Texas Center for Learning Disabilities

这项建议的目的是为了响应RFA-HD-04-027，建立一个关于学习障碍(LD)的多学科研究中心，即德克萨斯州学习障碍中心。与RFA的目标一致，我们专注于定义和测量问题，预防(年龄较小的学生)和补救(年龄较大的学生)模式的干预，以及学习障碍的神经生物学相关性。中心主题是，RTI操作了LD结构中历史上突出的组成部分--“意想不到的成就不足”。虽然识别的方法通常将认知测试中的表现和排除标准的应用视为“意想不到的成绩不佳”的主要标志，但在过去20年里，这种方法并没有得到分类研究的支持。相反，越来越清楚的是，只有在接受了高质量的教学，但对大多数学生有效的教学反应不足的儿童中，才能理解“意想不到的成绩不佳”。因此，为了建立一个可靠和有效的学习障碍分类，应从教学、神经生物学和认知的角度对应答不足者进行系统的研究。为了实现这些目标，我们提出了一个多学科中心，包括具有神经心理学、认知神经科学、阅读干预、特殊教育和方法论背景的研究人员，在一个包括四个项目和三个核心的学习发展中心共同努力。项目1(分类)评价与RTI识别模型有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 1.有阅读困难的高危儿童，包括加强中学(第二级)的阅读教学，以及对第二级教学反应不充分的学生进行更密集的第三级干预。项目3(补救)包括使用多层次方法对有阅读问题的中学生进行随机对照试验，并对对第二层强化阅读教学没有反应的学生进行第三级干预。项目4(磁源成像)将提供项目1中定义的阅读成分亚型的功能神经成像研究，以及干预结果 项目2和3。它具体涉及RTI分类的有效性，比较应答者和应答者不足的应答者，并评估对第三级干预的反应。核心包括行政事务核心(A)、数据库和统计核心(B)和传播核心(C)。这个研究中心将支持对学习障碍儿童进行更全面的分类，对不同水平和强度的阅读障碍儿童进行更全面的干预的研究，并为学习障碍儿童的本质提供重要的跨学科见解。

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.