Learning Disabilities Translational Science Collective: Building on the Florida LDRC

学习障碍翻译科学集体的长期目标是在成功的基础上再接再厉 佛罗里达学习障碍研究中心明确解决研究与实践的差距 与识别和治疗Word中患有特定学习障碍(SLD)的儿童有关 阅读和阅读理解。该中心围绕翻译科学连续体组织，并 多学科团队科学概念是解决复杂公共卫生问题的必要途径 SLD的研究等问题。到目前为止，大部分研究都是在SLD分类和 治疗没有包括反映国家多样性的样本，这引发了适用于 现有的研究成果适用于不同的学生群体。该中心有四个研究项目和三个 协同工作以满足应用需求的核心(管理、数据管理和参与) 用不同的学生样本研究SLD的问题。这些研究项目代表了翻译 科学连续体(T1-T4)。项目1涉及SLD的识别、分类和风险预测。项目 2(高危)调查遗传和环境对干预反应性的影响 出现早期阅读迹象的儿童有阅读风险。项目3(项目)使用实施科学 更好地了解如何为正宗学校的评估系统制定可持续的过程 设置。项目4将利用人口水平筛查数据，以更好地了解分类系统 比例。每个项目都针对所需的主题，强调不同的参与者，并具有 Embedded计划聘请早期职业研究人员和社区成员来加强翻译 将发现付诸实践。

The long-range objective of the Learning Disabilities Translational Science Collective is to build on successes of the Florida Learning Disabilities Research Center to explicitly address the research to practice gap associated with the identification and treatment of children with specific learning disabilities (SLD) in word reading and reading comprehension. The Center is organized around the translational science continuum and the concept of multi-disciplinary team science as a necessary approach to tackle complex public health problems such as the study of SLD. To date, much of the research conducted in SLD classification and treatment has not included samples that mirror the diversity of the country, raising questions of applicability of existing research findings to diverse student populations. This Center has four research projects and three cores (administrative, data management, and engagement) that work synergistically to address applied research questions about SLD with diverse student samples. The research projects represent the translational science continuum (T1-T4). Project 1 addresses identification, classification, and risk prediction of SLD. Project 2 (high risk) investigates the genetic and environmental influence on the responsiveness to intervention for children who show early signs of reading risk. Project 3 (engagement) uses an implementation science approach to better understand how to develop sustainable process for assessment systems in authentic school settings. Project 4 will utilize population level screening data to better understand classification systems at scale. Every project addresses the required theme of a substantial emphasis on diverse participants and has embedded plans to engage early career researchers and community members to enhance the translation of findings into practice.