Identifying the correlates and trajectory of academic and clinical anxiety symptoms in children with reading disabilities

确定阅读障碍儿童学业和临床焦虑症状的相关性和轨迹

• 批准号: 10758087
• 负责人: LAUREN M McGRATH
• 金额: $ 20.31万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-12-01 至 2028-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10758087
• 关键词: 17 year old; Address; Age; Anxiety; Anxiety Disorders; Behavioral; Child; Child Mental Health; Clinic; Clinical; Clinical Research; Cognitive; Collaborations; Communities; Comprehension; Cost Analysis; Coupled; Development; Differential Diagnosis; Genetic; Goals; Image; Impairment; Intervention; Knowledge; Learning Disabilities; Learning Disorders; Literature; Longitudinal Studies; Mathematics; Measures; Mental Health; Modeling; Neuropsychology; Panic; Personal Satisfaction; Positioning Attribute; Prevention; Publishing; Quality of life; Reading; Reading Disabilities; Research; Resources; Risk; Sampling; Science; Services; Specificity; Testing; Time; Training; Work; Youth; anxiety symptoms; childhood anxiety; clinical anxiety; collaborative approach; comorbidity; comprehension skill; design; executive function; experience; insight; novel; peer; processing speed; reading comprehension; reading difficulties; recruit; skills; social; social anxiety; theories; therapy development; translational potential

Project Summary Children with reading disabilities (RD) have twice the risk of developing an anxiety disorder compared to typically-developing peers, and this comorbidity significantly impacts children’s quality of life and well-being. Work from our group and others suggests that anxiety symptoms are very common and impairing, and yet remain unassessed and untreated in the vast majority of children with RD. In this proposal, we aim to define the correlates and trajectory of reading and other clinical anxiety symptoms in children with RD through four aims focused on the differentiation of anxiety subtypes (Aim 1), the academic and cognitive correlates of anxiety symptoms (Aims 2 & 3), and the developmental trajectory of anxiety symptoms (Aim 4) in children with RD. Each of these aims is designed to identify mechanisms that have high translational potential for assessment and prevention/treatment targets. The aims will be accomplished using two samples, one clinic- referred and one community-based. The clinic-referred sample will consist of N~600 children, ages 6-17 (in collaboration with Project I) who will be recruited through the in-house developmental neuropsychology training clinics at DU and CU Boulder. The community-based sample consists of N=230 children ages 8-12 recruited in the past LDRC cycle and who we will follow longitudinally 5 years later when they are 13-17 years old. The Project II research team exemplifies an interdisciplinary collaborative approach that bridges the learning disabilities and child mental health fields and is responsive to the RFA request to “generate new scientific knowledge to inform understanding of specific learning disorders (SLDs) and comorbid conditions through synergistic, integrated, team-based transdisciplinary science.” Our focus on a clinically referred sample addresses the RFA to “embrace the complexities of studying SLDs in the real world inclusive of the context of multiple comorbid or co-occurring conditions” and we have leveraged several resources in this application that will make our clinical neuropsychological services and resulting research pipeline more financially accessible. We are uniquely positioned to accomplish these aims because of our long-standing clinical-research partnerships and our expertise in learning disabilities and youth anxiety. Overall, these aims reflect some of the earliest work characterizing the interplay of reading and anxiety and will contribute novel insights with high translational potential for assessment, prevention, and intervention for children with comorbid anxiety and RD. Project II is squarely focused on the larger Center aim of understanding the comorbidity of learning disabilities and mental health and will generate key findings that inform the genetic, imaging, neuropsychological, and intervention goals of the Center.

项目摘要 阅读障碍(RD)儿童患焦虑症的风险是前者的两倍 这种共病严重影响儿童的生活质量和幸福感。 我们小组和其他人的研究表明，焦虑症状非常常见，而且会造成损害，但 在绝大多数RD儿童中，仍未得到评估和治疗。在这项提案中，我们的目标是定义 阅读障碍儿童阅读和其他临床焦虑症状的相关性和发展轨迹 目标1侧重于焦虑亚型的区分，焦虑亚型的学业和认知相关 焦虑症状(目标2和目标3)和焦虑症状的发展轨迹(目标4) 研发。这些目标中的每一个都旨在确定具有高转换潜力的机制 评估和预防/治疗目标。这些目标将通过两个样本实现，一个诊所- 转介和一个以社区为基础。临床参考样本将包括N~600名儿童，年龄6-17岁(在 与项目I合作)将通过内部发展神经心理学培训招募 杜克大学和加州大学博尔德分校的诊所。以社区为基础的样本包括N=230名8-12岁的儿童 过去的LDRC周期，以及我们将在5年后他们13-17岁时纵向跟踪谁。这个 项目II研究团队体现了一种跨学科协作的方法，为学习搭建了桥梁 残疾人和儿童心理健康领域，并回应了论坛的要求，即“产生新的科学成果” 通过以下途径了解特定学习障碍(SLD)和并存情况的知识 协同、综合、以团队为基础的跨学科科学。我们对临床参考样本的关注 解决RFA的问题，“拥抱在现实世界中研究SLD的复杂性，包括 多个并存或同时发生的条件“，我们在此应用程序中利用了几个资源， 将使我们的临床神经心理服务和由此产生的研究渠道更经济方便。 由于我们长期的临床研究，我们处于独特的地位来实现这些目标 伙伴关系和我们在学习障碍和青年焦虑方面的专业知识。总体而言，这些目标反映了一些 以阅读和焦虑相互作用为特征的最早作品，将以高度的新奇洞察力贡献 对患有焦虑症和RD的儿童的评估、预防和干预的翻译潜力。 项目II完全集中于更大的中心目标，即了解学习障碍的共病 和心理健康，并将产生关键的发现，为遗传，成像，神经心理学和 中心的干预目标。