Word Problems, Language, and Comorbid Learning Disabilities

文字问题、语言和共病学习障碍

• 批准号: 8457318
• 负责人: Lynn S Fuchs
• 金额: $ 49.84万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-28 至 2016-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8457318
• 关键词: Address; Affect; Appointment; Benchmarking; Boxing; Budgets; Clinical; Cognitive; Communication; Comorbidity; Comprehension; Employment; Funding; Goals; Health; Human Resources; Instruction; Intervention; Language; Learning; Learning Disabilities; Left; Math disability; Mediating; Mediation; Mentorship; Outcome; Pattern; Population; Prevention; Problem Solving; Productivity; Publications; Quality of life; Randomized; Randomized Controlled Trials; Reading; Research; Research Personnel; Research Project Grants; Resources; Role; Science; Scientist; Services; Short-Term Memory; Specificity; Speech; Students; System; Testing; Training; arm; career; career development; clinical practice; data sharing; design; high risk; improved; innovation; interdisciplinary collaboration; meetings; remediation; response; skills; social; success; treatment effect

DESCRIPTION (provided by applicant): This Learning Disabilities Hub (Word Problems, Language, & Comorbid Learning Disabilities) comprises an Administrative Core and a Research Project, with a transdisciplinary focus that spans learning sciences, speech-language sciences, & learning disabilities (LD). This is a critical form of transdisciplinary collaboration because evidence increasingly implicates difficulty with language comprehension in LD. The Research Project, which serves to center the mentorship and transdisciplinary collaboration, addresses a subset of the LD population that has been understudied and may suffer disproportionately poor response to math problem solving (MPS) intervention. This understudied population is students with comorbid MPS & reading comprehension difficulty (i.e., MDRD). With this population, we investigate a high-risk innovative approach to LD remediation, in which intervention on language comprehension (LC), a cognitive resource associated with comorbidity and MPS learning, is embedded in the same academic material used for direct skills MPS intervention. In a randomized control trial, we identify students with comorbidity on higher-order skill (MDRDH) vs. students with specific math disability on higher-order skill (MD-H). Stratifying by comorbid status, we randomly assign students to embedded LC+MPS intervention, MPS intervention alone, & no tutoring. LC+MPS intervention is designed to address LC difficulty, hypothesized to affect MDRD more than MD students. MPS intervention alone is designed to compensate for difficulty with a cognitive resource (working memory) thought to pertain similarly to both subtypes. The Hub's Administrative Core has 2 functions that support and enrich the Research Project. The Scientific & Administrative Support Arm provides services on space, budget, and human resources; the Hub's progress and scientific productivity; within-Hub management of publication decisions; within-hub data sharing; external data sharing; external communication with the public on research findings and clinical products; and implementation of the benchmarking system to evaluate the success of Core A. The Early Career Mentorship Arm provides support on implementation of the formal mentorship, aligned with the broader career development goals of the early career investigators within the Hub's transdisciplinary framework; intra- and inter-institutional recruitment of early career investigators; implementation of a benchmarking system to evaluate success of the mentorship plan; and assistance to early investigators in transitioning to other funding options or career appointments. The Hub impacts science by increasing understanding about higher-order comorbidity as an LD subtyping framework and the role of LC in MPS and in comorbidity and by training a group of early career scientists who can operate within a transdisciplinary framework spanning learning sciences, speech-language sciences, & LD. Results may expand the framework for treating LDs by embedding cognitive resource training on other potentially active cognitive resources for other LDs. This may impact clinical practice. PUBLIC HEALTH RELEVANCE: Learning disabilities (LD) in math problem solving are common and have major, negative impact on employment, social relationships, health, and quality of life. Understanding higher-order comorbidity as an D subtyping framework,with the goal of differentiating intervention, is important for improving LD students' identification, prevention, and treatment. A transdisciplinary focus, bridging learning sciences, speechlanguage sciences, & LD, creates the possibility for synergy to address LD students' difficulty with language comprehension in the context of math problem solving.

描述（由申请人提供）：这个学习障碍中心（文字问题，语言和共病学习障碍）包括一个行政核心和一个研究项目，具有跨学科的重点，跨越学习科学，言语语言科学和学习障碍（LD）。这是跨学科合作的一种重要形式，因为越来越多的证据表明LD的语言理解困难。该研究项目，这是为中心的指导和跨学科的合作，解决了一个子集的LD人口已经研究不足，可能会遭受不成比例的不良反应数学问题解决（MPS）的干预。该未充分研究的人群是患有MPS和阅读理解困难共病的学生（即，MDRD）。在这个人群中，我们研究了LD补救的高风险创新方法，其中对语言理解（LC）的干预（LC）是一种与合并症和MPS学习相关的认知资源），嵌入在用于直接技能MPS干预的相同学术材料中。在一项随机对照试验中，我们确定了高阶技能（MDRDH）与高阶技能（MD-H）特定数学障碍的学生。根据共病状态分层，我们将学生随机分配到嵌入式LC+MPS干预，单独MPS干预，无辅导。 LC+MPS干预旨在解决LC困难，假设对MDRD的影响大于MD学生。单独的MPS干预旨在补偿被认为与两种亚型相似的认知资源（工作记忆）的困难。该中心的行政核心有两个功能，支持和丰富的研究项目。科学及行政支援组提供的服务包括：空间、预算和人力资源;中心的进展和科学生产力;中心内的出版决策管理;中心内的数据共享;外部数据共享;与公众就研究成果和临床产品进行外部沟通;以及实施基准系统以评估核心A的成功。早期职业辅导组为以下方面提供支助：在中心的跨学科框架内，根据早期职业调查员更广泛的职业发展目标，实施正式辅导;机构内和机构间征聘早期职业调查员;实施 建立基准制度，以评估辅导计划的成功;协助早期调查人员过渡到其他供资选择或职业任命。 该中心通过增加对高阶comorbian作为LD子类型框架的理解以及LC在MPS和comorbian中的作用来影响科学，并通过培训一群可以在跨学科框架内操作的早期职业科学家跨越学习科学，语音语言科学和LD。结果可能会扩大框架，治疗LD嵌入认知资源培训其他潜在的积极认知资源的其他LD。这可能会影响临床实践。 公共卫生相关性：数学问题解决中的学习障碍（LD）是常见的，对就业、社会关系、健康和生活质量有重大的负面影响。将高阶共病理解为一个D亚型框架，并以差异化干预为目标，对于提高学习困难学生的识别、预防和治疗具有重要意义。一个跨学科的重点，桥接学习科学，语音语言科学，和LD，创造了协同作用的可能性，以解决LD学生在数学问题解决的背景下的语言理解困难。