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症的病因，评估和治疗，以及告知青少年疾病治疗的风险和保护因素。我的短期目标包括扩大我的概念化，评估和干预学习障碍的专业知识;开发一个更跨学科的研究方法;并增加我的知识进行严格的结果研究，特别是与校本设计。我的职业发展计划利用了一个独特的机会，从具有各种研究专业知识的专家那里获得指导，旨在提高我在四个融合领域的能力：了解不同儿童群体的学习障碍和焦虑;进行临床结果研究;提高统计技能;和提高granomaly技能。这些培训目标将为我提供必要的能力，成功完成拟议的研究计划和我的长期目标，成为一个富有成效的，独立的临床儿童科学家/研究人员。这项研究计划将与一个更大的研究计划交织在一起，该计划将对阅读教学反应不足的学生在上学早期进行越来越密集的干预。本研究的主要目的是探讨社会情绪因素对阅读困难的同时和长期影响，以及对这种多层次干预的反应。将评估有阅读问题风险的儿童的焦虑，以确定焦虑是否预测阅读困难（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相关（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感测量，除了为更大的研究完成的认知测量。评估将发生在学生的第一年级的开始，中间和结束，以及在他们的第二和第三年级结束。数据分析策略主要包括多层次建模和增长曲线分析。 相关性：该应用程序的主要贡献是增加了社会情感变量，在多个被调查者中进行测量，从而可以检查这些变量与儿童阅读困难/对干预的反应。这项研究与公共卫生有关，因为焦虑是一个常见的问题，经常发生在努力学习阅读的儿童身上。这项研究将有助于澄清当儿童参与越来越激烈的教育干预时，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.