Learning Disabilities Research Center

学习障碍研究中心

• 批准号: 8769154
• 负责人: JACK M FLETCHER
• 金额: $ 181.92万
• 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 2015-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8769154
• 关键词: Address; Adult; Affect; Brain; Businesses; Child; Classification; Cognitive; Comprehension; Data; Education; Elements; Evaluation; Goals; Grant; Hybrids; Image; Instruction; Intervention; Intervention Studies; Knowledge; Language; Learning Disabilities; Linguistics; Measurement; Modeling; Neurobiology; Neuropsychology; Outcome; Public Health; Randomized Controlled Trials; Reading; Research; Research Design; Role; Services; Structure; Students; Texas; Underachievement; Validity and Reliability; Writing; base; cognitive function; cognitive neuroscience; cognitive process; cohort; data management; design; executive function; improved; multidisciplinary; neuroimaging; novel; programs; prototype; reading comprehension; reading difficulties; research study; response; skills; social; statistics

The purpose of this proposal is to respond to RFA-HD-12-202 by continuing a multi-disciplinary research center on learning disabilities (LD), the Texas Center for Learning Disabilities. Consistent with the goals of RFA, we focus on definition and measurement issues, executive functions, interventions addressing reading comprehension, and the neurobiological correlates of LD. The central theme is that assessments of instructional response operationalize the historically prominent component of the LD construct, "unexpected underachievement," which must be evaluated in children who respond inadequately to instruction, establish a reliable and valid classification of LD, inadequate responders should be systematically studied from instructional, neurobiological, and cognitive perspectives. To accomplish these goals, we propose to continue a multi-disciplinary center that includes four Projects and four Cores. Project 1 (Classification and Integration) continues to evaluate classification issues pertinent to LD through evaluation of actual data and simulated data, including the reliability and validity of classifications based on RTI. Project 1 also continues empirical syntheses involving the correlates of intervention response (including executive functions) and intervention outcomes. Project 2 (Executive Functions) provides a measurement study designed to address differences in models of executive functions from frameworks in neuropsychology, cognitive neuroscience, and education. It also introduces three design experiments on the role of executive functions in reading comprehension intervention. Project 3 (Intervention) follows up the previous 5 years of intervention research with 2 two-year randomized controlled trials of studies of Grade 4 students with identified reading comprehension problems. In Study 1, comparisons are made of Language/Knowledge or Skills/Strategies vs. Business as Usual (BAU). Study 2 compares a hybrid intervention in which the Study 1 interventions are integrated with and without executive functioning elements based in part on the design experiments in Project 2. Project 4 (Neuroimaging) will provide structural and functional neuroimaging studies of children who respond adequately and inadequately to Project 3 interventions, imaging executive function, word level, and sentence comprehension tasks. The Cores include the Administrative Services Core (A), the Service Core (B), the Data Management and Statistics Core (C), and the Assessment and Recruitment Core (D).

该提案的目的是通过继续建立学习障碍 (LD) 多学科研究中心（德克萨斯州学习障碍中心）来响应 RFA-HD-12-202。与 RFA 的目标一致，我们重点关注 LD 的定义和测量问题、执行功能、阅读理解干预措施以及 LD 的神经生物学相关性。中心主题是，对教学反应的评估运用了 LD 结构中历史上突出的组成部分，即“意外的成绩不佳”，必须对对教学反应不足的儿童进行评估，建立可靠且有效的 LD 分类，应从教学、神经生物学和认知角度系统地研究反应不足的儿童。为了实现这些目标，我们建议继续建立一个包括四个项目和四个核心的多学科中心。项目1（分类与集成）继续通过对实际数据和模拟数据的评估来评估与LD相关的分类问题，包括基于RTI的分类的可靠性和有效性。项目 1 还继续进行涉及干预反应（包括执行功能）和干预结果相关性的实证综合。项目 2（执行功能）提供了一项测量研究，旨在解决神经心理学、认知神经科学和教育框架中执行功能模型的差异。还介绍了执行功能在阅读理解干预中的作用的三个设计实验。项目 3（干预）通过 2 项为期两年的随机对照试验对已发现阅读理解问题的 4 年级学生进行了研究，以跟进前 5 年的干预研究。在研究 1 中，对语言/知识或技能/策略与常规业务 (BAU) 进行了比较。研究 2 比较了一种混合干预措施，其中研究 1 的干预措施与执行功能元素相结合，部分基于项目 2 中的设计实验。项目 4（神经影像）将为对项目 3 干预措施充分和不充分反应的儿童提供结构和功能神经影像研究，成像执行功能、单词水平和句子理解任务。核心包括行政服务核心（A）、服务核心（B）、数据管理和统计核心（C）以及评估和招聘核心（D）。