Learning Disabilities Research Center

学习障碍研究中心

• 批准号: 8769154
• 负责人: JACK M FLETCHER
• 金额: $ 181.92万
• 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 2015-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8769154
• 关键词: Address; Adult; Affect; Brain; Businesses; Child; Classification; Cognitive; Comprehension; Data; Education; Elements; Evaluation; Goals; Grant; Hybrids; Image; Instruction; Intervention; Intervention Studies; Knowledge; Language; Learning Disabilities; Linguistics; Measurement; Modeling; Neurobiology; Neuropsychology; Outcome; Public Health; Randomized Controlled Trials; Reading; Research; Research Design; Role; Services; Structure; Students; Texas; Underachievement; Validity and Reliability; Writing; base; cognitive function; cognitive neuroscience; cognitive process; cohort; data management; design; executive function; improved; multidisciplinary; neuroimaging; novel; programs; prototype; reading comprehension; reading difficulties; research study; response; skills; social; statistics

The purpose of this proposal is to respond to RFA-HD-12-202 by continuing a multi-disciplinary research center on learning disabilities (LD), the Texas Center for Learning Disabilities. Consistent with the goals of RFA, we focus on definition and measurement issues, executive functions, interventions addressing reading comprehension, and the neurobiological correlates of LD. The central theme is that assessments of instructional response operationalize the historically prominent component of the LD construct, "unexpected underachievement," which must be evaluated in children who respond inadequately to instruction, 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 to continue a multi-disciplinary center that includes four Projects and four Cores. Project 1 (Classification and Integration) continues to evaluate classification issues pertinent to LD through evaluation of actual data and simulated data, including the reliability and validity of classifications based on RTI. Project 1 also continues empirical syntheses involving the correlates of intervention response (including executive functions) and intervention outcomes. Project 2 (Executive Functions) provides a measurement study designed to address differences in models of executive functions from frameworks in neuropsychology, cognitive neuroscience, and education. It also introduces three design experiments on the role of executive functions in reading comprehension intervention. Project 3 (Intervention) follows up the previous 5 years of intervention research with 2 two-year randomized controlled trials of studies of Grade 4 students with identified reading comprehension problems. In Study 1, comparisons are made of Language/Knowledge or Skills/Strategies vs. Business as Usual (BAU). Study 2 compares a hybrid intervention in which the Study 1 interventions are integrated with and without executive functioning elements based in part on the design experiments in Project 2. Project 4 (Neuroimaging) will provide structural and functional neuroimaging studies of children who respond adequately and inadequately to Project 3 interventions, imaging executive function, word level, and sentence comprehension tasks. The Cores include the Administrative Services Core (A), the Service Core (B), the Data Management and Statistics Core (C), and the Assessment and Recruitment Core (D).

该提案的目的是通过继续学习德克萨斯学习障碍中心的多学科学习障碍研究中心（LD）来应对RFA-HD-12-202。与RFA的目标一致，我们专注于定义和测量问题，执行功能，解决阅读理解的干预措施以及LD的神经生物学相关性。中心主题是，对教学响应的评估可以使LD结构的历史重要组成部分“意外的成就”（必须在对教学响应不足的儿童中进行评估，建立LD的可靠且有效的分类，应从教学，神经生物学，认知和认知的观点进行系统地研究）。为了实现这些目标，我们建议继续一个多学科中心，其中包括四个项目和四个核心。项目1（分类和集成）继续通过评估实际数据和模拟数据，包括基于RTI的分类的可靠性和有效性来评估与LD有关的分类问题。项目1还延续了涉及干预响应（包括执行功能）和干预结果的经验合成。项目2（执行功能）提供了一项测量研究，旨在解决神经心理学，认知神经科学和教育框架的执行功能模型的差异。它还介绍了三个设计实验，涉及执行功能在阅读理解干预中的作用。项目3（干预）跟进了前5年的干预研究，并进行了2个为期两年的随机对照试验，该试验的4年级学生的阅读理解问题是4年级学生的研究。在研究1中，比较是由语言/知识或技能/策略与往常一样（BAU）组成的。研究2比较了研究1干预措施的混合干预措施，其中有没有执行功能的元素，部分基于项目2中的设计实验。项目4（神经影像学）将提供结构性和功能性的神经影像学研究，对对项目3干预措施的响应和不充分响应的儿童进行了反应和不足的响应。核心包括行政服务核心（a），服务核心（b），数据管理和统计核心（C）以及评估和招聘核心（D）。