Classification & DefInition Of Learning Disabilities

项目1：根据对指令的反应对学习障碍进行分类和定义 模特们。项目1(分类)目标是系统地评估一套分类和 影响识别为学习障碍(LD)学生的测量问题 指令(RTI)模型。我们提出了三个具体目标，围绕分类、测量、 和LD的鉴定。具体目标1(评估和识别)涉及发展 评估单元，允许识别较老年级中较差的读者。实施RTI 模型，必须能够对学校人口进行筛查，识别有残疾风险的学生，以及 监控他们的进度。在第一年，我们建议对800名从五年级末开始跟踪的学生进行研究-- 从六年级开始，努力(A)确定涉及的阅读问题的发生率和类型 初始选择的样本的准确性、流利性和理解力 理解测试；(B)评估这些类型的稳定性；以及(C)确定是否缩写 在个人或小组层面的评估可以可靠地识别出中学的贫困读者。特定目标 2(RTI模型的可靠性)阐述了识别不足的不同标准的性质和可靠性 不同评估领域(准确性、流畅性)和标准(截获、斜率、绝对)的应答者 标准)。利用用于评价项目2(早期干预)和项目3成果的评估数据 (补救)在干预开始和结束时，更频繁地进行进展监测评估 从这些项目中，我们将定义符合不同RTI标准的学生数量，检查重叠部分， 并操纵不同切割点的效果。具体目标3(RTI模型的外部有效性) 使用在目标2之前和之后获得的认知评估对目标2下出现的分类的有效性 项目2(早期干预)和项目3(补救)的第三级干预。此外，我们还将使用 来自项目4(MSI)的功能神经成像数据以进一步评估RTI的外部效度 基于不用于定义组的变量的分类。RTI标准将与标准进行比较 由其他建议的分类产生，包括智商差异、低成就和个人 不同的模型。总之，我们建议对分类和定义问题进行彻底调查 涉及LD和RTI，反映了我们在这些问题上25年的研究历史，并与 得克萨斯学习障碍中心的其他项目和核心。

Project 1: Classification and Definition of Learning Disabilities Based on Response to Instruction Models. The objective of Project 1 (Classification) is to systematically evaluate a set of classification and measurement issues that affect the identification of students as learning disabled (LD) in response to instruction (RTI) models. We propose three specific aims organized around the classification, measurement, and identification of LD. Specific Aim 1 (Assessment and Identification) addresses the development of an assessment battery that permits the identification of poor readers in the older grades. To implement RTI models, it must be possible to screen a school population, identify students at-risk for disability status, and monitor their progress. In Year 1, we propose a study of 800 students followed from the end of Grade 5 - beginning of Grade 6 in an effort to (a) identify the incidence and types of reading problems involving accuracy, fluency, and comprehension in a sample initially selected on the basis of poor performance on a comprehension test; (b) evaluate the stability of these types; and (c) determine whether abbreviated assessments at ah individual or group level can reliably identify poor readers in middle school. Specific Aim 2 (Reliability of RTI Models) addresses the nature and reliability of different criteria for identifying inadequate responders in different assessment domains (accuracy, fluency) and criteria (intercept, slope, absolute criteria). By utilizing the assessment data used to evaluate outcomes in Projects 2 (Early Intervention) and 3 (Remediation) at the beginning and end of intervention, and more frequent progress monitoring assessments from these Projects, we will define the number of students that meet different RTI criteria, examine overlap, and manipulate the effect of different cut points. Specific Aim 3 (External Validity of RTI Models) addresses the validity of classifications that emerge under Aim 2 using cognitive assessments obtained before and after Tier III interventions in Project 2 (Early Intervention) and Project 3 (Remediation). In addition, we will use the functional neuroimaging data from Project 4 (MSI) to further evaluate the external validity of RTI classifications based on variables not used to define the groups. RTI criteria will be compared to criteria generated by other proposed classification, including IQ-discrepancy, low achievement, and individual difference models. Altogether, we propose a thorough investigation of classification and definition issues involving LD and RTI that reflects our 25 year history of research on these issues and is integrated with the other projects and cores in the Texas Center for Learning Disabilities.