cognitive & socio-emotional resilience in children with dyslexia … · 2016-10-20 ·...
Post on 08-May-2020
10 Views
Preview:
TRANSCRIPT
Cognitive&Socio-EmotionalResilienceinChildrenwithDyslexia
FumikoHoeftMDPhD
fumiko.hoeft@ucsf.edu |@fumikohoeftUCSFDept ofPsychiatry|WeillInstituteforNeurosciences|YaleHaskinsLabs
R01HD078351(Hoeft,UCSF)R01HD086168(Hoeft/Pugh,UCSF/Haskins)R01HD065794(Pugh,Haskins)P01HD001994(Rueckl,Haskins/UConn)R01MH104438(Nordahl,UCDavis/MIND)R01MH103371(Amaral,UCDavis/MIND)
FUNDING
Liebe Patterson
Dennis&ShannonWong– DSEA‘88FoundationToney&PotterFamily
NSF1540854SL-CN(Gazzaley/Uncapher,UCSF)
TheHelpGroupSummit10.14.2016
Whyiseachchildsodifferent?Howcanweensuresuccessineachchild?
TAIGA“INFORMATIONSEEKER”
KAITO“STORYMAN”“3DMAN”
Empathic
Spiderman- Halloween
Analytic
Red/Whitebloodcell- Halloween
Avoidsreading Avidreader
JackHorner,apaleontologistfromJurassicPark/World
NOWTechnicalAdvisorofJurassicPark(=Dr.AlanGrant)MacArthurGeniusAward(‘86)Romer-SimpsonMedal(’13)
THENSeverelydyslexicGraduatedhighschoolwithD---Failedcollege7timesNevergraduatedGPA0.06(Honorarydoctorate,’06)
Importanceofresilience
Importanceofenvironment&community
Importanceoflookingatanindividualasawhole(includingliteracy butalsoothercognitiveandsocio-emotionalaspects) 3
Resilience
Theabilitytoadapttostressorsintheenvironment(adversity)by“bending”but
not“breaking”(Karatsoreos &McEwenF1000PrimeReports2013)
Socio-emotionalresilience Cognitiveresilience
Outline• IMPORTANCEOFANINTEGRATIVEAPPROACH
- Reading&dyslexiaarecomplex.- Multiplefactorsimpactdyslexia&success.
• THENEWNEUROSCIENCEOFDYSLEXIA
• COGNITIVERESILIENCE
• SOCIO-EMOTIONALRESILIENCE
• CONCLUSION
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
Outline• IMPORTANCEOFANINTEGRATIVEAPPROACH
- Reading&dyslexiaarecomplex.- Multiplefactorsimpactdyslexia&success.
• THENEWNEUROSCIENCEOFDYSLEXIA
• COGNITIVERESILIENCE
• SOCIO-EMOTIONALRESILIENCE
• CONCLUSION
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
CostofDyslexia
Risks
Dyslexia
POOROUTCOME: ReadingComprehension,EducationalAttainment,PsychosocialAdjustment
DLPFC
ORTHOGRAPHIC
PHONOLOGICAL
IFGopPreCG
SMGpSTG
FusiGITG
InsuladStr
PPC
SUSCEPTABILITYGENES
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
CostofDyslexia
Developingdyslexia 50%withfamilyhistory,(vs.7%inlowrisk)
Costtoindividual >£100klessearning($150k)Costto(UK)society >£1bn/year($1.5bn)HighSchooldropout 2.5xPrisonpopulation 32-46%(notelowIQandnotSLD!)Anxietydisorder 2.0x(5.0xseveretestanxiety)Depression 2.0xSubstanceabuse 2.7xADHD 4.5x
Pennington&Lefly.ChildDevelop2001;Cosden JLD2001;Wilsonetal.JLD2009;ForesightMentalCapitalandWellbeingProject.2008;DuPaul etal.JLD2012;
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
ResilienceModelofLD:PromotingResilience&OptimizingLDOutcome
Risks
Dyslexia
PoorFunctionalOutcome• PoorReadingComprehension• NegativePsychosocialAdjustment
Haft,Myers,Hoeft.Curr Opin Beh Sci 2016
StephanieHaft
Socio-EmotionalProtect.F.
