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 该研究基金将探索阅读的信息处理机制 在阅读（RD）中具有特定学习障碍的青年中的回避。对于患有RD的儿童， 随着时间的推移，一项特定的学术技能（单词解码）可以影响许多领域，包括教育和 职业成就和心理健康。造成这些损害的一个主要因素是， 限制受教育机会的阅读做法造成了一连串的负面结果。中断该 级联需要干预措施，以解决这一事实，即许多RD儿童避免阅读，即使在 他们从有效的阅读干预中获得了必要的解码技能。该补助金旨在 识别RD儿童阅读回避的潜在机制。 回避及其潜在机制在心理健康中得到了很好的表征，特别是在 焦虑在这些模型中，三个信息处理（IP）偏见的威胁驱动回避和随后的 焦虑：注意力偏差、联想学习和自动行动倾向。这些知识产权偏见可能是 与阅读回避和随后的阅读焦虑有关：阅读相关的刺激可能会引起最初的 过度警觉后脱离（注意力偏差，目标1a），学习恐惧反应（联想 学习，目标1b），和远程行动（自动行动倾向，目标1c）的青年与RD。虽然这些 虽然这些关系被确认为焦虑，但它们尚未在RD中进行测试（目标2）。 在这项提案中，我们的目标是测试RD儿童是否表现出阅读相关的IP偏见， 有助于阅读回避和阅读焦虑。我们将招募10-12岁RD儿童（N=60） 无RD组（N=60）。参与者将完成评估IP偏见（注意力偏见， 联想学习，自动行动倾向），自我和家长报告的阅读回避措施， 阅读焦虑和标准化阅读评估。如果成功的话，这项工作将是一项重大的 进一步了解阅读回避的机制，并为针对知识产权的干预提供信息 可以增强和改善现有阅读干预的长期效果的偏差。 这个项目具有很高的和即时的翻译潜力，并与NICHD的儿童 发展和行为分支的研究重点：“使用神经认知风险/保护因素， 有针对性的治疗策略”。该研究团队采用了跨学科的合作方法， 在学习障碍和儿童心理健康领域的桥梁，传统上仍然相当 单独的.中心区域的目标，本科生将是研究团队的不可分割的成员， 接受临床研究和协作团队科学技能的强化培训。