Predicting Educational Success in Autism from Social Neuroscience in Infancy: A Longitudinal Investigation from Birth Until 3rd Grade

从婴儿期社会神经科学预测自闭症教育成功：从出生到三年级的纵向调查

• 批准号: 10627920
• 负责人: Laura Edwards
• 金额: $ 24.9万
• 依托单位: EMORY UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-01 至 2024-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10627920
• 关键词: 8 year old; Adaptive Behaviors; Address; Affect; Age; Age Years; Award; Behavioral; Birth; Child; Child Development; Clinical; Clinical assessments; Communication; Communication impairment; Communities; Complement; Consensus; Data Analyses; Data Set; Development; Developmental Process; Early Intervention; Early identification; Education; Educational Intervention; Effectiveness; Environment; Family; Friendships; Goals; Graduation Rates; Impairment; Independent Living; Individual; Investigation; Language; Learning; Life; Link; Longevity; Longitudinal Studies; Longitudinal cohort; Measurement; Measures; Mentors; Mentorship; Monitor; Neurosciences; Occupations; Outcome; Outcome Measure; Pathway interactions; Pattern; Performance; Phase; Process; Readiness; Reporting; Research; Research Personnel; Risk; Sampling; Schools; Services; Special Education; Standardization; Statistical Methods; Students; System; Technology; Testing; Time; Training; United States National Institutes of Health; Visual; Work; autism spectrum disorder; autistic children; care burden; career; clinical care; cognitive function; cohort; cost; dosage; evidence base; first grade; follow-up; high school; improved; improved outcome; individuals with autism spectrum disorder; infancy; insight; kindergarten; literacy; multidisciplinary; novel; predictive marker; programs; second grade; skills; social; social communication; social engagement; social neuroscience; success; teacher; third grade; tool; visual tracking

PROJECT SUMMARY/ABSTRACT The goal of this Pathway to Independence Award (K99/R00) is to promote an independent research career by complementing the candidate’s training in neuroscience and education with expert mentorship in the measurement and analysis of social visual engagement (SVE), clinical monitoring of early typical and atypical social communication development, and novel statistical methods for longitudinal data analysis. The candidate’s short-term goal is to identify robust, early clinical and SVE predictors of functional communication skills, kindergarten readiness, and literacy outcomes in children with autism spectrum disorder (ASD) and related communication disorders (CDs). SVE measures—collected via eye-tracking technology—quantify the way in which children visually explore, engage with, ultimately learn from, and adapt to their surrounding world at different stages of life, and may provide key insights into atypical versus typical developmental processes over the early lifespan. The proposed project will capitalize on an established longitudinal cohort of 268 ASD, CD, and typically developing children who have, to date, contributed more than 8,000 clinical and 2,300 SVE measures over 12 time points from birth to age 3. The candidate will collect follow-up SVE, kindergarten readiness, and literacy development measures on this sample, when children are 5 (kindergarten), 6 (1st grade), 7 (2nd grade), and 8 (3rd grade) years of age. Longitudinal trajectories of clinical assessment measures will be tested for prediction of functional communication outcomes at age 3, kindergarten readiness outcomes at age 5, and literacy development at ages 5, 6, 7, and 8. Patterns and trajectories of SVE will also be investigated for their association with these developmental outcome measures. The candidate will directly test the extent to which specific inputs, timing, and dosage (i.e., magnitude and rate) of developmental divergences in trajectories relate to outcome. This work will provide quantitative, objective, community-viable, performance- based biomarkers for predicting and monitoring risk of school difficulties, and enable the identification of actionable targets and developmental windows of opportunity for early intervention in children with ASD and CDs. The training plan is supported by a multidisciplinary team of mentors—including Drs. Ami Klin, Warren Jones, Lindee Morgan, and Amy Wetherby—and the strengths of the Marcus Autism Center, one of only five NIH Autism Centers of Excellence, providing groundbreaking research and clinical care for individuals with ASD. The intersection of these strengths provides an ideal training environment for promoting the candidate’s transition to independent investigator, and leading a research program that leverages tools and insights from social neuroscience to improve early and school-based educational interventions for children with ASD and CDs.

项目摘要/摘要 该途径获得独立奖的目标（K99/R00）是促进独立研究职业 通过完成候选人在神经科学和教育方面的培训，并以专家心态 社会视觉参与度的测量和分析（SVE），典型和非典型的临床监测 社会交流发展和纵向数据分析的新型统计方法。 候选人的短期目标是确定功能通信的强大，早期临床和SVE预测指标 自闭症谱系障碍儿童（ASD）和 相关的沟通障碍（CD）。 SVE措施（通过眼睛追踪技术收集）使得 儿童在视觉上探索，与之互动，最终学习和适应周围世界的方式 在生活的不同阶段，可以为非典型发展过程和典型的发展过程提供关键的见解 在早期的寿命中。拟议的项目将利用既定的268 ASD的纵向队列， CD，通常是迄今为止贡献了8,000多个临床和2,300 SVE的儿童 从出生到3岁以上的12个时间点的措施。候选人将收集幼儿园的后续SVE 当儿童5岁（幼儿园）时，准备就绪和扫盲制定措施，6（第一名） 年级），7（二年级）和8岁（3年级）。临床评估措施的纵向轨迹 将测试3岁时的功能通信结果预测，幼儿园的准备成果 在5岁时，5、6、7和8岁的扫盲发展也将是SVE的模式和轨迹 调查了他们与这些发展结果指标的关联。候选人将直接测试 发育差异的特定输入，时序和剂量（即大小和速率）的程度 在轨迹中与结果有关。这项工作将提供定量，客观，可行的，性能 - 基于预测和监视学校难度风险的生物标志物，并允许识别 可行的目标和开发窗口的机会，以对ASD和ASD儿童进行早期干预 CD。培训计划得到了包括DRS在内的多学科导师团队的支持。艾米·克林（Ami Klin），沃伦（Warren） 琼斯，林迪·摩根（Lindee Morgan）和艾米·韦瑟比（Amy Wetherby）以及马库斯自闭症中心的优势，是五个 NIH自闭症卓越中心，为患有的人提供开创性的研究和临床护理 ASD。这些优势的交汇处为促进候选人提供了理想的培训环境 过渡到独立调查员，并领导一项研究计划，该计划利用工具和见解 社会神经科学改善ASD和ASD儿童的早期和学校的教育干预措施 CD。