INTERNAL• Growthmindset• Hopefulthinking• Senseofcoherence• Locusofcontrol• SelfdeterminationFAMILY• Familycohesion• Maternalaffect• Strongparental
attachment• Parentalsupport&
understandingofRDPEER/SCHOOL• Peerrelationships• Mentorshipby
teachers• Teachersupport• Smallclass-size
CognitiveProtectiveFactors
• Orallanguageskills• Motorskills• Task-focusedbehavior• Executivefunctions• Interpersonal
relationships
LessSevereDyslexia
• Morphologicalawareness• Vocabulary• Verbalreasoning• Executivefunctions• Grammar
PositiveOutcome
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
ImportanceofanIntegrativeApproachtoMaximizingChildren’sLearningPotential
Maximizing children’s learning potential
NEUROBIOLOGY
EXTERNALENVIRONMENT
INTERNALENVIRONMENT
STEREOTYPETHREATMOTIVATION&MINDSETRESILIENCE&GRIT
Weaknesses vs. Relativestrengths
Risk vs. Protectivefactors
Vulnerability vs. Resilience
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
Outline• IMPORTANCEOFANINTEGRATIVEAPPROACH
- Reading&dyslexiaarecomplex.- Multiplefactorsimpactdyslexia&success.
• THENEWNEUROSCIENCEOFDYSLEXIA
• COGNITIVERESILIENCE
• SOCIO-EMOTIONALRESILIENCE
• CONCLUSION
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
MultipleFactorsContributetoDyslexia
RiskGene2
RiskGene3
RiskGene1
ProtectiveGene1
ProtectiveGene2
DyslexiaRisk
Pennington.Cognition2006.Penningtonetal.JAbnorm Psychol 2012.– Multipledeficitmodel
Environment1
Environment2
Diathesis-stressmodel: Rosenthaled.“TheGenain Quadruplets”‘64Liabilitythresholdmodel: Gottesman &Shields.PNAS‘67
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
TheNeuroscienceofDyslexia– TraditionalViewFocusonWeaknesses,Risks&Vulnerability
phonologicalprocessing
(visual/selective)attention
cognitiveimplicitprocedurallearning
short-termmemory
informationprocessing
RELATIVEWEAKNESSES
d
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
TheNeuroscienceofDyslexia– TraditionalViewFocusonWeaknesses,Risks&Vulnerability
Occipito-Temporal(OT)Orthographicprocessing
Temporo-Parietal(TP)Phonologicalprocessing
POORREADERS&DYSLEXIA.Reducedefficiencyinbrainnetworksrelatedtospeech&visualaspectsofreading.Shaywitz etal.NEJM’98;Hoeftetal.JNeurosci ‘06.Hoeftetal.PNAS‘07
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
charactertraits,socio-emotional
Grit,Resilience,Mindset,Empathy
TheNeuroscienceofDyslexia– EmergingViewFocusAlsoonStrengths,ProtectiveFactors&Resilience
visuo-spatialHolistic,3d
cognitiveexplicitmemorycomprehension
IQ,reasoning,orallanguage…
RELATIVESTRENGTHS phonologicalprocessing
(visual/selective)attention
cognitiveimplicitprocedurallearning
short-termmemory
informationprocessing
RELATIVEWEAKNESSES
d
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
TheNeuroscienceofDyslexia– EmergingViewFocusAlsoonStrengths,ProtectiveFactors&Resilience
Occipito-Temporal(OT)Orthographicprocessing
Temporo-Parietal(TP)Phonologicalprocessing
PROTECTIVEFACTORS&RESILIENCEWhichbrainsystems???
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
Strengths,ProtectiveFactors&Resilience:Coincidence,CompensatoryorMeanttobe?
