Texas Center for Learning Disabilities

德克萨斯州学习障碍中心

• 批准号: 7933191
• 负责人: JACK M FLETCHER
• 金额: $ 36.38万
• 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: 2009-09-30 至 2011-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7933191
• 关键词: Texas; Center; Learning; Disabilities

The purpose of this proposal 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 RFA, we 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 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-riskfor 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.

该建议的目的是通过开发多学科研究来回应RFA-HD-04-027 德克萨斯学习障碍中心学习障碍中心（LD）。与目标一致 RFA，我们专注于定义和测量问题，预防措施（年轻学生）和 补救症（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RTI 运营LD结构的历史悠久的组成部分，即“意外的不足”。 尽管识别方法通常在认知测试和 将排他性标准应用于“意外成就”的主要标记， 在过去的二十年中，分类研究尚未支持方法。相反，它有 变得越来越清楚，只有在儿童中才能理解“意想不到的成绩” 已经接受了高质量的指导，并对大多数有效的指导做出了不足的反应 学生。因此，为了建立可靠且有效的LD分类，响应者不足 从教学，神经生物学和认知角度进行系统的研究。完成这些 目标，我们提出了一个多学科中心，涉及具有神经心理学背景的研究人员， 认知神经科学，阅读干预，特殊教育和方法论 中心包括四个项目和三个核心。项目1（分类）评估定义和 分类问题与RTI识别模型有关，包括 基于RTI的分类。项目2（早期干预）提供了对等级的随机对照研究 1个儿童在风险上阅读困难，包括次要级别的增强阅读教学（第二层） 对于对II级教学不充分反应的学生，更强烈的第三级干预措施。 项目3（补救）涉及中学研究的随机对照试验， 使用多层方法和第三级干预阅读问题 在第二层增强阅读指令。项目4（磁源成像）将提供功能 项目1中定义的阅读组件亚型的神经影像学研究，以及干预结果 项目2和3。它专门解决了RTI分类的有效性，比较响应者和 响应者不足，并评估对三级干预措施的反应。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，更多 对有阅读问题的儿童的不同层次和强度的干预综合理解， 并为LD的性质提供重要的跨学科见解。