rigorous outcome research, particularly with school-based designs. My career development plan capitalizes on a unique opportunity to receive mentoring from experts with a variety of research proficiencies, and is designed to enhance my competencies in four converging areas: understanding of learning disabilities and anxiety in diverse child populations; conducting clinical outcomes research; advancing statistical skills; and improving grantsmanship skills. These training goals will provide me with the competencies necessary to successfully complete both the proposed research plan and my long-term goal of becoming a productive, independent clinical child scientist/researcher. The research plan will be intertwined with a larger that places students with inadequate response to reading instruction in increasingly intense interventions early in schooling. The primary objective of this proposed study is to examine the concurrent and long-term influences of socio emotional factors on reading difficulties and response to this multi-tiered intervention. Anxiety in children at-risk for reading problems will be evaluated to determine whether anxiety predicts reading difficulties (Aim 1) and response to intervention (Aim 3); whether anxiety symptoms are related to outcomes at different phases of the intervention (Aim 2); and the impact of mediator and moderator variables (Aim 4). Participants will include 658 ethnically diverse, 1st grade students as well as their parents and teachers. At five assessment points, all participants will complete socio emotional measures, in addition to cognitive measures completed for the larger study. Assessments will occur at the beginning, middle, and end of students' 1st grade year, as well as at the end of their 2nd and 3rd grade years. Data analytic strategies will principally consist of multi-level modeling and growth curve analysis. RELEVANCE: Major contributions of this application are the addition of socio emotional variables, measured across multiple informants, which allows for examination of these variables in relation to child reading difficulties/response to intervention. This research is relevant to public health because anxiety is a common problem that frequently occurs in children who struggle to learn to read. The research will help clarify how anxiety and reading influence one another when children are involved in increasingly intense educational interventions.

描述（由申请人提供）：我的研究重点是儿童焦虑的病因、评估和治疗，以及为青少年疾病治疗提供信息的风险和保护因素。我的短期目标包括扩大我在学习障碍的概念化、评估和干预方面的专业知识；开发更加跨学科的研究方法；并增加我进行严格成果研究的知识，特别是基于学校的设计。我的职业发展计划利用了一个独特的机会，接受具有各种研究能力的专家的指导，旨在增强我在四个融合领域的能力：了解不同儿童群体的学习障碍和焦虑；进行临床结果研究；提高统计技能；并提高资助技能。这些培训目标将为我提供成功完成拟议研究计划和成为一名高效、独立的临床儿童科学家/研究员的长期目标所需的能力。该研究计划将与一个更大的计划交织在一起，该计划使学生在上学初期对阅读教学反应不足，并受到越来越强烈的干预。这项研究的主要目的是研究社会情感因素对阅读困难和对这种多层干预措施的反应的同时和长期影响。将评估有阅读问题风险的儿童的焦虑程度，以确定焦虑是否预示阅读困难（目标 1）和对干预的反应（目标 3）；焦虑症状是否与干预不同阶段的结果相关（目标 2）；以及中介变量和调节变量的影响（目标 4）。参与者将包括 658 名不同种族的一年级学生及其家长和老师。在五个评估点，除了为更大的研究完成的认知测量之外，所有参与者都将完成社会情感测量。评估将在学生一年级开始、中期和结束时以及二年级和三年级结束时进行。数据分析策略主要包括多层次建模和增长曲线分析。 相关性：该应用程序的主要贡献是添加了通过多个知情者进行测量的社会情感变量，从而可以检查这些变量与儿童阅读困难/干预反应的关系。这项研究与公共健康相关，因为焦虑是学习阅读困难的儿童中经常出现的常见问题。这项研究将有助于阐明当孩子们参与日益激烈的教育干预时，焦虑和阅读如何相互影响。