• Coincidence Bryden MP.Laterality’87
• Compensatory Lansdell HJ.CompPhysio Psychol ‘69,LevyJ.Nature’69
• Causal Kosslyn SM.Psychol Rev’87,Cai
etal.PNAS’13Evolutionaryadvantage Geschwind N.AnnalsofDyslexia‘84
http://www.theoryofhealth.com
www.quora.com
https://flipboard.com/@shannybasar/superhumans-dt0otb7iz
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
IntegrativeApproachtoDyslexiaResearch
msec
years
Learning
Cognition
Reading,Math
Perception
Socio-emotional
Preconception
Prenatal
Postnatal
Child
Adult
AdolescentDE
VELO
PMEN
TALSTAG
E
GeneNeurochemistry
Physiology
Neuroanatomy
Behavior
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
EEG
MRI
EEG/MEG
DTIfMRI
NIRS
TMS/tDCS
MEG
Genetics
Brainelectricalactivity Brainstructure&function
Brainstimulation
IntegrativeApproachtoDyslexiaResearch
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
OurWork@.
resilience
motivation/grit/mindset/stereotype
threatcharactertraits
growthchart
biomarker
earlyidentification
i-Screener
intervention/Prevention
UCSF Dyslexia CenterDEPARTMENTS:PsychiatryNeurologyOtolaryngologyPediatricsRadiology
PARTNER SCHOOL:The Charles Armstrong School
UCSF Dyslexia CenterSandler Neurosciences Center
675 Nelson Rising Lane, Suite 190San Francisco, California 94158
dyslexia.ucsf.edudyslexia@ucsf.edu
UCSF Dyslexia Center
Leading the way from basic neuroscience research to the classroom: individualized and strength-based approach
Collaborating with experts in�� Oral & written language�� Emotional processing including
reactivity & empathy�� Executive functioning & reasoning style�� Visuospatial processing�� Motor speech�� Structural & functional MRI imaging�� ADHD & anxiety�� Socio-emotional health & resilience�� Effects of dyslexia on aging
mechanism
prenatalenvironm
ent
genetics
brainimagingrisk
learning
compensatoryfactors
environment
LD/dyslexia
autism
bilingual
protectivefactors
underserved
UNESCO
US/CADept of
Ed
community schoolsmuseums
WhiteHouse
brainLENS
Mechanismofreading&learning
Earlyschoolreadiness&risk
Community
Socio-emotional,Charactertraits
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
Outline• IMPORTANCEOFANINTEGRATIVEAPPROACH
- Reading&dyslexiaarecomplex.- Multiplefactorsimpactdyslexia&success.
• THENEWNEUROSCIENCEOFDYSLEXIA
• COGNITIVERESILIENCE
• SOCIO-EMOTIONALRESILIENCE
• CONCLUSION
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
ResilienceModelofLD:COGNITIVERESILIENCE
Risks
Dyslexia
PoorFunctionalOutcome• PoorReadingComprehension• NegativePsychosocialAdjustment
Haft,Myers,Hoeft.Curr Opin Beh Sci 2016
CognitiveProtectiveFactors
• Orallanguageskills• Motorskills• Task-focusedbehavior• Executivefunctions• Interpersonal
relationships
LessSevereDyslexia
• Morphologicalawareness• Vocabulary• Verbalreasoning• Executivefunctions• Grammar
PositiveOutcome
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
COGNITIVERESILIENCEResilientDyslexics
RESILIENTREADERS:Thosewithgoodcomprehensiondespitepoordecoding.
Thosewithdecodingdifficultiesrelymoreoncontextualinformationtobeabletoreadsuccessfully.INTERACTIVECOMPENSATORYMODELOFDYSLEXIA(Stanovich,1980)
Implicationsforintervention.
SmadarPatael PhD
LaurieCuttingPhD
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
COGNITIVERESILIENCEBrainMechanism?
RESILIENTREADERS
POORREADERS
TYPICALREADERS
Expectedpatternrelatedto:RESILIENCE
DECODING
COMPREHENSION
Decoding
Comprehension
TYPICALREADERS
GoodcomprehensionbutgooddecodingalsoPOOR
READERSPoordecodingbutalsopoordecoding
RESILIENTREADERS
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
COGNITIVERESILIENCELeftDorsolateralPrefrontalCortex(DLPFC)
Resilient > Poor readersResilient > Typical readers
RESILIENT READERS
POOR READERS
TYPICAL READERS
RESILIENCE
DECODING
COMPREHENSION
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
COGNITIVERESILIENCENotjustdyslexicsbutanyonecanhaveit.
