chc shs 20170503 fumikohoeft pdf · 5/3/2017 · background | resilience framework | cognitive...

5/3/17

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Cognitive&Socio-EmotionalResilienceinDyslexia

FumikoHoeftMDPhD

[email protected] |@fumikohoeft |profiles.ucsf.edu/fumiko.hoeftUC6-StanfordPrecisionLearningCenter(PrecL.org)

UCSFLaboratoryforEducationalNeuroscience(brainLENS.org)UCSFDyslexiaCenter(dyslexia.UCSF.edu)

UCSFDept ofPsychiatry|WeillInstituteforNeurosciencesYale/UConnHaskinsLaboratories

R01HD078351 (Hoeft, UCSF)R01HD086168 (Hoeft/Pugh, UCSF/Haskins)P01HD001994 (Rueckl, Haskins/UConn) R01MH104438 (Nordahl, UCDavis/MIND) R01MH103371 (Amaral, UCDavis/MIND)

SUPPORTERS

Toney & Potter Family

NSF1540854 SL-CN (Gazzaley/Uncapher, UCSF)

CHC- SandHillSchool|05.03.2017 Whyiseachchildsodifferent?Howcanweensuresuccessineachchild?

Taiga(8)“INFORMATIONSEEKER”

Kaito (6)“STORYMAN”“3DMAN”

WeakreaderAvoidsreading

Avidreader

Visuo-spatialWritinglabelsforspecimenbox

Empathic

Spiderman- Halloween

Analytic

Red/Whitebloodcell- Halloween

JackHorner,apaleontologistfromJurassicPark/World

NOWTechnicalAdvisorofJurassicPark(=Dr.AlanGrant)MacArthurGeniusAward(‘86)Romer-SimpsonMedal(’13)

THENSeverelydyslexicGraduatedhighschoolwithD---Failedcollege7timesNevergraduatedGPA0.06(Honorarydoctorate,’06) 3

JackHorner,apaleontologistfromJurassicPark/World

NOWTechnicalAdvisorofJurassicPark(=Dr.AlanGrant)MacArthurGeniusAward(‘86)Romer-SimpsonMedal(’13)

THENSeverelydyslexicGraduatedhighschoolwithD---Failedcollege7timesNevergraduatedGPA0.06(Honorarydoctorate,’06)

Importanceofresilience

Importanceofenvironment&community

Importanceoflookingatanindividualasawhole(includingliteracy butalsoothercognitiveandsocio-emotionalaspects) 4

Outline• BACKGROUND

– Dyslexiacostlyinmanydimensions– Importanceofanintegrativeapproach

• TODAY’SFOCUS– Theresilienceframeworkofdyslexia– Cognitiveresilience– Socio-Emotionalresilience

• CONCLUSION,OTHERWORK(e.g.EnglishLearners)

Background|ResilienceFramework|CognitiveResilience|Socio-EmotionalResilience|Conclusion






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NeuroscienceofDyslexia


Xia,Hancock,Hoeft.Language&LinguisticCompass.2017.

Regions&circuitsdysfunctionalindyslexia(function,structure,temporaldynamics,neurochemicals,relationwithriskgenes,etc)

• Evenwhencomparedtoreading-matched“normal”readers:Hoeft etal.JNeurosci ’06;PNAS’07

• Regardlessofwritingsystem(Chinese):Xiaetal.Neuropsychologia ’16;Rueckl etal.PNAS‘15

• At-riskpre-readers(withfamilyhistory):Blacketal.NeuroImage ‘12;Hosseinietal.NeuroImage ’13;Vandermosten Hoeft Norton.Curr Opin Beh Sci.‘16

• Regardlessofidentificationcriteria:Tanakaetal.Psychol Sci ’11

• In”normal”readerswithhighIQ(GiftedDyslexics,2ekids):Hancocketal.TiNE ’17

Phonological(Temporo-Parietal)

Orthographic(Occipito-Temporal)

Compensatoryfrontalarticulatory&righthemispherenetworks:Hoeftetal.PNAS‘07,PNAS’11;HancockRichlan Hoeft.Neurosci Beh Rev‘16

Articulatory(Frontal)

ARTICULATORY(InferiorFrontalRegion)

PHONOLOGICAL(Temporo-

ParietalRegion)

ORTHOGRAPHIC(Occipito-

TemporalRegion)

ReadingCircuits:DomainGeneral+SpecificCircuits


Black,Xia,Hoeft.Language&LinguisticCompass

IFGorb

IFGopPreCG

IFGtri

aSMGpSMG

AGACC

DLPFC

pSTG

mFG

OrthographyPhonologySemanticsSentence / SyntaxVocabularyAttentionExecutive Function

