Texas Center for Learning Disabilities

德克萨斯州学习障碍中心

• 批准号: 9569663
• 负责人: JACK M FLETCHER
• 金额: $ 172.31万
• 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 2022-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9569663
• 关键词: Academic skills; Address; Adolescent; Adult; Affect; Attention; Attention deficit hyperactivity disorder; Behavior; Behavioral; Brain imaging; Businesses; Child; Classification; Cognitive; Common Core; Comorbidity; Complex; DNA Methylation; Data; English Language; English Learner; Epigenetic Process; Evaluation; Evidence based practice; Experimental Designs; Generations; Genetic; Goals; Impairment; Individual Differences; Instruction; Interdisciplinary Study; Intervention; Intervention Studies; Knowledge; Language; Learning Disabilities; Linguistics; Literature; Longitudinal Studies; Mathematics; Measurement; Mentors; Methodology; Neurobiology; Oral; Outcome; Participant; Phenotype; Policy Maker; Postdoctoral Fellow; Productivity; Public Health; Publications; Randomized; Randomized Controlled Trials; Reading; Research; Research Personnel; Research Project Grants; Research Training; Sampling; Science; Site; Statistical Methods; Structure; Students; Texas; Time; Training; Translating; Underachievement; Underserved Population; Variant; career; cohesion; cohort; contextual factors; data management; design; experience; experimental study; follow-up; graduate student; high reward; high risk; junior high school; multidisciplinary; multimodality; neuroimaging; novel strategies; programs; reading comprehension; reading difficulties; recruit; relating to nervous system; response; simulation; skills; social; statistics; synergism; web site

The purpose of this proposal is to respond to RFA-HD-17-006 by continuing a multidisciplinary research center on learning disabilities (LDs), the Texas Center for Learning Disabilities. Consistent with the goals of RFA, we focus in Years 11-16 on persistent reading difficulties in a historically underserved group, English learners (Els). We characterize the sample as a complex phenotype and evaluate variations in math and written expression, as well as ADHD behavior and language proficiency. The proposed research uses multiple methodologies from cognitive and educational science, neuroimaging, genetics, and contemporary methodologies. The central theme is that instructional response operationalizes the historically prominent component of the LD construct, “unexpected underachievement.” Instructional response must be evaluated in children broadly representative of diverse backgrounds who are persistently impaired in academic skills and respond inadequately to instruction. To establish a reliable and valid classification of LDs, and understand cognitive, linguistic, neural, and genetic influences on LDs and instructional response, individual differences in instructional response should be systematically studied from multidisciplinary perspectives. We propose 5 Projects and 4 Cores. Project 1 (Integration) continues the past 5 years of integrative research on classification issues through evaluation of actual and simulated data, but in an El sample. It synthesizes empirical literature and conducts cross-project analyses. Project 2 (Attention) evaluates behavioral and cognitive attention and related skills over time in parallel with Projects 3, 4, and 5. It also introduces a measurement study to define attention as a construct and conducts 3 design experiments on attention in LDs. Project 3 (Intervention) builds on the previous 10 years of intervention research with a two-year double-cohort randomized controlled trial addressing reading comprehension in 820 Grade 7 Els with persistent reading difficulties. Project 4 (Neuroimaging) provides multimodal structural and functional neuroimaging studies of children who respond adequately and inadequately to Project 3 interventions. Project 5 (Epigenetics) is the high risk high reward study that evaluates epigenetic changes in DNA methylation in response to intervention in 672 participants from Project 2 (Attention) and Project 3 (Intervention). Support comes from the Administration Core (A), the Engagement Core (B), the Data Management & Statistics Core (C), and the Assessment & Recruitment Core (D). Training and dissemination opportunities are embedded throughout the Center, which has produced numerous trainees and 114 publications in the past 5 years. Synergy and cohesiveness emerges from common studies of the same cohort of Els through Project 3 (Intervention), with three shared assessments of a subset of these participants and typically developing comparison children in Projects 2 (Attention), 4 (Neuroimaging), and 5 (Epigenetics). The TCLD is a well-organized and cohesive multi-disciplinary Center that conducts synergistic research on fundamental issues involving LDs.

本提案旨在通过继续多学科研究中心来响应RFA-HD-17-006 德克萨斯学习障碍中心（Texas Center for Learning Disabilities）与RFA的目标一致，我们 在11-16年级，重点关注历史上服务不足的群体--英语学习者--的持续阅读困难 （Els）.我们将样本描述为复杂的表型，并在数学和书面上评估变化。 表达，以及ADHD行为和语言能力。该研究使用多个 认知和教育科学、神经影像学、遗传学和当代 方法论。中心主题是，教学反应操作化的历史突出 LD结构的组成部分，“意想不到的成绩不佳”。教学反应必须在 具有广泛代表性的不同背景的儿童，他们的学术技能持续受损， 对指示反应不充分。建立一个可靠和有效的LD分类，并了解 认知、语言、神经和遗传对学习成绩和教学反应的影响， 教学反应应从多学科角度进行系统研究。我们建议5 项目和4个核心。项目1（整合）延续了过去5年的整合研究， 分类问题，通过评估实际和模拟数据，但在El样本。它综合 经验文献，并进行跨项目分析。项目2（注意力）评估行为和 随着时间的推移，认知注意力和相关技能与项目3，4和5平行。它还介绍了一个 测量研究定义注意作为一个结构，并进行了3个设计实验的注意在LD。 项目3（干预）建立在过去10年的干预研究的基础上，采用两年的双队列研究 820例持续阅读的7年级学生阅读理解的随机对照试验 困难项目4（神经影像学）提供多模态结构和功能神经影像学研究， 对项目3的干预措施作出适当和不适当反应的儿童。项目5（表观遗传学）是 评估干预后DNA甲基化表观遗传学变化的高风险高回报研究 项目2（注意力）和项目3（干预）的672名参与者。支持来自 管理核心（A）、参与核心（B）、数据管理和统计核心（C）以及 评估和招聘核心（D）。培训和传播机会贯穿于 该中心在过去5年中培养了许多受训人员并出版了114份出版物。协同作用和 通过项目3（干预）对同一组ELS进行的共同研究中出现了凝聚力， 这些参与者的一个子集的三个共同评估，通常发展比较儿童， 项目2（注意力），4（神经影像学）和5（表观遗传学）。TCLD是一个组织良好、有凝聚力的 多学科中心，对涉及LD的基本问题进行协同研究。