R²=0.12409
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
-40 -20 0 20 40
PrefrontalVolum
e
CognitiveResilience
10-16yochildrenwith&withoutpoordecoding
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
COGNITIVERESILIENCEChickenoregg?ShowsignsBEFOREreadingfailure.
R²=0.12409
R²=0.14004
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
-40 -20 0 20 40
PrefrontalVolum
e
CognitiveResilience
Prereading kids’leftDLPFCpredictsfuture‘resilience’
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
COGNITIVERESILIENCERoleofDLPFCNetwork?
-2
0
2
4
6work
working1backmemorywm
2backload
encodedmaintenance
oddball
salient
shifting
attention
distractorcues
congruentexecutive
rulerehearsalconflictincongruentmonitoringrules
verbalverb
visuospatial
spatially
dyslexia
reading
readers
phonologyphonological
phoneticsemanticsemantically
nounsnoun
1000FunctionalConnectome.Neurosynth.org
Relatedtolearning,attention,&cognitiveflexibility
Fronto-parietalnetwork
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
COGNITIVERESILIENCEFronto-parietalnetwork“flexiblelearninghub”.
Dynamically changes how it connects to other key networks based on current goals.
Critical for learning new skills and building mental rules.
Allows immediate & flexible transfer of skills.
Coleetal.NatNeuroscience’13
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
COGNITIVERESILIENCE?OtherFrontalMechanisms
Phonological
Orthographic
Articulatory
Hoeftetal.PNAS’07; HancockRichlan Hoeft.Neurosci Beh RevHoeftetal.PNAS‘11
RoelandHancockPhD
LeftFronto-StriatalNetwork– ArticulationRightInferiorFrontal&Fronto-ParietalWhiteMatter– Predictoutcome
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
COGNITIVERESILIENCE:Summary
Prefrontal&fronto-parietalnetwork
Cognitiveflexibility,learningnetwork
Importanceofpromotingactivitiestoenhancecognitiveflexibility&self-regulationearly
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
Outline• IMPORTANCEOFANINTEGRATIVEAPPROACH
- Reading&dyslexiaarecomplex.- Multiplefactorsimpactdyslexia&success.
• THENEWNEUROSCIENCEOFDYSLEXIA
• COGNITIVERESILIENCE
• SOCIO-EMOTIONALRESILIENCE
• CONCLUSION
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
ResilienceModelofLD:SOCIO-EMOTIONALRESILIENCE
Risks
Dyslexia
PoorFunctionalOutcome• PoorReadingComprehension• NegativePsychosocialAdjustment
Haft,Myers,Hoeft.Curr Opin Beh Sci 2016
Socio-EmotionalProtect.F.
INTERNAL• Growthmindset• Hopefulthinking• Senseofcoherence• Locusofcontrol• SelfdeterminationFAMILY• Familycohesion• Maternalaffect• Strongparental
attachment• Parentalsupport&
understandingofRDPEER/SCHOOL• Peerrelationships• Mentorshipby
teachers• Teachersupport• Smallclass-size
PositiveOutcome
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCECharactertraitscriticalforsuccess
Selfdiscipline,morepredictivethanIQ(2x)&aboveandbeyondachievementitself
(Duckworth&Seligman,Psychol Sci ‘05)
2x
Above&beyondIQ&achievement
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCEBrainmechanisms
VTA
GROWTHMIND-SET:Beliefthatabilityiseffortbased
GROWTHMINDSET
COGNITIVEREAPPRAISAL(Dohertyetal.Science‘04)
INTRINSICMOTIVATION(Muyrayama etal.PNAS’10)
VTA
GRIT:Perseverancetowardalongtermgoal
GRIT
PERSISTENCE(Gusnard etal.PNAS‘03)
FUTUREREWARD(Dohertyetal.Science’04)
Myersetal.SCAN2016
Multipletargets– Multipleroutestoenhancelearning
ChelseaMyers
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCEStereotypethreatmayputindividualsatrisk
“Stereotypethreatisbeingatriskofconfirming,asself-characteristic,anegativestereotypeaboutone’s
group.”–SteeleandAronson(1995)
“Whitemencan’tjump.” “Womenarenotgoodatmath.”
reducingstereotypethreat.org,Whistlingvivaldi byClaudeSteele
“AfricanAmericanshavelowerintelligencethantheirwhitepeers.”
