Texas Center for Learning Disabilities

本提案旨在通过开展多学科研究来响应RFA-HD-04-027 德克萨斯学习障碍中心（Texas Center for Learning Disabilities）与目标一致， RFA，我们专注于定义和测量问题，预防性干预（年轻学生）， 补救（高年级学生）模式，以及LD的神经生物学相关性。中心主题是RTI 使LD结构中历史上突出的组成部分“意外的成绩不佳”可操作化。" 虽然识别方法通常着眼于认知测试的表现， 应用排除标准作为“意外成绩不佳”的主要标志， 在过去二十年中，这些方法没有得到分类研究的支持。相反， 越来越清楚的是，“意外的成绩不佳”只能在孩子身上理解， 接受了高质量的指导，对大多数有效的指导反应不足 学生因此，要建立一个可靠和有效的分类LD，不充分的反应，应 从教学、神经生物学和认知角度进行系统研究。完成这些 目标，我们提出了一个多学科的中心，包括研究人员在神经心理学的背景， 认知神经科学，阅读干预，特殊教育，以及在LD中共同工作的方法 中心，包括四个项目和三个核心。项目1（分类）评价定义和 分类问题有关的RTI模型的识别，包括可靠性和有效性 基于RTI的分类。项目2（早期干预）提供随机对照研究， 1名有阅读困难风险的儿童，包括中学加强阅读教学（第二层） 对那些对二级教育反应不佳的学生进行更密集的三级干预。 项目3（补救）涉及对中学生进行的随机对照试验， 使用多层次方法和三级干预措施解决阅读问题， 二级学校的强化阅读指导项目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影像学研究，以及 项目2和3。它特别强调RTI分类的有效性，比较应答者， 反应不足，并评估三级干预措施的反应。核心包括 行政服务核心（A）、数据库和统计核心（B）以及传播核心（C）。 该研究中心将支持导致LD更全面分类的研究， 对阅读问题儿童不同层次和强度干预的综合理解， 并提供了重要的跨学科的见解LD的性质。

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.