Major Reading Systems

aFGTemporalPole

ACC:anteriorcingulatecortex;AG:angulargyrus;DLPFC:dorsolateralprefrontalcortexincludingsuperior/middle/dorsalinferiorfrontalgyri;a/mFG:anterior/midfusiform gyrus (visualwordformarea,VWFA);IFGorb/tri/oper:inferiorfrontalgyrus orbitalis,triangularis,opercularis;PPC:Posteriorparietalcortex;PreCG:precentralgyrus;a/pSMG:anterior/posteriorsupramarginal gyrus;pS/MTG:posteriorsuperior/middletemporalgyrus;

PPC

pMTG

ATTENTION

SENTENCE/SYNTAXSEMANTIC

EXECUTIVEFUNCTION(CONTROL/MEMORY) VOCABULARY

CostofDyslexia

Risks

Dyslexia

POOROUTCOME: ReadingComprehension,EducationalAttainment,PsychosocialAdjustment

DLPFC

ORTHOGRAPHIC

PHONOLOGICAL

IFGopPreCG

SMGpSTG

FusiGITG

InsuladStr

PPC

RISKGENES


CostofDyslexia

Risks

Dyslexia

POOROUTCOME: ReadingComprehension,EducationalAttainment,PsychosocialAdjustment

DLPFC

ORTHOGRAPHIC

PHONOLOGICAL

IFGopPreCG

SMGpSTG

FusiGITG

InsuladStr

PPC

RISKGENES


CostofDyslexiaisHigh

Developingdyslexia upto50%withfamilyhistory,(4timeshigher)

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

Snowling etal.Psychol Bull2016;Pennington&Lefly.ChildDevelop2001;Cosden JLD2001;Wilsonetal.JLD2009;ForesightMentalCapitalandWellbeingProject.2008;DuPaul etal.JLD2012


CostofDyslexiaisHigh

Developingdyslexia upto50%withfamilyhistory,(4timeshigher)

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

Snowling etal.Psychol Bull2016;Pennington&Lefly.ChildDevelop2001;Cosden JLD2001;Wilsonetal.JLD2009;ForesightMentalCapitalandWellbeingProject.2008;DuPaul etal.JLD2012


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LatestThinkingontheFactorsthatContributetoDyslexia:MultipleFactorsImpactDyslexia

NeurobioRisk2

NeurobioRisk1

NeurobioProtective1

NeurobioProtective2

DyslexiaRisk

EnvironmentRisk1

EnvironmentProtective1

Multipledeficitmodel: Pennington.Cognition‘06.Penningtonetal.JAbnorm Psychol ‘12Diathesis-stressmodel: Rosenthaled.“TheGenain Quadruplets”‘64Liabilitythresholdmodel: Gottesman &Shields.PNAS‘67


CumulativeRisk&ProtectionModelofDyslexia

ImportanceofanIntegrativeApproach toMaximizingChildren’sLearningPotential

Maximizing children’s learning potential

NEUROBIOLOGY

EXTERNALENVIRONMENT

INTERNALENVIRONMENT

STEREOTYPETHREATMOTIVATION&MINDSETRESILIENCE&GRIT


TODAY’STOPIC:CognitiveandSocio-EmotionalResilienceinDyslexia

Maximizing children’s learning potential

NEUROBIOLOGY

EXTERNALENVIRONMENT

INTERNALENVIRONMENT

STEREOTYPETHREATMOTIVATION&MINDSETRESILIENCE&GRIT


Weaknesses vs. Relativestrengths

Risk vs. Protectivefactors

Vulnerability vs. Resilience






Resilience

Theabilitytoadapttostressorsintheenvironment(adversity)by“bending”but

not“breaking”(Karatsoreos &McEwenF1000PrimeReports2013)

Socio-emotionalresilience Cognitiveresilience


ResilienceFrameworkofDyslexia:PromotingResilience&OptimizingDyslexiaOutcome

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


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TheNeuroscienceofDyslexia– TraditionalViewFocusonWeaknesses,Risks&Vulnerability

phonologicalprocessing

(visual/selective)attention

cognitiveimplicitprocedurallearning

short-termmemory

informationprocessing

RELATIVEWEAKNESSES

d


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


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


TheNeuroscienceofDyslexia– EmergingViewFocusAlsoonStrengths,ProtectiveFactors&Resilience

Occipito-Temporal(OT)Orthographicprocessing

Temporo-Parietal(TP)Phonologicalprocessing

PROTECTIVEFACTORS&RESILIENCEWhichbrainsystems???Whatmechanism???