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCEStereotypethreatMAYexistinLDs
Whymightindividualswithlearningdisabilities(includingdyslexics,butalsoADHDetc)experiencestereotypethreat?
• Groupidentification- lowachievement• Awareofstereotype(KellyandNorwich,2004;Rashkind etal.,2006)• Negativeacademicself-concept(Zeleke,2004)• Lowself-esteem,negativeaffect,anxiety,and
depressionwhenfacedwithperformance-avoidancegoals(thedesiretoperformlesspoorlythanothers)(Sideridis,2007;Aquino,2011)
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCEAnIntegratedProcessModelofStereotypeThreat
ConceptofAbilityDomain
ConceptofGroup
ConceptofSelf
“Iamagirl…”
“IthinkIamgoodatmath…”
“Girlsarebadatmath(andmathisimportanttome)…”
Forbesetal.,2008
Discordanceleadstostereotypethreat
ReducedattentionStress&AnxietyFear&ThreatReducedlearning&memory,&performance
Everyoneisprone.
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCEBrainmechanismofstereotypethreat?
Women&under-performanceinmath
Krendl etal.Psychol Sci 2008
LackofimprovementinmathperformanceovertimeunderST(interaction:p<.005)
Stereotypethreatimpactskeycognitivenetworksandemotion-relatednetworksnegatively
LackofMATHrelatedactivationunderST
IncreaseinEMOTIONalresponseunderST
NoSTgroup STgroup NoSTgroup STgroup
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCEBuildingResilienceAgainstStereotypeThreat
• Reframingthetask(e.g.Quinn&Spencer,2001)
• De-emphasizingthreatenedsocialidentities(e.g.Stricker andWard,2004)
• Rolemodels(e.g.Blantonetal.,2000)
• Externalattributionsfordifficulty(e.g.Goodetal,2003)
• Self-affirmations(e.g.Schimel etal.,2004)
• Growthmindset(e.g.Aronsonetal.,2002)
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCEStrength-basedapproachmaybuildresilience
r =.42
Poorerthereading,betterthevisuo-spatial(configural)abilities(vonKárolyi etal.,‘01;‘03).
Read
ingAb
ility
Visuo-SpatialDifficulty
Diehl…Hoeft…Pugh.NeuroImage ‘14
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
Visuo-spatialprocessingshowyin-yangrelationshipwithreading
KenPugh
SOCIO-EMOTIONALRESILIENCEMentoringmaybuildresilience
Scores
26.7%***P<0.0001
12.5%~*P=0.05
2.5
3
3.5
4
4.5
5
Responsetofailure
Depression SelfEsteem
Fall Spring
Displaymorepositiveemotionsandeffort-basedstrategiesinthefaceoffailure.
IMPROVEMENTIN:
SELFESTEEM(12%)GRIT(value)(8-36%)GROWTHMINDSET(14%)LDIDENTITY(comfort,bond,importance)(24-52%)READINGSELF-CONCEPT(19%)etc…
N=48
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCEMentoringmaybuildresilience
-100
-50
0
50
100
150
1.5 2 2.5 3 3.5
Self-Esteem
(FalltoSprin
g%increase)
Mentee-RatedMentorshipQuality(1-lowto3-high) N=39
R2=0.13(r=0.36)P=0.025
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
SOCIO-EMOTIONALRESILIENCE:Summary
• Stereotypethreat&fixedmindsetcouldbepotentialmechanismsunderlyingunderperformanceinthosewithlearningchallenges.
• Otherssuchasanxiety,motivationandreducedgritlikelyinteractwithstereotypethreatandfixedmindset,andresultinfurtherunderperformance.
Dyslexia StereotypeThreat
AttentionPFresources Fixed
mindset
Reducedgrit
Reducedacademicachievement
Reducedmotivation
Anxiety
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
Outline• IMPORTANCEOFANINTEGRATIVEAPPROACH
- Reading&dyslexiaarecomplex.- Multiplefactorsimpactdyslexia&success.
