Texas Center for Learning Disabilities

本提案的目的是响应RFA-HD-04-027，通过建立一个多学科的学习障碍研究中心（LD），德克萨斯学习障碍中心。与RFA的目标一致，我们专注于定义和测量问题，预防（年轻学生）和补救（年长学生）模式的干预，以及LD的神经生物学相关性。中心主题是RTI操作LD结构中历史上突出的组成部分，“意外成绩不佳”。虽然识别方法通常将认知测试中的表现和排除标准的应用视为“意外成绩不佳”的主要标志，但在过去的二十年中，这些方法并没有得到分类研究的支持。相反，越来越清楚的是，“意外成绩不佳”只能被理解为那些接受过高质量教学、对大多数学生有效的教学反应不足的孩子。因此，为了建立一个可靠和有效的分类，应该从教学、神经生物学和认知的角度系统地研究不良反应者。为了实现这些目标，我们建议建立一个多学科的研究中心，包括神经心理学、认知神经科学、阅读干预、特殊教育和方法论方面的研究人员，在一个包括四个项目和三个核心的LD中心共同工作。项目1（分类）评估与RTI识别模型相关的定义和分类问题，包括基于RTI的分类的可靠性和有效性。项目2（早期干预）提供年级的随机对照研究

The purpose of this proposal is to respond to RFA-HD-04-027 by developing a multi-disciplinary research center on learning disabilities (LD), the Texas Center for Learning Disabilities. Consistent with the goals of RFA, we focus on definition and measurement issues, intervention in preventative (younger students) and remedial (older students) modes, and the neurobiological correlates of LD. The central theme is that RTI operationalizes the historically prominent component of the LD construct, "unexpected underachievement." Whereas approaches to identification typically have viewed performance on cognitive tests and the application of exclusionary criteria as the primary markers for "unexpected underachievement," such approaches have not been supported by classification research over the past two decades. Rather, it has become increasingly clear that "unexpected underachievement" can only be understood in children who have received high quality instruction and respond inadequately to instruction that is effective with most students. Thus, to establish a reliable and valid classification of LD, inadequate responders should be systematically studied from instructional, neurobiological, and cognitive perspectives. To accomplish these goals, we propose a multi-disciplinary center involving researchers with backgrounds in neuropsychology, cognitive neuroscience, reading intervention, special education, and methodology to work together in a LD Center that includes four Projects and three Cores. Project 1 (Classification) evaluates definition and classification issues pertinent to RTI models of identification, including the reliability and validity of classifications based on RTI. Project 2 (Early Intervention) provides randomized controlled studies of Grade 1 children at-riskfor reading difficulties, including enhanced reading instruction at a secondary level (Tier II) and more intense tertiary interventions for students who do not respond adequately to Tier II instruction. Project 3 (Remediation) involves randomized controlled trials of studies of middle schoolers with identified reading problems using a multi-tiered approach and tertiary interventions with students who do not respond to enhanced reading instruction at Tier II. Project 4 (Magnetic Source Imaging) will provide functional neuroimaging studies of reading component subtypes defined in Project 1, and the intervention outcomes in Projects 2 and 3. It specifically addresses the validity of RTI classifications, compares responders and inadequate responders, and evaluates response to tertiary interventions. The Cores include the Administrative Services Core (A), the Database and the Statistics Core (B), and the Dissemination Core (C). This research center will support research that leads to a more comprehensive classification of LD, a more integrated understanding of intervention at different levels and intensities for children with reading problems, and provide important cross-discipline insights into the nature of LD.