Classification, Definition, and Integration of Learning Disabilities Research

学习障碍研究的分类、定义和整合

• 批准号: 10360553
• 负责人: DAVID J. FRANCIS
• 金额: $ 14.13万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2023-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10360553
• 关键词: 10 year old; Achievement; Address; Aptitude; Attention; Attention deficit hyperactivity disorder; Award; Categories; Child; Classification; Clinical; Cognitive; Data; Decision Making; Dimensions; Disabled Persons; English Learner; Epigenetic Process; First Independent Research Support and Transition Awards; Funding; Genetic; Individual; Information Systems; Instruction; Intervention; Learning; Learning Disabilities; Literature; Mathematics; Measures; Meta-Analysis; Methods; Modeling; Nature; Participant; Pattern; Performance; Policies; Population; Recording of previous events; Research; Risk; Sampling; Sampling Errors; Schools; Specificity; Statistical Computing; Students; Testing; Texas; Translations; Update; Validation; Work; base; comorbidity; design; disability; expectation; models and simulation; neuroimaging; novel strategies; personalized medicine; predicting response; relating to nervous system; remediation; response; simulation; tool

The overarching theme of Project 1 (Integration) is integration, with the following objectives: (a) to continue research on the classification and identification of children with learning disabilities (LDs) using statistical simulation and real data (b) to extend this work to English learners (Els), and (c) to expand the use of meta- analysis and extend previous syntheses to co-morbid disabilities and to Els. The activities integrate research across projects, approaches, frameworks, settings, and populations. With this overarching purpose of Integration and these stated objectives, Project 1 has three specific aims. Specific Aim 1 (Classification and Identification) addresses the challenges inherent in the identification and classification of LDs, targeting a historical mismatch permeating the literature between approach (dimensional) and framework (categorical). Project 1 seeks to investigate the inherent nature of LDs as either dimensional or non-dimensional while moving beyond current approaches to identification to develop and evaluate new approaches that overcome the known problems with existing approaches. Aim 1 draws on simulated data and actual data from Projects 2- 4 in the prior and current awards, and Projects 1 (Classification) and 3 (Remediation) from the first award. New methods include (a) latent variable models appropriate for categorical and dimensional frameworks, and (b) a reframing of RTI in terms of expected magnitude of response to instruction, consistent with a dimensional view of LDs. We expect to find support for our reconceptualization of RTI in terms of expected magnitude of response that is consistent with ideas from personalized medicine as applied to student learning and instruction. In addition, application of these methods to a large sample of Els will address fundamental questions of how to identify LDs in Els with persistent academic difficulties. Specific Aim 2 (External Validity of Identification Methods) addresses the validity of the identification and classification methods developed and tested under Aim 1. Using data collected under Projects 2 (Attention), 4 (Neuroimaging), and 5 (Epigenetics), we will compare children from Project 3 (Intervention) identified using different methods under Aim 1 on measures of attention, written expression, math, and other domains, including measures of neural response and epigenetics. We will also work with Project 4 (Neuroimaging) to develop a measure of neural specificity to use in external validation of identifications and to characterize RTI. Specific Aim 3 (Synthesis) continues and expands our work on empirical synthesis from the previous five years. We propose to undertake meta-analytic work addressing (a) the history of LD identification drawing on our prior 100 year review (Scammacca, et al., 2016), (b) predictors of intervention response in comorbid disabilities; (c) cognitive similarities and differences between comorbid and singular disabilities, including multiple academic domains with and without ADD/ADHD; (d) expand previous meta-analyses on identification to synthesize the literature on identification of disabilities in children who are Els; and (e) to update the Grigorenko (2005) synthesis of the LD-genetics literature.

项目1（一体化）的首要主题是一体化，目标如下： 学习障碍儿童的分类和识别研究 模拟和真实的数据（B）将这项工作扩展到英语学习者（Els），以及（C）扩展Meta的使用 分析和扩展以前的综合共病残疾和埃尔斯。这些活动整合了研究 跨项目、方法、框架、设置和人群。为了实现这个总体目标， 结合上述目标，项目1有三个具体目标。具体目标1（分类和 识别）解决了在对最不发达国家进行识别和分类方面的固有挑战， 方法（维度）和框架（分类）之间的历史不匹配渗透到文献中。 项目1旨在研究LD的固有性质，无论是维度还是非维度， 超越目前的识别方法，制定和评价新的方法， 现有方法的已知问题。目标1借鉴了项目2的模拟数据和实际数据， 4在以前和目前的裁决，以及项目1（分类）和3（补救）从第一个奖项。新 方法包括（a）适用于分类和维度框架的潜在变量模型，以及（B） 根据预期的对指令的反应程度来重构RTI，与维度视图一致 的LD。我们希望找到支持我们的重新概念化的RTI方面的预期规模 反应是一致的想法，从个性化医疗适用于学生的学习， 指导。此外，将这些方法应用于大样本Els将解决基本问题。 如何识别在Els中有持续学术困难的LD的问题。具体目标2（外部有效性） 鉴定方法）解决了鉴定和分类方法的有效性， 在目标1下测试。使用项目2（注意力）、项目4（神经影像学）和项目5（表观遗传学）收集的数据， 我们将比较项目3（干预）中使用目标1下不同方法识别的儿童， 注意力、书面表达、数学和其他领域的测量，包括神经反应的测量 和表观遗传学我们还将与项目4（神经影像学）合作，开发一种神经特异性的测量方法， 用于鉴定的外部验证和表征RTI。具体目标3（综合）继续进行， 扩展了我们过去五年的经验综合工作。我们建议进行荟萃分析 工作解决（a）根据我们之前的100年回顾（Scammacca，et al.， 2016），（B）共病残疾干预反应的预测因素;（c）认知相似性和差异 共病和单一残疾之间的关系，包括多个学术领域有和没有ADD/ADHD; (d)扩大以前关于识别的荟萃分析，以综合关于残疾识别的文献， 儿童谁是Els;和（e）更新Grigorenko（2005）综合LD遗传学文献。