School Readiness Intervention for Preschool Children with Sickle Cell Disease

患有镰状细胞病的学龄前儿童的入学准备干预

基本信息

批准号：
10570119
负责人：
Andrew M Heitzer
金额：
$ 14.67万
依托单位：
ST. JUDE CHILDREN'S RESEARCH HOSPITAL
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-05-10 至 2028-04-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10570119
关键词：
Address Adherence Affect Age American Society of Hematology Attention Back Behavior Therapy Behavior assessment Behavioral Black Populations Black race Career Mobility Caregivers Characteristics Child Child Development Child Rearing Clinical Research Cognitive deficits Cohort Studies Collaborations Consent Data Development Development Plans Developmental Delay Disorders Developmental Disabilities Diagnosis Doctor of Philosophy Dropout Early Intervention Economics Effectiveness Evidence based intervention Failure Family Foundations Functional disorder Funding Future Genetic Diseases Goals Grant Guidelines Hemoglobin Individual Inequity Informal Social Control Intervention Intervention Trial Interview Learning Skill Life Logic Longevity Longitudinal cohort study Mathematics Measures Medical Mentors Mentorship Methods Modeling Nature Neurocognitive Neurocognitive Deficit Neurologic Neuropsychology Nursery Schools Outcome Patients Performance Persons Population Population Intervention Poverty Preschool Child Problem Solving Psychology Publications Quality of life Randomized Randomized, Controlled Trials Readiness Reading Records Reporting Research Methodology Research Personnel Saint Jude Children&apos s Research Hospital Schools Science Service provision Short-Term Memory Sickle Cell Sickle Cell Anemia Site Socioeconomic Factors Structure Students Target Populations Testing Training Treatment Efficacy United States United States National Institutes of Health Vocation Work Writing acceptability and feasibility behavioral clinical trial biobehavior career career development child services clinical training cognitive rehabilitation cohort comparison intervention contextual factors design disorder risk dissemination science efficacy study efficacy trial evidence base experience foster care help-seeking behavior implementation science improved intervention mapping intervention program kindergarten literacy mathematical ability member peer pilot trial post intervention prevent programs prospective racial minority racism recruit rehabilitation strategy routine care skills social culture social stigma success underserved community

项目摘要

PROJECT SUMMARY Andrew Heitzer, PhD, is an Assistant Member in the Psychology and Biobehavioral Sciences Department at St. Jude Children’s Research Hospital. The overall goal of this K23 proposal is the development of Dr. Heitzer into an independent investigator focused on implementing behavioral interventions to improve neurocognitive and academic outcomes in patients diagnosed with sickle cell disease (SCD). Dr. Heitzer has organized a mentorship team with distinguished records of NIH funding who are committed to advancing his career. Mentors have expertise in dissemination and implementation science, intervention adaptation and development, mixed-methods research, and conduct of behavioral clinical trials in SCD. SCD is a genetic disorder of hemoglobin characterized by early and progressive neurocognitive dysfunction affecting 100,000 individuals in the United States. Pervasive neurocognitive difficulties significantly contribute to poor academic performance in mathematics, reading, and writing. A critical gap exists in developing evidence-based interventions to address the substantial functional consequences of cognitive deficits in SCD. Attempts to address neurocognitive deficits in SCD through behavioral approaches have struggled with adherence, limiting their effectiveness. Addressing barriers to adherence and increasing accessibility is critical to intervention success. This is particularly true for patients with SCD, who are predominately racial minorities from underserved communities. These families are less likely to report developmental concerns, experience more significant stigma for seeking help, and underutilize early intervention services for children with developmental delays. Behavioral interventions early in life can potentially prevent later neurodevelopmental and academic deficits. Specifically, interventions that target school readiness skills, including early literacy, numeracy, and self-regulation, produce lasting improvements in attention, working memory, and academic performance. Although several evidence-based school readiness interventions exist, they have not considered the contextual factors unique to patients with SCD. The specific aims are: 1) Adapt a behavioral intervention to improve school readiness for preschoolers with SCD; 2) Conduct a pilot trial of the adapted school readiness intervention compared to routine care to assess feasibility, acceptability, and preliminary efficacy. This will be the first study to adapt and test an intervention approach fitted for patients with SCD, facilitating the development of targeted interventions with great potential for improving the quality of life for all children living with SCD. Data collected from the pilot trial will provide the foundation to apply for an R01-funded study to test the intervention’s efficacy facilitated by an ongoing multi-site longitudinal cohort study led by St. Jude.

项目概要 Andrew Heitzer 博士是圣裘德儿童研究医院心理学和生物行为科学部的助理成员。该 K23 提案的总体目标是将 Heitzer 博士发展成为一名专注于实施行为干预以改善神经认知的独立研究者。 Heitzer 博士组织了一个拥有 NIH 资助记录的导师团队，他们致力于推进他的职业生涯，并拥有传播和治疗方面的专业知识。 SCD 是一种血红蛋白遗传性疾病，其特征是早期和进行性神经认知功能障碍，影响了美国 100,000 人。在开发基于证据的干预措施来解决 SCD 认知缺陷的重大功能后果方面存在严重差距。通过行为方法治疗 SCD 的缺陷一直困扰着患者的依从性，解决依从性障碍和提高干预的可及性对于干预的成功至关重要，因为他们主要是来自服务不足的社区的少数族裔。可能会报告发育问题，因寻求帮助而遭受更严重的耻辱，并且对发育迟缓的儿童未充分利用早期干预服务，可以潜在地预防以后的神经发育和学业缺陷，特别是针对入学准备技能的干预措施。识字能力，尽管存在一些基于证据的入学准备干预措施，但他们没有考虑 SCD 患者特有的背景因素。具体目标是：1)。采用行为干预措施来提高患有 SCD 的学龄前儿童的入学准备情况； 2) 与常规护理相比，对经过调整的学校准备干预措施进行试点试验，以评估可行性、可接受性和初步效果。适合以下患者的干预方法SCD，促进制定有针对性的干预措施，具有改善所有 SCD 儿童生活质量的巨大潜力从试点试验中收集的数据将为申请 R01 资助的研究奠定基础，以测试干预措施的有效性。由 St. Jude 领导的正在进行的多地点纵向队列研究。