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.

项目总结/摘要 这个独立之路奖（K99/R 00）的目标是促进独立的研究事业 通过补充候选人在神经科学和教育方面的培训， 社会视觉投入（SVE）的测量和分析，早期典型和非典型的临床监测， 社会交流的发展，以及纵向数据分析的新统计方法。的 候选人的短期目标是确定功能性沟通的可靠的早期临床和SVE预测因子 自闭症谱系障碍（ASD）儿童的技能、幼儿园准备和识字结果， 相关的沟通障碍（CD）。通过眼动追踪技术收集的SVE测量值量化了 儿童视觉探索、参与、最终学习和适应周围世界的方式 在生命的不同阶段，并可能提供关键的见解，非典型与典型的发展过程 在生命的早期拟议的项目将利用268名ASD的既定纵向队列， CD和发育正常的儿童，迄今为止，贡献了8,000多例临床和2,300例SVE 测量从出生到3岁的12个时间点。考生将收集后续的小规模自愿教育，幼儿园 准备和识字发展措施，对这个样本，当儿童5（幼儿园），6（第一 7岁（2年级）和8岁（3年级）。临床评估指标的纵向轨迹 将在3岁时进行功能性沟通结果预测测试，幼儿园准备结果 在5岁时，以及在5岁、6岁、7岁和8岁时的识字发展。SVE的模式和轨迹也将 研究了它们与这些发展结果测量的关联。考生将直接考 特定输入、定时和剂量（即，发展差异的大小和速度 与结果相关的轨迹。这项工作将提供量化的，客观的，社区可行的，性能- 基于生物标志物，用于预测和监测学校困难的风险，并能够识别 ASD儿童早期干预的可行目标和发展机会窗口， CD培训计划得到了多学科导师团队的支持-包括Ami Klin博士，Warren博士 琼斯，林迪摩根和艾米韦瑟比-以及马库斯自闭症中心的优势，只有五个之一 NIH自闭症卓越中心，为患有自闭症的个人提供开创性的研究和临床护理。 自闭症这些优势的交叉点为促进候选人的 过渡到独立调查员，并领导一个研究计划，利用工具和见解，从 社会神经科学，以改善ASD儿童的早期和以学校为基础的教育干预， CD