Using RTI to address Risk, Providing Prevention,& Identifying Reading Disability

使用 RTI 解决风险、提供预防、

• 批准号: 8225164
• 负责人: Doug Fuchs
• 金额: $ 55.06万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-03-01 至 2014-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8225164
• 关键词: Achievement; Address; Affect; Attention; Attention deficit hyperactivity disorder; Awareness; Characteristics; Child; Classification; Comprehension; Development; Early identification; Early treatment; Education; Employment; Evaluation; Health; Health Status; Individual; Instruction; Intervention; Intervention Studies; Learning; Life; Low Prevalence; Methods; Modeling; Monitor; Names; Nature; Outcome; Performance; Policies; Prevalence; Prevention; Primary Prevention; Public Health; Qualifying; Randomized; Reading; Reading Disabilities; Relative (related person); Research; Risk; Sampling; Schools; Screening procedure; Secondary Prevention; Secondary to; Services; Social Adjustment; Societies; Students; Surface; System; Vocabulary; Work; disability; falls; follow-up; improved; innovation; lexical retrieval; peer; phonology; prevent; programs; remediation; response; skills; tertiary prevention; tv watching

DESCRIPTION (provided by applicant): Reading disability (RD) is a serious, life-long condition that negatively affects schooling, employment, health status, and social adjustment. With the traditional approach for identifying RD, IQ-achievement discrepancy, students repeatedly fail before they qualify as RD. During this waiting period, which often extends to 4th or 5th grade, opportunity for intervention is lost, making remediation difficult. Therefore, the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act permits states to discontinue use of IQ- achievement discrepancy in favor of a response-to-intervention (RTI) approach to RD identification. RTI is a promising method for the prevention and early identification of RD, but important questions remain unanswered. This project involves 750 low-study-entry, 170 average-study-entry, and 84 high-study-entry students who enter the study in 1st grade. To all students, we administer static assessments, dynamic assessment, and ongoing progress monitoring in fall of 1st grade, and we administer an assessment battery in spring of grades 1-4. We constitute a representative sample to include all average- and high-study-entry students plus a subsample of 84 low-study-entry students. With this representative sample, we consider how multi-method screening approaches, conducted in fall of 1st grade, enhance the predictive utility of long-term risk designations. We randomly assign the 750 low-study-entry students to no treatment control or 1 of 2 treatments (decoding/fluency vs. decoding/fluency/comprehension). With these low-study-entry students, we (a) assess how the nature of 1st-grade intervention affects reading outcomes and examine how initial child characteristics interact with intervention in moderating outcomes; (b) assess how the nature of intervention affects the prevalence of RD subtypes, with and without ADHD, and explore the prevalence of those subtypes; and (c) evaluate RTI as a 1st-grade classification and prevention model against an external criterion for RD. PUBLIC HEALTH RELEVANCE Reading disability (RD) is a serious, life-long condition that negatively affects the schooling, employment, health status, and social adjustment, creating a public health problem for society. Responsive-to-intervention (RTI) is a promising method for preventing and identifying RD, but important questions remain unanswered. We address unanswered questions by assessing how multi-method screening improves decision utility for designating RD risk at beginning of 1st grade; exploring the value of 1st-grade comprehension intervention in prevention RD; considering RD subtypes; and externally evaluating RTI as a 1st-grade RD identification and prevention system.

描述（由申请人提供）：阅读障碍（RD）是一种严重的，终身的条件，负面影响上学，就业，健康状况和社会适应。在传统的智力缺陷识别方法中，学生在达到智力缺陷的标准之前，会不断地失败。在这一等待期间，往往延长到四年级或五年级，失去了干预的机会，使补救困难。因此，2004年《残疾人教育改善法案》的重新授权允许各州停止使用智商-成就差异，转而采用干预反应（RTI）方法来识别RD。RTI是一种很有前途的方法，用于预防和早期识别RD，但重要的问题仍然没有答案。该项目涉及750名低年级学生、170名中等年级学生和84名高年级学生。所有的学生，我们管理静态评估，动态评估，并在一年级的秋天持续的进展监测，我们管理在1-4年级的春天评估电池。我们构成了一个具有代表性的样本，包括所有的平均和高学习入学的学生加上一个子样本的84个低学习入学的学生。有了这个有代表性的样本，我们考虑如何多方法筛选方法，在第一级的秋天进行，提高长期风险指定的预测效用。我们将750名低入学率的学生随机分配到无治疗对照组或2种治疗（解码/流畅性vs.解码/流畅性/理解）中的1种。对于这些低入学率的学生，我们（a）评估一年级干预的性质如何影响阅读结果，并检查初始儿童特征如何与干预在调节结果中相互作用;（B）评估干预的性质如何影响RD亚型的患病率，伴或不伴ADHD，并探索这些亚型的患病率;和（c）根据RD的外部标准评估RTI作为一级分类和预防模型。阅读障碍（RD）是一种严重的终身疾病，对学校教育、就业、健康状况和社会适应产生负面影响，给社会带来公共卫生问题。响应干预（RTI）是一种很有前途的方法，用于预防和识别RD，但重要的问题仍然没有答案。我们通过评估多方法筛查如何提高在一年级开始时指定RD风险的决策效用来解决未回答的问题;探索一年级综合干预在预防RD中的价值;考虑RD亚型;以及外部评估RTI作为一年级RD识别和预防系统。