Coincidence.Bryden MP.Laterality’87

Compensatory.LansdellHJ.CompPhysio Psychol ‘69,LevyJ.Nature’69

Causal.Kosslyn SM.PsycholRev’87,Cai etal.PNAS’13.

EvolutionaryadvantageGeschwind N.AnnalsofDyslexia‘84




(Geschwind Lecture2014)




ResilienceFrameworkofDyslexia:COGNITIVERESILIENCE

Risks

Dyslexia




• Orallanguageskills• Motorskills• Task-focusedbehavior• Executivefunctions• Interpersonal

relationships

LessSevereDyslexia

• Morphologicalawareness• Vocabulary• Verbalreasoning• Executivefunctions• Grammar

PositiveOutcome


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COGNITIVERESILIENCEResilientDyslexics

RESILIENTREADERS:Thosewithgoodcomprehensiondespitepoordecoding.

Thosewithdecodingdifficultiesrelymoreoncontextualinformationtobeabletoreadsuccessfully.INTERACTIVECOMPENSATORYMODELOFDYSLEXIA(Stanovich,1980)

Implicationsforintervention.

SmadarPatael PhD

LaurieCuttingPhD

Patael etal.underreview


COGNITIVERESILIENCEBrainMechanism?

RESILIENTREADERS

POORREADERS

TYPICALREADERS

Expectedpatternrelatedto:RESILIENCE

DECODING

COMPREHENSION

Decoding

Comprehension

TYPICALREADERS

GoodcomprehensionbutgooddecodingalsoPOOR

READERSPoordecodingbut

alsopoorcomprehension

RESILIENTREADERS



COGNITIVERESILIENCELeftDorsolateralPrefrontalCortex(DLPFC)

Resilient > Poor readersResilient > Typical readers

RESILIENT READERS

POOR READERS

TYPICAL READERS

RESILIENCE

DECODING

COMPREHENSION



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



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’



COGNITIVERESILIENCERoleofDLPFCNetwork?

-2

0

2

4

6work

working1backmemory

wm2back

loadencoded

maintenance

oddball

salient

shifting

attention

distractorcues

congruentexecutive

rulerehearsalconflictincongruentmonitoringrules

verbalverb

visuospatial

spatially

dyslexia

reading

readers

phonology

phonologicalphonetic

semanticsemantically

nounsnoun

1000FunctionalConnectome.Neurosynth.org

Relatedtolearning,attention,&cognitiveflexibility

Fronto-parietalnetwork



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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



COGNITIVERESILIENCE:Summary

• Prefrontal&fronto-parietalnetwork

• Cognitiveflexibility,learningnetwork

• Relatedstudiesalsopointtoprefrontalmechanisms

• Maysuggestimportanceofpromotingactivitiestoenhancecognitiveflexibility&self-regulationearly

Patael etal.underrev;Hoeft etal.PNAS’07&PNAS’11;HancockRichlan Hoeft.Neurosci Beh Rev‘16







ResilienceModelofLD:SOCIO-EMOTIONALRESILIENCE

Risks

Dyslexia



Socio-EmotionalProtect.F.

INTERNAL• Growthmindset• Hopefulthinking• Senseofcoherence• Locusofcontrol• SelfdeterminationFAMILY• Familycohesion• Maternalaffect• Strongparental

attachment• Parentalsupport&

understandingofRDPEER/SCHOOL• Peerrelationships• Mentorshipby

teachers• Teachersupport• Smallclass-size

PositiveOutcome


SOCIO-EMOTIONALRESILIENCECharactertraitscriticalforsuccess

Grit(selfdiscipline),morepredictivethanIQ(2x)&aboveandbeyondachievementitself(Duckworth&Seligman,Psychol Sci ‘05)

2x

Above&beyondIQ&achievement


SOCIO-EMOTIONALRESILIENCEBrainmechanismsofGritvs.GrowthMindset

VTA

GROWTHMIND-SET:Beliefthatabilityiseffortbased

GROWTHMINDSETCOGNITIVEREAPPRAISAL(Dohertyetal.Science‘04)

INTRINSICMOTIVATION(Muyrayama etal.PNAS’10)

VTA

GRIT:Perseverancetowardalongtermgoal

GRITPERSISTENCE(Gusnard etal.PNAS‘03)

FUTUREREWARD(Dohertyetal.Science’04)

Myersetal.SCAN2016

Multipletargets– Multipleroutestoenhancelearning

ChelseaMyers


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SOCIO-EMOTIONALRESILIENCEStereotypeThreatputsIndividualsAtRiskforLearning

“Stereotypethreatisbeingatriskofconfirming,asself-characteristic,anegativestereotypeaboutone’s

group.”–SteeleandAronson(1995)

“Whitemencan’tjump.” “Womenarenotgoodatmath.”

reducingstereotypethreat.org,Whistlingvivaldi byClaudeSteeleBackground|ResilienceFramework|CognitiveResilience|Socio-EmotionalResilience|Conclusion

“AfricanAmericanshavelowerintelligencethantheirwhitepeers.”

