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）：我的研究重点介绍了儿童焦虑的病因，评估和治疗，以及风险和保护因素，这些因素为青少年疾病的治疗提供了依据。我的短期目标涉及扩大我对学习障碍的概念化，评估和干预措施的专业知识；开发一种更跨学科的研究方法；并增加了我对进行严格结果研究的了解，尤其是在学校设计的方面。我的职业发展计划利用了一个独特的机会，可以从各种研究能力的专家那里获得指导，并旨在增强我在四个融合领域的能力：了解各种儿童人群的学习障碍和焦虑；进行临床结果研究；提高统计技能；并提高授予技巧。这些培训目标将为我提供成功完成拟议的研究计划的必要能力，也是我成为一名富有成效的独立临床儿童科学家/研究人员的长期目标。该研究计划将与较大的较大的研究计划交织在一起，该计划使学生对阅读教学的反应不足，在教育的早期越来越强烈的干预措施中。这项拟议的研究的主要目的是研究社会情绪因素对阅读困难和对这种多层干预的反应的同时和长期影响。将评估儿童在危险中的焦虑症，以确定焦虑是否预测阅读困难（AIM 1）和对干预的反应（AIM 3）；焦虑症状是否与干预不同阶段的结果有关（AIM 2）；以及调解人和主持人变量的影响（AIM 4）。参与者将包括658个种族多样的，一年级的学生以及他们的父母和老师。在五个评估点，所有参与者还将完成社会情绪措施，除了完成大型研究的认知措施外。评估将在学生一年级的开始，中间和结束时以及二年级和三年级结束时进行评估。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：本应用的主要贡献是添加跨多个线人衡量的社会情感变量，这允许检查与儿童阅读困难/对干预的反应有关的这些变量。这项研究与公共卫生有关，因为焦虑是一个常见的问题，在努力学习阅读的孩子中经常发生。这项研究将有助于阐明当孩子参与日益激烈的教育干预措施时，焦虑和阅读如何相互影响。