Texas Center for Learning Disabilities

德克萨斯州学习障碍中心

• 批准号: 7033722
• 负责人: JACK M FLETCHER
• 金额: $ 161.5万
• 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 2011-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7033722
• 关键词: children; classification; clinical research; learning disorders; reading

DESCRIPTION (provided by applicant): The purpose of this application is to respond to RFA-HD-04-027 by developing a multi-disciplinary research center on learning disabilities (LD), the Texas Center for Learning Disabilities. Consistent with the goals of the RFA, we will focus on definition and measurement issues, intervention in preventative (younger students) and remedial (older students) modes, and the neurobiological correlates of LD. The central theme is that response to instruction (RTI) operationalizes the historically prominent component of the LD construct, "unexpected underachievement." Whereas approaches to identification typically have viewed performance on cognitive tests and the application of exclusionary criteria as the primary markers for "unexpected underachievement," such approaches have not been supported by classification research over the past two decades. Rather, it has become increasingly clear that "unexpected underachievement" can only be understood in children who have received high quality instruction and respond inadequately to instruction that is effective with most students. Thus, to establish a reliable and valid classification of LD, inadequate responders should be systematically studied from instructional, neurobiological, and cognitive perspectives. To accomplish these goals, we propose a multi-disciplinary center involving researchers with backgrounds in neuropsychology, cognitive neuroscience, reading intervention, special education, and methodology to work together in a LD Center that includes four Projects and three Cores. Project 1 (Classification) evaluates definition and classification issues pertinent to RTI models of identification, including the reliability and validity of classifications based on RTI. Project 2 (Early Intervention) provides randomized controlled studies of Grade 1 children at-risk for reading difficulties, including enhanced reading instruction at a secondary level (Tier II) and more intense tertiary interventions for students who do not respond adequately to Tier II instruction. Project 3 (Remediation) involves randomized controlled trials of studies of middle schoolers with identified reading problems using a multi-tiered approach and tertiary interventions with students who do not respond to enhanced reading instruction at Tier II. Project 4 (Magnetic Source Imaging) will provide functional neuroimaging studies of reading component subtypes defined in Project 1, and the intervention outcomes in Projects 2 and 3. It specifically addresses the validity of RTI classifications, compares responders and inadequate responders, and evaluates response to tertiary interventions. The Cores include the Administrative Services Core (A), the Database and the Statistics Core (B), and the Dissemination Core (C). This research center will support research that leads to a more comprehensive classification of LD, a more integrated understanding of intervention at different levels and intensities for children with reading problems, and provide important cross-discipline insights into the nature of LD.

描述（由申请人提供）：本申请的目的是通过建立一个学习障碍（LD）多学科研究中心（德克萨斯州学习障碍中心）来响应RFA-HD-04-027。与RFA的目标相一致，我们将专注于定义和测量问题，预防（年轻学生）和补救（老年学生）模式的干预，以及LD的神经生物学相关性。中心主题是教学反应（RTI）将LD结构中历史上重要的组成部分“意想不到的成绩不佳”付诸实施。虽然识别方法通常将认知测试的表现和排除标准的应用视为“意外成绩不佳”的主要标志，但在过去的二十年里，这种方法并没有得到分类研究的支持。相反，越来越清楚的是，“意外的成绩不佳”只能在接受高质量教学的儿童中理解，而对大多数学生有效的教学反应不足。因此，要建立一个可靠和有效的分类LD，不充分的反应，应系统地研究从教学，神经生物学和认知的角度。为了实现这些目标，我们提出了一个多学科的中心，涉及研究人员在神经心理学，认知神经科学，阅读干预，特殊教育和方法的背景，在LD中心，包括四个项目和三个核心一起工作。项目1（分类）评估与RTI识别模型相关的定义和分类问题，包括基于RTI的分类的可靠性和有效性。项目2（早期干预）提供了一年级儿童阅读困难风险的随机对照研究，包括加强阅读教学在中学（第二层）和更密集的三级干预的学生谁没有充分响应第二层教学。项目3（补救）涉及随机对照试验的研究，中学生与确定的阅读问题，使用多层次的方法和三级干预的学生谁不响应加强阅读教学在第二层。项目4（磁源成像）将提供项目1中定义的阅读组件亚型的功能神经成像研究，以及项目2和3中的干预结局。它特别强调RTI分类的有效性，比较反应者和反应不足者，并评估三级干预措施的反应。这些核心包括行政服务核心（A）、数据库和统计核心（B）以及传播核心（C）。该研究中心将支持导致更全面的LD分类的研究，对阅读问题儿童的不同水平和强度的干预的更综合的理解，并提供重要的跨学科见解LD的性质。