“AfricanAmericansarenotsmart.”

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)


SOCIO-EMOTIONALRESILIENCEAnIntegratedProcessModelofStereotypeThreat

ConceptofAbilityDomain

ConceptofGroup

ConceptofSelf

“Iamagirl…”

“IthinkIamgoodatmath…”

“Girlsarebadatmath(andmathisimportanttome)…”

Forbesetal.,2008Background|ResilienceFramework|CognitiveResilience|Socio-EmotionalResilience|Conclusion

SOCIO-EMOTIONALRESILIENCEAnIntegratedProcessModelofStereotypeThreat

ConceptofAbilityDomain

ConceptofGroup

ConceptofSelf

“Iamagirl…”

“IthinkIamgoodatmath…”

“Girlsarebadatmath(andmathisimportanttome)…”

Forbesetal.,2008

Discordanceleadstostereotypethreat

ReducedattentionStress&AnxietyFear&ThreatReducedlearning&memory,&performance

Everyoneisprone.


SOCIO-EMOTIONALRESILIENCEBrainmechanismofstereotypethreat?

Women&under-performanceinmath

Krendl etal.Psychol Sci 2008

LackofimprovementinmathperformanceovertimeunderST(interaction:p<.005)

Stereotypethreatimpactskeycognitivenetworksandemotion-relatednetworksnegatively

LackofMATHrelatedactivationunderST

IncreaseinEMOTIONalresponseunderST

NoSTgroup STgroup NoSTgroup STgroup


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)


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SOCIO-EMOTIONALRESILIENCEStrength-basedapproachmaybuildresilience

vonKárolyi etal.,‘01;‘03;Diehl…Hoeft…Pugh.NeuroImage ‘14

Visuo-spatialprocessingshowyin-yangrelationshipwithreading

KenPugh

reading

visuo-spatial

r=0.42p<0.05

BEHAVIOR

dyslexics non-dyslexics

BRAIN


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


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


SOCIO-EMOTIONALRESILIENCE:PositiveImpacton Learning-RelatedBrainRegions

Haft,Black.Underprep

Medial/LateralPrefrontalCortex(m/lPFC):information

processing

DorsalAnteriorCingulateCortex(dACC):reward-baseddecisionmaking;errormonitoring

Amygdala,Hippocampus:fear,emotions,andfearlearning

Hypothalamus,PituitaryGland:regulation&productionofhormones

(e.g.cortisol)

Self-Awareness Self-Concept

Self-Determination

Regulatesemotionalresponsetothreat.

SocialSupport

Regulateshormones.Reducesstress. Positive

Emotion Coping

Influencesneuroendocrineresponsesto

stress

Self-Esteem

Modulatessalienceofinformation.

Mindset

Influencesadaptiveresponsestoerrors.

SOCIO-EMOTIONALRESILIENCE:Summary

• Socio-emotionalcharactertraitsimpactlearningrelatedbrainmechanisms.

• Largeindividualdifferences.Understandingthesedifferencesareimportant(LearnerPositionalSystem[LPS]).Opportunityforpersonalizedlearning.

• Stereotypethreatmayexistthatimpedeonlearningbutcanbeminimizedintheclassroom.

• Potentialfortakingastrength-basedapproach.• Mentoringpotentiallybuildsresilience.







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CONCLUSION:PromotingResilience

Risks

Dyslexia



Socio-EmotionalProtectiveFactors


LessSevereDyslexia

PositiveOutcome

CONCLUSION:PromotingResilience

Risks

Dyslexia



Socio-EmotionalProtectiveFactors


LessSevereDyslexia

PositiveOutcome

COGNITIVETRAINING

RESILIENCEBUILDING(mentoring)

LITERACYINTER-VENTIONS

CONCLUSION:BuildingResilience

• Scaffoldforpositivereframing>Cognitivereappraisal,Senseofcontrol,Cognitivecontrol&self-regulation>Growthmindset,Motivation,Grit

• Strengthbasedapproach>Confidence,Optimism,Motivation

• Socialsupport,rolemodel,mentoring>Connectiontocommunity

• Reducestereotypethreat>Optimizelearningenvironment&enhancedperformance

• Stressinoculation(exposuretotolerablelevelsofstress&challenges)

