Word Problems, Language, and Comorbid Learning Disabilities

描述(由申请人提供)：这个学习障碍中心(文字问题、语言和共病学习障碍)由一个管理核心和一个研究项目组成，其跨学科重点涵盖学习科学、言语语言科学和学习障碍(LD)。这是跨学科合作的一种重要形式，因为越来越多的证据表明，学习障碍学生在语言理解方面存在困难。该研究项目致力于指导和跨学科合作，针对学习困难人群中研究不足的一部分，他们对数学问题解决(MPS)干预的反应可能不成比例地差。这一未被研究的群体是患有MPS和阅读理解困难(即MDRD)的学生。在这一群体中，我们研究了一种高风险的学习障碍补救创新方法，其中对语言理解(LC)的干预与MPS学习相关的认知资源被嵌入到用于直接技能MPS干预的同一学术材料中。在一项随机对照试验中，我们确定了高阶技能(MDRDH)与特定数学残疾学生(MD-H)共病的学生。按共病状态分层，随机将学生分为嵌入式LC+MPS干预组、MPS单独干预组和不辅导组。LC+MPS干预旨在解决LC困难，假设影响MDRD的学生比MD学生更多。MPS单独干预的目的是为了弥补认知资源(工作记忆)的困难，这种认知资源被认为与这两种亚型的认知资源相似。中心的行政核心有两项职能，支持和丰富研究项目。科学和行政支助部门提供以下服务：空间、预算和人力资源；中心的进展和科学生产力；中心内部对出版决定的管理；中心内的数据共享；外部数据共享；与公众就研究结果和临床产品进行外部交流；以及实施基准系统，以评估核心A的成功。早期职业指导部门为实施正式指导提供支持，与中心跨学科框架内早期职业调查员更广泛的职业发展目标保持一致；早期职业调查员的机构内和机构间招聘；实施 建立评估导师计划成功与否的基准制度；协助早期调查员过渡到其他供资选择或职业生涯任命。该中心通过增加对作为LD亚型框架的高阶共病以及LC在MPS和共病中的作用的理解，以及通过培训一群能够在跨学习科学、言语语言科学和LD的跨学科框架内操作的早期职业科学家来影响科学。结果可能通过将认知资源训练嵌入到其他LDS的其他潜在的主动认知资源来扩展治疗LDS的框架。这可能会影响临床实践。

DESCRIPTION (provided by applicant): This Learning Disabilities Hub (Word Problems, Language, & Comorbid Learning Disabilities) comprises an Administrative Core and a Research Project, with a transdisciplinary focus that spans learning sciences, speech-language sciences, & learning disabilities (LD). This is a critical form of transdisciplinary collaboration because evidence increasingly implicates difficulty with language comprehension in LD. The Research Project, which serves to center the mentorship and transdisciplinary collaboration, addresses a subset of the LD population that has been understudied and may suffer disproportionately poor response to math problem solving (MPS) intervention. This understudied population is students with comorbid MPS & reading comprehension difficulty (i.e., MDRD). With this population, we investigate a high-risk innovative approach to LD remediation, in which intervention on language comprehension (LC), a cognitive resource associated with comorbidity and MPS learning, is embedded in the same academic material used for direct skills MPS intervention. In a randomized control trial, we identify students with comorbidity on higher-order skill (MDRDH) vs. students with specific math disability on higher-order skill (MD-H). Stratifying by comorbid status, we randomly assign students to embedded LC+MPS intervention, MPS intervention alone, & no tutoring. LC+MPS intervention is designed to address LC difficulty, hypothesized to affect MDRD more than MD students. MPS intervention alone is designed to compensate for difficulty with a cognitive resource (working memory) thought to pertain similarly to both subtypes. The Hub's Administrative Core has 2 functions that support and enrich the Research Project. The Scientific & Administrative Support Arm provides services on space, budget, and human resources; the Hub's progress and scientific productivity; within-Hub management of publication decisions; within-hub data sharing; external data sharing; external communication with the public on research findings and clinical products; and implementation of the benchmarking system to evaluate the success of Core A. The Early Career Mentorship Arm provides support on implementation of the formal mentorship, aligned with the broader career development goals of the early career investigators within the Hub's transdisciplinary framework; intra- and inter-institutional recruitment of early career investigators; implementation of a benchmarking system to evaluate success of the mentorship plan; and assistance to early investigators in transitioning to other funding options or career appointments. The Hub impacts science by increasing understanding about higher-order comorbidity as an LD subtyping framework and the role of LC in MPS and in comorbidity and by training a group of early career scientists who can operate within a transdisciplinary framework spanning learning sciences, speech-language sciences, & LD. Results may expand the framework for treating LDs by embedding cognitive resource training on other potentially active cognitive resources for other LDs. This may impact clinical practice.