Exploring Individual Differences in Response to Intervention

探索干预反应的个体差异

基本信息

批准号：
8626426
负责人：
Sara Ann Hart
金额：
$ 19.18万
依托单位：
FLORIDA STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2013
资助国家：
美国
起止时间：
2013-04-01 至 2016-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8626426
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 reading difficulties response social theories trait

项目摘要

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）：阅读困难会带来负面影响，这些后果经常与行为问题有关，并可能对儿童的学校成果，健康和福祉产生不利影响。越来越多的工作表明，孩子带入教室的个体特征和历史，并且通过扩展干预项目，对扫盲学习具有互动效果。鉴于要求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，家庭环境和家族性RIS状况对干预措施的适度反应中的个体差异。为此，该项目创新地建议将三个现存的干预项目结合起来，以创建一个汇总的数据源，该数据源比单独的任何干预措施更具代表性和强大，并利用已经收集到的数据的知识库。该项目的三个目标将实现使用生物生物学模型来响应干预措施的个体差异的一般目标。 AIM 1探索儿童特征特征，或认知和社会心理结局。 AIM 2探索家庭环境，例如家庭识字实践和父母信仰。 AIM 3探讨了各种学习障碍的家族风险状况和对干预的困难。通过使用新颖的集成数据分析方法，可以将每个项目的原始数据组合在一起，并在控制的站点之间进行异质性。此外，对于现有干预项目目前尚不可用的儿童个体差异方面，我们建议将原始参与者及其家人招募到本项目的问卷中。原始数据的汇总以及通过问卷调查的新数据集合将允许各个个体差异的来源，尤其是儿童特征，家庭环境和家庭风险状态，可以成为多层次模型中的主持人，预测儿童对被定义为通过预先测试的后测试状态所控制的干预措施的反应。这项工作有可能导致更有效的扫盲干预措施，这对学童和子孙后代具有很大的公共卫生影响。