Mechanisms underlying reading avoidance in children with reading difficulties.

阅读困难儿童回避阅读的机制。

• 批准号: 10438003
• 负责人: LAUREN M McGRATH
• 金额: $ 43.53万
• 依托单位: UNIVERSITY OF DENVER (COLORADO SEMINARY)
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-03-10 至 2025-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10438003
• 关键词: Academic skills; Address; Age; Anxiety; Child; Child Behavior; Child Development; Child Mental Health; Clinical Research; Dyslexia; Effectiveness; Electromyography; Exhibits; Extinction (Psychology); Fright; Galvanic Skin Response; Goals; Grant; Impairment; Interruption; Intervention; Lead; Learning; Learning Disabilities; Learning Disorders; Link; Literature; Long-Term Effects; Measures; Mediating; Mental Health; Modeling; National Institute of Child Health and Human Development; Neurocognitive; Occupational; Outcome; Parents; Participant; Pathway interactions; Psychophysiology; Reading; Reporting; Research; Research Priority; Risk; Science; Standardization; Stimulus; Symptoms; Testing; Time; Training; Translations; Work; Youth; anxious; attentional bias; avoidance behavior; classical conditioning; clinical anxiety; collaborative approach; effective intervention; functional disability; functional outcomes; improved; information processing; innovation; member; neural circuit; novel; protective factors; reading difficulties; recruit; response; skills; targeted treatment; theories; translational potential; treatment strategy; undergraduate student

PROJECT SUMMARY This AREA grant will explore information processing (IP) mechanisms underlying reading avoidance in youth with a specific learning disorder in reading (RD). For children with RD, weaknesses in a specific academic skill (word decoding) can impact many domains over time, including educational and occupational attainment and mental health. A major contributing factor to these impairments is reduced reading practice which limits educational access causing a cascade of negative outcomes. Interrupting this cascade requires interventions that address the fact that many children with RD avoid reading even after they have acquired the necessary decoding skills from effective reading interventions. This grant aims to identify mechanisms underlying reading avoidance in children with RD. Avoidance and its underlying mechanisms have been well-characterized in mental health, particularly in anxiety. In these models, three information-processing (IP) biases to threat drive avoidance and subsequent anxiety: attention bias, associative learning, and automatic action tendencies. These IP biases could be related to reading avoidance and subsequent reading anxiety: reading-related stimuli may evoke initial hypervigilance followed by disengagement (attention bias, Aim 1a), learned fearful responses (associative learning, Aim 1b), and distancing actions (automatic action tendencies, Aim 1c) in youth with RD. While these relationships are confirmed for anxiety, they have yet to be tested in RD (Aim 2). In this proposal, we aim to test whether children with RD exhibit reading-related IP biases that contribute to reading avoidance and reading anxiety. We will recruit children ages 10-12 with RD (N=60) and without RD (N=60). Participants will complete experimental tasks assessing IP biases (attention bias, associative learning, automatic action tendencies), self- and parent-report measures of reading avoidance and reading anxiety, and standardized reading assessments. If successful, this work could represent a significant step forward in understanding mechanisms underlying reading avoidance, and inform interventions to target IP biases that could augment and improve long-term effects of existing reading interventions. This project has high and immediate translational potential, and aligns closely with NICHD’s Child Development and Behavior branch’s research priority: “Use of neurocognitive risk/protective factors to inform targeted treatment strategies”. The research team exemplifies an interdisciplinary collaborative approach that bridges across the learning disabilities and child mental health fields which have traditionally remained quite separate. Central to AREA goals, undergraduate students will be integral members of the research team, receiving intensive training in clinical research and collaborative team science skills.

项目摘要 此领域赠款将探索阅读底部的信息处理（IP）机制 在阅读中具有特定学习障碍的年轻人（RD）中避免。对于有RD的儿童，弱点 特定的学术技能（单词解码）会随着时间的流逝而影响许多领域，包括教育和 占据成就和心理健康。减少了这些障碍的主要因素 阅读实践限制了教育访问，导致一系列负面结果。打断这个 级联需要干预措施，以解决许多有RD的儿童即使在 他们从有效阅读干预措施中获得了必要的解码技能。这项赠款的目的是 确定RD儿童避免阅读避免阅读的机制。 避免及其潜在机制在心理健康方面已经很好地表征，尤其是在 焦虑。在这些模型中，三个信息处理（IP）偏见以避免威胁驱动器和随后 动画：注意偏见，联想学习和自动行动趋势。这些IP偏见可能是 与阅读避免和随后的阅读焦虑有关：与阅读相关的刺激可能引起初始 过度维护，然后脱离接触（注意偏见，AIM 1A），学会了可怕的反应（联想 学习，目标1B）以及在RD年轻人中的疏远行动（自动行动倾向，AIM 1C）。而这些 关系被确认用于动画，尚未在RD中进行测试（AIM 2）。 在此提案中，我们旨在测试患有RD暴露与阅读相关的IP的儿童是否存在 有助于阅读避免和阅读动画。我们将使用RD招募10-12岁的儿童（n = 60） 并且没有RD（n = 60）。参与者将完成评估IP偏见的实验任务（注意偏见， 联想学习，自动行动倾向），自我和父母报告的避免阅读的措施和 阅读动画和标准化的阅读评估。如果成功，这项工作可能代表着重要的 向前迈进，了解避免阅读的基础机制，并告知干预措施以目标IP 可以增加并改善现有阅读干预措施的长期影响的偏见。 该项目具有很高的直接翻译潜力，并与NICHD的孩子紧密相符 发展与行为分支的研究优先：“使用神经认知风险/保护因素通知 有针对性的治疗策略”。研究小组表示一种跨学科的合作方法 传统上仍然存在的学习障碍和儿童心理健康领域的桥梁 分离。面积目标的核心，本科生将成为研究团队的组成部分， 接受临床研究和协作团队科学技能的深入培训。