Texas Center for Learning Disabilities

德克萨斯州学习障碍中心

• 批准号: 10360552
• 负责人: JACK M FLETCHER
• 金额: $ 171.59万
• 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/10360552
• 关键词: Academic skills; Address; Adolescent; Adult; Affect; Attention; Attention deficit hyperactivity disorder; Behavior; Behavioral; Brain imaging; Businesses; Child; Classification; Cognitive; Common Core; Complex; DNA Methylation; Data; English Language; English Learner; Epigenetic Process; Evaluation; Evidence based practice; Experimental Designs; Generations; Genetic; Goals; Impairment; Individual Differences; Instruction; Interdisciplinary Study; Intervention; Intervention Studies; Knowledge; Language; Learning Disabilities; Linguistics; Literature; Longitudinal Studies; Mathematics; Measurement; Mentors; Methodology; Neurobiology; Oral; Outcome; Participant; Phenotype; Policy Maker; Postdoctoral Fellow; Productivity; Public Health; Publications; Randomized; Randomized Controlled Trials; Reading; Research; Research Personnel; Research Project Grants; Research Training; Sampling; Science; Site; Social outcome; Statistical Methods; Students; Texas; Time; Training; Translating; Underachievement; Underserved Population; Variant; career; cohesion; cohort; comorbidity; contextual factors; data management; design; experience; experimental study; follow-up; graduate student; high reward; high risk; junior high school; multidisciplinary; multimodality; neuroimaging; novel strategies; programs; reading comprehension; reading difficulties; recruit; relating to nervous system; response; simulation; skills; statistics; synergism; web site

The purpose of this proposal is to respond to RFA-HD-17-006 by continuing a multidisciplinary research center on learning disabilities (LDs), the Texas Center for Learning Disabilities. Consistent with the goals of RFA, we focus in Years 11-16 on persistent reading difficulties in a historically underserved group, English learners (Els). We characterize the sample as a complex phenotype and evaluate variations in math and written expression, as well as ADHD behavior and language proficiency. The proposed research uses multiple methodologies from cognitive and educational science, neuroimaging, genetics, and contemporary methodologies. The central theme is that instructional response operationalizes the historically prominent component of the LD construct, “unexpected underachievement.” Instructional response must be evaluated in children broadly representative of diverse backgrounds who are persistently impaired in academic skills and respond inadequately to instruction. To establish a reliable and valid classification of LDs, and understand cognitive, linguistic, neural, and genetic influences on LDs and instructional response, individual differences in instructional response should be systematically studied from multidisciplinary perspectives. We propose 5 Projects and 4 Cores. Project 1 (Integration) continues the past 5 years of integrative research on classification issues through evaluation of actual and simulated data, but in an El sample. It synthesizes empirical literature and conducts cross-project analyses. Project 2 (Attention) evaluates behavioral and cognitive attention and related skills over time in parallel with Projects 3, 4, and 5. It also introduces a measurement study to define attention as a construct and conducts 3 design experiments on attention in LDs. Project 3 (Intervention) builds on the previous 10 years of intervention research with a two-year double-cohort randomized controlled trial addressing reading comprehension in 820 Grade 7 Els with persistent reading difficulties. Project 4 (Neuroimaging) provides multimodal structural and functional neuroimaging studies of children who respond adequately and inadequately to Project 3 interventions. Project 5 (Epigenetics) is the high risk high reward study that evaluates epigenetic changes in DNA methylation in response to intervention in 672 participants from Project 2 (Attention) and Project 3 (Intervention). Support comes from the Administration Core (A), the Engagement Core (B), the Data Management & Statistics Core (C), and the Assessment & Recruitment Core (D). Training and dissemination opportunities are embedded throughout the Center, which has produced numerous trainees and 114 publications in the past 5 years. Synergy and cohesiveness emerges from common studies of the same cohort of Els through Project 3 (Intervention), with three shared assessments of a subset of these participants and typically developing comparison children in Projects 2 (Attention), 4 (Neuroimaging), and 5 (Epigenetics). The TCLD is a well-organized and cohesive multi-disciplinary Center that conducts synergistic research on fundamental issues involving LDs.

本提案的目的是通过继续一个多学科研究中心来回应RFA-HD-17-006 关于学习障碍(LDS)，德克萨斯州学习障碍中心。与RFA的目标一致，我们 在11-16年级重点关注历史上服务不足的英语学习者群体中持续存在的阅读困难 (ELS)。我们将样本描述为复杂的表型，并评估数学和书面形式的变化 表达，以及ADHD行为和语言熟练程度。拟议的研究使用了多个 来自认知和教育科学、神经成像、遗传学和当代的方法论 方法论。中心主题是，教学反应使历史上突出的 LD结构的组成部分，“意想不到的成绩不佳”。必须在以下位置评估教学响应 广泛代表不同背景的儿童，他们的学习技能和 对指示的反应不充分。建立可靠和有效的LDS分类，并理解 认知、语言、神经和遗传因素对学习困难和教学反应的影响 应从多学科的角度对教学反应进行系统研究。我们建议5个 项目和4个核心。项目1(集成)延续了过去5年对 通过评估实际和模拟数据，但在EL样本中的分类问题。它合成了 实证文献，并进行跨项目分析。项目2(注意)评估行为和 随着时间的推移，认知注意力和相关技能与项目3、4和5并行。它还介绍了 测量研究将注意定义为一个结构，并在学习记忆测验中进行了3个关于注意的设计实验。 项目3(干预)建立在之前10年干预研究的基础上，采用两年双队列研究 820名7年级英语学习者持续阅读的随机对照研究 困难。项目4(神经成像)提供了多模式结构和功能的神经成像研究 对项目3干预措施反应充分和反应不足的儿童。项目5(表观遗传学)是 高风险高回报研究，评估干预后DNA甲基化的表观遗传学变化 来自项目2(注意)和项目3(干预)的672名参与者。支持来自 管理核心(A)、参与核心(B)、数据管理和统计核心(C)以及 评估及招聘核心(D)。培训和传播机会贯穿于整个 在过去的5年里，该中心制作了大量的学员和114份出版物。协同效应和 凝聚力来自通过项目3(干预)对同一ELS队列的共同研究， 对这些参与者的子集进行三次共享评估，并通常在 项目2(注意)、4(神经成像)和5(表观遗传学)。TCLD是一个组织严密、具有凝聚力的 多学科中心，在涉及LD的基本问题上进行协同研究。