Texas Center for Learning Disabilities

本建议的目的是通过开展多学科研究来回应RFA-HD-04-027 得克萨斯州学习障碍中心(LD)。与以下目标一致 RFA，我们专注于定义和测量问题，预防性干预(年轻学生)和 补救(年龄较大的学生)模式，以及学习障碍的神经生物学相关性。中心主题是RTI 实现了LD结构中历史上突出的部分--“意想不到的成绩不足”。 而识别的方法通常会在认知测试和 应用排除标准作为“意想不到的成绩差”的主要标志，如 在过去的二十年里，这些方法没有得到分类研究的支持。相反，它已经 越来越清楚的是，只有在以下情况下才能理解“意想不到的成绩低下” 接受了高质量的指导，但对大多数有效的指导反应不足 学生们。因此，为了建立一个可靠和有效的LD分类，不适当的应答者应该 从教学、神经生物学和认知角度进行了系统研究。要实现这些目标 目标，我们建议建立一个多学科中心，包括具有神经心理学背景的研究人员， 认知神经科学、阅读干预、特殊教育和方法论在学习障碍中协同工作 包括四个项目和三个核心的中心。项目1(分类)评估定义和 与识别的RTI模型有关的分类问题，包括 基于RTI的分类。项目2(早期干预)提供年级的随机对照研究 1名阅读有困难的高危儿童，包括加强中学阅读教学(第二级) 对对第二层教学反应不充分的学生进行更严格的第三级干预。 项目3(补救)涉及对初中生的随机对照试验，这些试验确定了 使用多层次方法解决阅读问题，并对没有回应的学生进行第三级干预 在第二层加强阅读教学。项目4(磁源成像)将提供功能 项目1中定义的阅读成分亚型的神经成像研究以及干预结果 项目2和3。它具体涉及技术转让分类的有效性，比较应答者和 不充分的应答者，并评估对第三级干预的反应。这些核心包括 行政事务核心(A)、数据库和统计核心(B)和传播核心(C)。 该研究中心将支持导致更全面的学习障碍分类的研究，更 对阅读障碍儿童不同层次、不同强度干预的综合认识 并对学习障碍的性质提供了重要的跨学科见解。

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.