Child Anxiety and Response to Intervention for Learning Disabilities

描述(由申请人提供)：我的研究重点是儿童焦虑的病因、评估和治疗，以及影响青少年精神障碍治疗的风险和保护因素。我的短期目标包括扩大我在概念化、评估和学习障碍干预方面的专业知识；开发一种更多跨学科的研究方法；以及增加我在进行严格结果研究方面的知识，特别是以学校为基础的设计。我的职业发展计划利用了一个独特的机会，可以接受具有各种研究熟练程度的专家的指导，并旨在增强我在四个方面的能力：了解不同儿童群体中的学习障碍和焦虑；进行临床结果研究；提高统计技能；以及提高赠款技能。这些培训目标将为我提供成功完成拟议研究计划和成为一名多产、独立的临床儿童科学家/研究人员的长期目标所必需的能力。这项研究计划将与一个更大的计划交织在一起，该计划将对阅读指导反应不足的学生在上学早期进行越来越强烈的干预。这项研究的主要目的是考察社会情感因素对阅读困难的同时和长期的影响以及对这种多层次干预的反应。将对阅读问题高危儿童的焦虑进行评估，以确定焦虑是否预示阅读困难(目标1)和干预反应(目标3)；焦虑症状是否与干预不同阶段的结果有关(目标2)；以及中介变量和调节变量的影响(目标4)。参与者将包括658名不同种族的一年级学生以及他们的父母和老师。在五个评估点，所有参与者将完成社会情绪测量，除了为更大的研究完成的认知测量。评估将在学生一年级开始、中期和结束时进行，以及在二年级和三年级结束时进行。数据分析策略将主要包括多层次建模和增长曲线分析。 相关性：这项应用的主要贡献是增加了社会情感变量，通过多个告密者进行测量，从而能够检查这些变量与儿童阅读困难/对干预的反应。这项研究与公共健康相关，因为焦虑是一个常见的问题，经常发生在学习阅读困难的儿童中。这项研究将有助于澄清，当孩子们参与日益激烈的教育干预时，焦虑和阅读是如何相互影响的。

DESCRIPTION (provided by applicant): My research focuses on the etiology, assessment, and treatment of child anxiety, as well as on risk and protective factors that inform treatments for youth disorders. My short-term goals involve widening my expertise of conceptualizations, assessments, and interventions for learning disabilities; developing a more interdisciplinary approach to research; and increasing my knowledge of conducting rigorous outcome research, particularly with school-based designs. My career development plan capitalizes on a unique opportunity to receive mentoring from experts with a variety of research proficiencies, and is designed to enhance my competencies in four converging areas: understanding of learning disabilities and anxiety in diverse child populations; conducting clinical outcomes research; advancing statistical skills; and improving grantsmanship skills. These training goals will provide me with the competencies necessary to successfully complete both the proposed research plan and my long-term goal of becoming a productive, independent clinical child scientist/researcher. The research plan will be intertwined with a larger that places students with inadequate response to reading instruction in increasingly intense interventions early in schooling. The primary objective of this proposed study is to examine the concurrent and long-term influences of socio emotional factors on reading difficulties and response to this multi-tiered intervention. Anxiety in children at-risk for reading problems will be evaluated to determine whether anxiety predicts reading difficulties (Aim 1) and response to intervention (Aim 3); whether anxiety symptoms are related to outcomes at different phases of the intervention (Aim 2); and the impact of mediator and moderator variables (Aim 4). Participants will include 658 ethnically diverse, 1st grade students as well as their parents and teachers. At five assessment points, all participants will complete socio emotional measures, in addition to cognitive measures completed for the larger study. Assessments will occur at the beginning, middle, and end of students' 1st grade year, as well as at the end of their 2nd and 3rd grade years. Data analytic strategies will principally consist of multi-level modeling and growth curve analysis. RELEVANCE: Major contributions of this application are the addition of socio emotional variables, measured across multiple informants, which allows for examination of these variables in relation to child reading difficulties/response to intervention. This research is relevant to public health because anxiety is a common problem that frequently occurs in children who struggle to learn to read. The research will help clarify how anxiety and reading influence one another when children are involved in increasingly intense educational interventions.