Predicting Educational Success in Autism from Social Neuroscience in Infancy: A Longitudinal Investigation from Birth Until 3rd Grade

从婴儿期社会神经科学预测自闭症教育成功：从出生到三年级的纵向调查

• 批准号: 10627920
• 负责人: Laura Edwards
• 金额: $ 24.9万
• 依托单位: EMORY UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-01 至 2024-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10627920
• 关键词: 8 year old; Adaptive Behaviors; Address; Affect; Age; Age Years; Award; Behavioral; Birth; Child; Child Development; Clinical; Clinical assessments; Communication; Communication impairment; Communities; Complement; Consensus; Data Analyses; Data Set; Development; Developmental Process; Early Intervention; Early identification; Education; Educational Intervention; Effectiveness; Environment; Family; Friendships; Goals; Graduation Rates; Impairment; Independent Living; Individual; Investigation; Language; Learning; Life; Link; Longevity; Longitudinal Studies; Longitudinal cohort; Measurement; Measures; Mentors; Mentorship; Monitor; Neurosciences; Occupations; Outcome; Outcome Measure; Pathway interactions; Pattern; Performance; Phase; Process; Readiness; Reporting; Research; Research Personnel; Risk; Sampling; Schools; Services; Special Education; Standardization; Statistical Methods; Students; System; Technology; Testing; Time; Training; United States National Institutes of Health; Visual; Work; autism spectrum disorder; autistic children; care burden; career; clinical care; cognitive function; cohort; cost; dosage; evidence base; first grade; follow-up; high school; improved; improved outcome; individuals with autism spectrum disorder; infancy; insight; kindergarten; literacy; multidisciplinary; novel; predictive marker; programs; second grade; skills; social; social communication; social engagement; social neuroscience; success; teacher; third grade; tool; visual tracking

PROJECT SUMMARY/ABSTRACT The goal of this Pathway to Independence Award (K99/R00) is to promote an independent research career by complementing the candidate’s training in neuroscience and education with expert mentorship in the measurement and analysis of social visual engagement (SVE), clinical monitoring of early typical and atypical social communication development, and novel statistical methods for longitudinal data analysis. The candidate’s short-term goal is to identify robust, early clinical and SVE predictors of functional communication skills, kindergarten readiness, and literacy outcomes in children with autism spectrum disorder (ASD) and related communication disorders (CDs). SVE measures—collected via eye-tracking technology—quantify the way in which children visually explore, engage with, ultimately learn from, and adapt to their surrounding world at different stages of life, and may provide key insights into atypical versus typical developmental processes over the early lifespan. The proposed project will capitalize on an established longitudinal cohort of 268 ASD, CD, and typically developing children who have, to date, contributed more than 8,000 clinical and 2,300 SVE measures over 12 time points from birth to age 3. The candidate will collect follow-up SVE, kindergarten readiness, and literacy development measures on this sample, when children are 5 (kindergarten), 6 (1st grade), 7 (2nd grade), and 8 (3rd grade) years of age. Longitudinal trajectories of clinical assessment measures will be tested for prediction of functional communication outcomes at age 3, kindergarten readiness outcomes at age 5, and literacy development at ages 5, 6, 7, and 8. Patterns and trajectories of SVE will also be investigated for their association with these developmental outcome measures. The candidate will directly test the extent to which specific inputs, timing, and dosage (i.e., magnitude and rate) of developmental divergences in trajectories relate to outcome. This work will provide quantitative, objective, community-viable, performance- based biomarkers for predicting and monitoring risk of school difficulties, and enable the identification of actionable targets and developmental windows of opportunity for early intervention in children with ASD and CDs. The training plan is supported by a multidisciplinary team of mentors—including Drs. Ami Klin, Warren Jones, Lindee Morgan, and Amy Wetherby—and the strengths of the Marcus Autism Center, one of only five NIH Autism Centers of Excellence, providing groundbreaking research and clinical care for individuals with ASD. The intersection of these strengths provides an ideal training environment for promoting the candidate’s transition to independent investigator, and leading a research program that leverages tools and insights from social neuroscience to improve early and school-based educational interventions for children with ASD and CDs.

项目概要/摘要 独立之路奖 (K99/R00) 的目标是促进独立研究事业 通过在神经科学和教育方面的专家指导来补充候选人的培训 社会视觉参与度（SVE）的测量和分析，早期典型和非典型的临床监测 社会传播的发展，以及用于纵向数据分析的新颖统计方法。 候选人的短期目标是确定功能性沟通的稳健、早期临床和 SVE 预测因子 自闭症谱系障碍 (ASD) 儿童的技能、入园准备情况和识字结果 通过眼动追踪技术收集的相关沟通障碍 (CD) 测量值可量化 儿童视觉探索、参与、最终学习和适应周围世界的方式 在生命的不同阶段，可以提供对非典型与典型发展过程的关键见解 拟议的项目将利用 268 个 ASD 的既定队列纵向， CD 和典型发育儿童迄今为止已贡献了超过 8,000 个临床和 2,300 个 SVE 测量从出生到 3 岁的 12 个时间点。候选人将收集后续 SVE、幼儿园 当儿童 5 岁（幼儿园）、6 岁（第一 年级）、7 岁（2 年级）和 8 岁（3 年级）临床评估测量的纵向轨迹。 将测试 3 岁时功能性沟通结果的预测、幼儿园准备情况的结果 5 岁时的读写能力发展，以及 5、6、7 和 8 岁时的读写能力发展。SVE 的模式和轨迹也将是 调查其与这些发展结果测量的关联。候选人将直接进行测试。 发育差异的具体投入、时间和剂量（即幅度和速率）的程度 这项工作将提供定量的、客观的、社区可行的、绩效的。 基于生物标记物来预测和监测学校困难的风险，并能够识别 对患有自闭症谱系障碍 (ASD) 的儿童进行早期干预的可行目标和发展机会窗口 该培训计划得到了多学科导师团队的支持，其中包括 Ami Klin、Warren 博士。 琼斯、林迪·摩根和艾米·韦瑟比——以及马库斯自闭症中心的优势，该中心是仅有的五个中心之一 NIH 自闭症卓越中心，为自闭症患者提供突破性的研究和临床护理 这些优势的结合为提升候选人的能力提供了理想的培训环境。 过渡为独立调查员，并领导一项利用工具和见解的研究计划 社会神经科学可改善自闭症谱系障碍儿童的早期和学校教育干预 CD。