Leadership: Training Young Learning Disability Researchers

领导力：培训年轻学习障碍研究人员

• 批准号: 10533028
• 负责人: DAVID C GEARY
• 金额: $ 7.93万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-30 至 2026-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10533028
• 关键词: Address; Adopted; Area; Attention; Attitude; Basic Science; Behavior; Characteristics; Child; Chiroptera; Code; Cognitive Science; Competence; Data; Decision Making; Development; Employment; Employment Opportunities; Exposure to; Family; Formulation; Future; Government; Government Agencies; Health; Home; Home environment; Individual; Individual Differences; Institutes; Intervention; Intervention Studies; Lead; Leadership; Learning; Learning Disabilities; Life; Literature; Longitudinal Studies; Mathematics; Mentors; Methods; Nursery Schools; Outcome; Parent-Child Relations; Parents; Pattern; Policies; Policy Research; Postdoctoral Fellow; Public Policy; Readiness; Reporting; Research; Research Personnel; Research Training; Risk; Schools; Short-Term Memory; Students; Training; Underemployment; Unemployment; Variant; Videotape; Work; base; cognitive ability; contextual factors; econometrics; educational atmosphere; effective intervention; expectation; experience; formal learning; graduate student; improved; juvenile delinquent; mathematical ability; mathematical difficulties; mathematical learning; mathematics disability; next generation; professor; skills; student participation; teacher

Project Summary - Leadership There is substantive variation in preschooler’s understanding of the core number concepts (e.g., cardinality) and associated skills (e.g., counting; Geary & VanMarle 2016) that are predictive of later individual differences in readiness to learn formal math at school entry (Geary et al. 2018) and risk of math LD (Chu et al. 2019). Child-centered interventions reduce these gaps (Dumas et al. 2019) but suffer from fade out and thus do not typically confer long-term benefits (Bailey, 2019). Similar fade out is found with individual therapy with young offenders, but sustained gains can be achieved with multisystemic interventions involving the child, home, and school (Henggeler et al. 2009). Future interventions for students who are at risk for math difficulties or math LD will likely need to adopt this multisystemic approach, but most research and training is focused on child-centered factors, such as the development of specific academic competencies or general abilities, such as working memory, that contribute to this development. Although training in these areas is critical, it is relatively narrow and might lead to researchers overlooking contextual factors that could contribute to the development of core early quantitative competencies that support school readiness and risk of math LD. These contextual factors likely include the attitudes and math competencies that parents bring to parent-child conservations about mathematics, the home environment as related academic development generally, and students’ engagement in classroom settings (Gray et al., 2017; Zippert & Rittle-Johnson 2020). To facilitate the next generations’ consideration of the multisystemic factors that influence math learning and risk of math LD, graduate students and a post-doctoral scholar will receive training and experiences in child-centered, parent- and home-centered, and classroom engagement assessments. An early assistant professor (Co-I Rodrigues) who specializes in fractions interventions for students with math LD will serve as a mentee to become familiar with the early mathematics development literature and through this expand her capacity to broadly contribute to future math LD research. She will also work with the team, graduate students, and the post-doctoral scholar on planning a multisystemic intervention for preschoolers who are at risk for long-term difficulties with learning mathematics based on results from a multisystemic (including children, parents, home environment, and classroom experiences) longitudinal study of early mathematics development. The PI and Co-Is have broad expertise in cognitive science, parent-child dynamics, public policy, and intervention research that in turn will provide a unique mentoring experience for graduate students and a post-doctoral fellow that will better prepare them to study and conceptualize the multiple factors that likely contribute to math learning difficulties and math LD.

项目摘要-领导力 学龄前儿童对核心数字概念的理解存在着实质性的差异(例如， 基数)和相关技能(例如，计数；Geary和VanMarle 2016) 入学时准备学习正规数学的个体差异(Geary等人)。2018)和风险 数学学习(Chu et al.2019年)。以儿童为中心的干预措施缩小了这些差距(Dumas等人)。2019年)但受苦 从逐渐淡出，因此通常不会带来长期利益(Bailey，2019)。类似的淡出现象也被发现 对少年犯进行个体化治疗，但通过多系统治疗可以取得持续的进展 涉及儿童、家庭和学校的干预措施(Henggler等人)。2009年)。未来的干预措施 有数学困难或数学学习困难风险的学生可能需要采用这种多系统的方法 方法，但大多数研究和培训侧重于以儿童为中心的因素，如儿童的发展 具体的学术能力或一般能力，如工作记忆，有助于这一点 发展。虽然这些领域的培训很关键，但范围相对较窄，可能导致 研究人员忽视了可能有助于核心早期发展的背景因素 支持入学准备和数学学习风险的量化能力。这些背景因素 可能包括父母带给亲子保护的态度和数学能力 数学，家庭环境作为相关的一般学业发展，以及学生的 课堂环境中的参与度(Gray等人，2017；Zippert&Rittle-Johnson 2020)。为了方便 下一代对影响数学学习和数学风险的多系统因素的思考 博士、研究生和博士后学者将接受以儿童为中心的培训和经验， 以家长和家庭为中心，以及课堂参与度评估。一位早期助理教授(Co-I 罗德里格斯)专门为有数学学习成绩的学生进行分数干预，他将担任 熟悉早期的数学发展文献，并通过此来扩展她的能力 为未来的数学学习研究做出广泛的贡献。她还将与团队、研究生和 博士后学者计划为有风险的学龄前儿童进行多系统干预 基于多系统(包括 儿童、家长、家庭环境和课堂体验)对早期数学的纵向研究 发展。PI和Co-IS在认知科学、亲子动力学、公共 政策和干预研究，反过来将为毕业生提供独特的指导体验 学生和博士后研究员，这将使他们更好地准备学习和概念化多重 可能导致数学学习困难和数学学习困难的因素。