The Administrative Core A is designed to meet seven objectives so that the UW Multidisciplinary Center is productive and meets goals in an efficient, cost- and time- effective way: (a) to ensure that all specific aims of each of 3 Projects and 2 Cores are met with quality control in place;(b) to monitor the day-to-day operations of each project and core, and discuss and resolve any problems that arise;(c) to review periodically whether each project and core has sufficient financial, equipment, space, and support services to achieve its specific aims and, if not, to find a feasible solution;(d) to facilitate each of five kinds of services offered by Service Core B: support services for each project and core;cross-center services to support interdisciplinary research aims;data sharing with other researchers or research sites;outreach services to other researchers and the community;and mentoring the next generation of researchers and practitioners in the field of learning disabilities;(e) to develop, implement, and evaluate a plan to disseminate research findings in written publications, oral presentations, and technology-supported platforms;(f) to coordinate the efforts of the UW LD Center with those of other faculty at the two participating universities, and (g) to develop collaborations with other funded Learning Disabilities Centers. Through regular monthly meetings and other mechanisms, as explained in the Core Unit Structure for Administrative Core A, this core will ensure that the broad goals and specific scientific aims ofthe Multidisciplinary Learning Disability Center will be met in an efficient way by sharing resources and data across the center and creating a cross-center infrastructure for finding solutions quickly to any problems that might arise. Each Principal Investigator or Co-lnvestigator has authority for decision making about his or her own research studies. Administrative Core A and Service Core B, working together, facilitate decision-making that involves cross-center collaborations. Ultimately the Center PI and Director have authority and responsibility for what happens in the center, but decisions will be made in consultation with all Key Investigators as appropriate to the issue at hand.

Public Health Relevance

At present a consensus has not been reached on an evidence-based approach to defining, diagnosing, and treating specific learning disabilities, which may affect one in five school age children and youth and young adults at some time in their development and schooling. Unrecognized and untreated, these biologically based, instructionally treatable disorders may cause mental health problems in some affected individuals.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD071764-03
Application #
8609055
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
2013-12-01
Project End
2016-11-30
Budget Start
2013-12-01
Budget End
2014-11-30
Support Year
3
Fiscal Year
2014
Total Cost
$308,023
Indirect Cost
$123,107
Name
University of Washington
Department
Type
DUNS #
605799469
City
Seattle
State
WA
Country
United States
Zip Code
98195
Yagle, Kevin; Richards, Todd; Askren, Katie et al. (2017) Relationships between Eye Movements during Sentence Reading Comprehension, Word Spelling and Reading, and DTI and fmri Connectivity In Students with and without Dysgraphia or Dyslexia. J Syst Integr Neurosci 3:
Richards, Todd L; Berninger, Virginia W; Yagle, Kevin J et al. (2017) Changes in DTI Diffusivity and fMRI Connectivity Cluster Coefficients for Students with and without Specific Learning Disabilities In Written Language: Brain's Response to Writing Instruction. J Nat Sci 3:
Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D (2017) Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9. J Learn Disabil :22219417691048
Wolf, Beverly; Abbott, Robert D; Berninger, Virginia W (2017) Effective Beginning Handwriting Instruction: Multi-modal, Consistent Format for 2 Years, and Linked to Spelling and Composing. Read Writ 30:299-317
Berninger, Virginia W; Richards, Todd L; Abbott, Robert D (2017) Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain. J Nat Sci 3:
Richards, Todd; Pettet, Mark; Askren, Mary et al. (2017) ERPs While Judging Meaningfulness of Sentences With and Without Homonym or Morpheme Spelling Foils: Comparing 4th to 9th Graders With and Without Spelling Disabilities. Dev Neuropsychol 42:284-297
Davidson, Matt; Berninger, Virginia (2016) Thinking aloud during idea generating and planning before written translation: Developmental changes from ages 10 to 12 in expressing and defending opinions. Cogent Psychol 3:
Richards, Todd; Abbott, Robert D; Berninger, Virginia W (2016) Relationships between Presence or Absence of ADHD and fMRI Connectivity Writing Tasks in Children with Dysgraphia. J Nat Sci 2:
Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney et al. (2016) Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults. Learn Disabil (Pittsbg) 21:38-56
Richards, Todd; Nagy, William; Abbott, Robert et al. (2016) Brain connectivity associated with cascading levels of language. J Syst Integr Neurosci 2:

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