Leadership: Training Young Learning Disability Researchers

项目摘要-领导力 学龄前儿童对核心数字概念的理解存在实质性差异（例如， 基数）和相关技能（例如，计算; Geary & VanMarle 2016），预测未来 在入学时学习正式数学的准备程度的个体差异（Geary等人，2018年）和 数学LD（Chu等人，2019）。以儿童为中心的干预措施减少了这些差距（大仲马等人，2019年），但 从淡出，因此通常不会带来长期的好处（贝利，2019）。发现类似的淡出 与青少年罪犯的个别治疗，但持续的收益可以实现与多系统 涉及儿童、家庭和学校的干预措施（Henggeler et al. 2009）。今后的干预措施 有数学困难或数学LD风险的学生可能需要采用这种多系统的 方法，但大多数研究和培训都集中在以儿童为中心的因素，如发展 具体的学术能力或一般能力，如工作记忆，有助于这一点， 发展虽然这些领域的培训至关重要，但范围相对狭窄，可能导致 研究人员忽视了可能有助于核心早期发展的背景因素， 定量能力，支持学校准备和数学LD的风险。这些背景因素 可能包括父母对亲子保护的态度和数学能力， 数学，家庭环境作为相关的学术发展一般，和学生的 在课堂环境中的参与（Gray等人，2017; Zippert & Rittle-Johnson 2020）。方便 下一代对影响数学学习和数学风险的多系统因素的考虑 LD，研究生和博士后学者将接受以儿童为中心的培训和经验， 以家长和家庭为中心，以及课堂参与评估。助理教授（Co-I） 罗德里格斯）谁专门从事分数干预的学生与数学LD将作为一个学员， 熟悉早期的数学发展文献，并通过这扩大她的能力 为未来的数学LD研究做出广泛贡献。她还将与团队，研究生， 博士后学者计划为学龄前儿童谁是风险的多系统干预 根据多系统（包括 儿童、父母、家庭环境和课堂经验）早期数学的纵向研究 发展PI和Co-Is在认知科学，亲子动力学，公共 政策和干预研究，这反过来将为研究生提供独特的指导经验， 学生和博士后研究员，这将更好地准备他们的研究和概念化的多重 可能导致数学学习困难和数学LD的因素。

Project Summary - Leadership There is substantive variation in preschooler’s understanding of the core number concepts (e.g., cardinality) and associated skills (e.g., counting; Geary & VanMarle 2016) that are predictive of later individual differences in readiness to learn formal math at school entry (Geary et al. 2018) and risk of math LD (Chu et al. 2019). Child-centered interventions reduce these gaps (Dumas et al. 2019) but suffer from fade out and thus do not typically confer long-term benefits (Bailey, 2019). Similar fade out is found with individual therapy with young offenders, but sustained gains can be achieved with multisystemic interventions involving the child, home, and school (Henggeler et al. 2009). Future interventions for students who are at risk for math difficulties or math LD will likely need to adopt this multisystemic approach, but most research and training is focused on child-centered factors, such as the development of specific academic competencies or general abilities, such as working memory, that contribute to this development. Although training in these areas is critical, it is relatively narrow and might lead to researchers overlooking contextual factors that could contribute to the development of core early quantitative competencies that support school readiness and risk of math LD. These contextual factors likely include the attitudes and math competencies that parents bring to parent-child conservations about mathematics, the home environment as related academic development generally, and students’ engagement in classroom settings (Gray et al., 2017; Zippert & Rittle-Johnson 2020). To facilitate the next generations’ consideration of the multisystemic factors that influence math learning and risk of math LD, graduate students and a post-doctoral scholar will receive training and experiences in child-centered, parent- and home-centered, and classroom engagement assessments. An early assistant professor (Co-I Rodrigues) who specializes in fractions interventions for students with math LD will serve as a mentee to become familiar with the early mathematics development literature and through this expand her capacity to broadly contribute to future math LD research. She will also work with the team, graduate students, and the post-doctoral scholar on planning a multisystemic intervention for preschoolers who are at risk for long-term difficulties with learning mathematics based on results from a multisystemic (including children, parents, home environment, and classroom experiences) longitudinal study of early mathematics development. The PI and Co-Is have broad expertise in cognitive science, parent-child dynamics, public policy, and intervention research that in turn will provide a unique mentoring experience for graduate students and a post-doctoral fellow that will better prepare them to study and conceptualize the multiple factors that likely contribute to math learning difficulties and math LD.