Exploring Individual Differences in Response to Intervention

探索干预反应的个体差异

• 批准号: 8511979
• 负责人: Sara Ann Hart
• 金额: $ 20.13万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-04-01 至 2015-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8511979
• 关键词: Achievement; Affect; Area; Attention; Attention deficit hyperactivity disorder; Awareness; Behavioral Genetics; Belief; Characteristics; Child; Child health care; Cognition; Cognitive; Data; Data Analyses; Data Collection; Data Sources; Development; Diagnosis; Dyslexia; Education; Educational Intervention; Environment; Extended Family; Face; Failure; Family; Future; Future Generations; Genetic; Genetic Risk; Goals; Health; Heterogeneity; Home environment; Individual; Individual Differences; Instruction; Intervention; Intervention Studies; Knowledge; Lead; Learning; Learning Disabilities; Literature; Mails; Measures; Mediator of activation protein; Methodology; Methods; Modeling; Movement; National Institute of Child Health and Human Development; Neighborhoods; Outcome; Parents; Participant; Pattern; Performance; Positioning Attribute; Problem behavior; Psyche structure; Public Health; Published Comment; Questionnaires; Reading; Recording of previous events; Recruitment Activity; Research; Risk; Risk Factors; Sampling; School-Age Population; Schools; Site; Snow; Source; Techniques; Testing; Work; base; improved; innovation; literacy; meetings; multilevel analysis; novel; phonology; psychosocial; public health relevance; response; social; theories; trait

DESCRIPTION (provided by applicant): Reading difficulties have negative consequences that are frequently associated with behavior problems and can adversely impact children's school outcomes, health, and wellbeing. There has been a growing body of work which suggests that the individual traits and history that a child brings into a classroom, and by extension an intervention project, have an interactive effect on literacy learning. Given the call for better understanding and improving the outcomes from literacy intervention paradigms, this project proposes to explore how individual differences in child traits, family environment and familial ris status moderate response to intervention. To do so, this project innovatively proposes to combine three extant intervention projects to create a pooled source of data which is more representative and powerful than any one intervention alone, as well as capitalizing on the knowledge pool of already collected data. The three Aims of this project will serve to meet the general goal of measuring individual differences in response to intervention using the bioecological model. Aim 1 explores child trait characteristics, or cognitive and psychosocial outcomes. Aim 2 explores the family environment, such as home literacy practices and parental beliefs. Aim 3 explores the familial risk status of various learning disabilities and difficulties n response to intervention. By using the novel method of integrative data analysis, the raw data from each project can be combined and heterogeneity across sites controlled for. Additionally, for aspects of child individual differences which are not presently available in the existing intervention projects, we propose to recruit original participants and their families into a questionnaire portion of the present project. This pooling of raw data, as well as the new collection of data through a questionnaire, will allow for the various sources of individual differences, specifically child traits, family environment, and familial risk status, to be enteredas moderators in a multilevel model predicting children's response to intervention defined as post- test status controlled for by pre-test status. This work has the potential to lead to more effectiv literacy interventions, which has great public health implications for school children and future generations of citizens.

描述（由申请人提供）：阅读困难会产生负面后果，通常与行为问题相关，并对儿童的学业成绩、健康和福祉产生不利影响。越来越多的研究表明，孩子带入课堂的个人特征和历史，以及扩展的干预项目，对识字学习具有互动影响。鉴于人们呼吁更好地理解和改善扫盲干预范式的结果，该项目建议探讨儿童特征、家庭环境和家庭 ris 状态的个体差异如何调节对干预的反应。为此，该项目创新性地提出将三个现有干预项目结合起来，创建一个比任何一项单独干预措施更具代表性和更强大的数据汇集源，并利用已收集数据的知识库。该项目的三个目标将有助于实现利用生物生态模型测量个体差异对干预反应的总体目标。目标 1 探讨儿童特质特征，或认知和心理社会结果。目标 2 探讨家庭环境，例如家庭识字实践和父母信仰。目标 3 探讨各种学习障碍和干预反应困难的家族风险状况。通过使用综合数据分析的新方法，可以合并每个项目的原始数据并控制跨站点的异质性。此外，对于现有干预项目中目前无法获得的儿童个体差异方面，我们建议招募原始参与者及其家庭进入本项目的问卷调查部分。这种原始数据的汇集，以及通过问卷调查收集的新数据，将允许个体差异的各种来源，特别是儿童特征、家庭环境和家庭风险状态，作为调节因素输入到预测儿童的多级模型中。对干预的反应定义为由测试前状态控制的测试后状态。这项工作有可能带来更有效的扫盲干预措施，这对学童和未来几代公民具有重大的公共卫生影响。