• THENEWNEUROSCIENCEOFDYSLEXIA
• COGNITIVERESILIENCE
• SOCIO-EMOTIONALRESILIENCE
• CONCLUSION
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
CONCLUSION:PromotingResilience
Risks
Dyslexia
PoorFunctionalOutcome• PoorReadingComprehension• NegativePsychosocialAdjustment
Haft,Myers,Hoeft.Curr Opin Beh Sci 2016
Socio-EmotionalProtect.F.
INTERNAL• Growthmindset• Hopefulthinking• Senseofcoherence• Locusofcontrol• SelfdeterminationFAMILY• Familycohesion• Maternalaffect• Strongparental
attachment• Parentalsupport&
understandingofRDPEER/SCHOOL• Peerrelationships• Mentorshipby
teachers• Teachersupport• Smallclass-size
CognitiveProtectiveFactors
• Orallanguageskills• Motorskills• Task-focusedbehavior• Executivefunctions• Interpersonal
relationships
LessSevereDyslexia
• Morphologicalawareness• Vocabulary• Verbalreasoning• Executivefunctions• Grammar
PositiveOutcome
COGNITIVETRAINING
SOCIO-EMOTIONALLEARNING(mentoring)
LITERACYINTER-VENTIONS
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
CONCLUSION:PromotingResilience
• Cognitivecontrol,self-regulation– Cognitivereappraisal&positivereframing,Promotesgrit
• Strengthbasedapproach– Confidence,Optimism
• Growthmindset– Activecoping(senseofcontrol),Optimism
• Socialsupport,rolemodel,mentoring– Connectiontocommunity
• Reducestereotypethreat– Optimizelearningenvironment&enhancedperformance
• Stressinnoculation (exposuretotolerablelevelsofstress&challenges)
Charney.NatRevNeurosci 2009;KenGinsberghttp://www.fosteringresilience.com/7cs.phpIntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
BayAreaUCSF(NCWhite,RHendren,KLeWinn,LPasch,MGorno-Tempini,BMiller);UCBerkeley(SBunge);UCDavis(YUchikoshi,DAmaral,CWuNordahl);UofSF(GLeung);USA/CanadaBostonCollege(JBlack);GeorgiaStateU(RMorris);HarvardU,BostonChildren’sHospital(LProck Albers);MIT(JGabrieli);UofBritishColumbia(LSiegel);UofMichigan(IKovelman,RMarks);VanderbiltU(LCutting);
YaleU,HaskinsLabs,UConn(KPugh,JReuckl;EGrigorenko);AsiaBeijingNormalU,China(HShu);HebrewU,Israel(RFrost);KeioU,Tokyo,Japan(BYamagata,MMimura);Nat’lCntrl U,InstofCogNeurosci,Taiwan(DWu,OTseng)UHongKong,China(CMcBride);EuropeBCBL,Spain(MCarreiras);UCollegeLondon,UK(CHulme);UofJyvaskyla,Finland(HLyytinen,PLeppannen,URichardson);UofSalzburg,Austria(FRichlan);
fumiko.hoeft@ucsf.edu |@fumikohoeft |brainlens.org
R01HD078351(Hoeft,UCSF)R01HD086168(Hoeft/Pugh,UCSF/Haskins)R01HD044073 (Cutting,Vanderbilt)R01HD065794(Pugh,Haskins)P01HD001994(Rueckl,Haskins/UConn)R01MH104438(Nordahl,UCDavis/MIND)R01MH103371(Amaral,UCDavis/MIND)
AcademicSenateAwardDyslexiaCenter(CharlesSchwab,KellyGorman&SteveCarnevale,FloraFamilyFndtn,BatteryPowered,Thomas&EvaFongFamilyFndtn,Lori&RaydePole,Dan&StaceyCaseFamilyFndtn)
FUNDING
Liebe Patterson
Dennis&ShannonWong– DSEA‘88FoundationToney&PotterFamily
NSF1540854SL-CN(Gazzaley/Uncapher,UCSF)
PARTNERS
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
Thankyou…
POSTDOC&RESEARCHASSISTANTWANTED!
IntegrativeApproach|NewNeuroscience|CognitiveResilience|Socio-EmotionalResilience|Conclusion
top related