Charney.NatRevNeurosci 2009;KenGinsberghttp://www.fosteringresilience.com/7cs.phpBackground|ResilienceFramework|CognitiveResilience|Socio-EmotionalResilience|Conclusion

BasicPlatform

Onlinetool Resilience,Motivation,Self-Esteemetc

ResourceguideIndividual|Schools

Newtool2Negativitybiasimpactonlearning

Newtool1ReadingAnxiety

ReportIndividual|Schools

Newtool3Neurosciencetool

2016 2017

R&D

R&D

R&D

R&D

R&D

R&D

ServerDashboard

Validation

Limitedrelease

Validation

Validation

Validation

Limitedrelease

Limitedrelease

Limitedrelease

Limitedrelease

Limitedrelease

2018

1M

SELTOOLKITR&DTIMELINE(PENDINGFUNDING)

Newtool4Computerizedtrainingtooltoenhancelearning

R&D Validation Limitedrelease

2019

2M

SELTOOLKIT(basic)

SELTOOLKIT(plus)


Canwehelpourchildrenbecomemoreresilient?


(OTHER)WORK@

ProtectivefactorsBuildingresilience

Earlyidentification&prevention

Mechanismsofdyslexia,reading&

learning


Community

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WANTED!Part-timelicensedclinicalpsychologist

CommunitypartnersPhilanthropicpartners

FumikoHoeft MDPhD,Exective Director


MissionandGoals

WHOWEAREAnewandcross-disciplinary‘PrecisionEd-Health’centeracrossthe(6)UCcampuseswithexpertisein(bilingual)education,sp-ed,cogpsych,neuroscience,medicine,&policy.

PrecisionMedicineisanemergingdata-drivenapproachfordiseasetreatmentandpreventionthattakesintoaccountindividualvariabilityinenvironment,lifestyleandgenesforeachperson.(2015)PrecisionEd-Healthisandata-drivenapproachtopreventthespiraleffectofpooreducationalattainmenttohealthdisparitytakingintoaccountvariabilityineachchildbylookingatlargeamountsofdatafromtheenvironment,psychological,cognitive,neuroscience,biomedicalinformation.

MISSION.Tackleissuesassociatedwitheducationandhealthdisparitywithaparticularemphasisonunderrepresentedpopulations.

LONG-TERMGOAL.ToprovidethebesteducationalandhealthoutcomesforALLCHILDRENregardlessoftheirbackground.

SHORTTERMGOAL.Earlyidentificationandinterventionofchildrenatriskforlearningchallenges,especiallyinEnglishlearners.


SchoolReadiness&PersonalizedLearningApp.Modules


BasicPlatform

DyslexiaScreenerLiteracy

SchoolReadiness(Basic)Literacy|Cognition

SchoolReadiness(Premium)Literacy|Cognition|Math|SEL|Motor

DyslexiaPhenotypeLiteracy| Cognition++

ADHDScreenerCognition+

LearningStyleLiteracy|Cognition|Math|SEL|Motor

2017 2018

Development

Development

Development

Development

Development

Development

BackendInterface

Validation

Validation

Validation

Validation

Validation

Validation

Norming

Norming

Norming

Norming

Norming

Norming

2019

2M

4M

SCHOOLREADINESSANDPERSONALIZEDLEARNINGAPPPRODUCTIONTIMELINE(PENDINGFUNDING)


STARModel@SILC

SILCSTAR

SERVICESe.g.PD

TRAINING(Multidisciplinary)

ADVOCACY

RESEARCH

BACKGROUND:Education&HealthDisparityinEnglishLearners(ELs)

ELsare200%morelikelytoliveinpoverty

LowEnglishProficiency

DifficulttoPredictLearningChallenges

PoorEducationalAttainment

LowIncome

PoorHealth

9.3%

22.3%

US(1in10) CA(1in4)

ProportionofELsinPublicSchool

33.3%66.7%

1in3inCA 2in3inOtherStates

DistributionofELswithintheUSVICIOUSCYCLEOF

INEQUALITY

70.0%

30.0%

SpanishEL OtherEL

NativeLanguages Approx 400spokeninUS!


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TranslationalResearchProgram

Best(Eng+Sp)

ExistingResearch-

based(mA2i)

Current(Eng)

NewResearch(Non-

language–Aud,Fam)

HealthOutcome

Biological/EnvironmentRiskFactors

1.IDENTIFYBESTWAYTOPREDICTFUTURELEARNINGCHALLENGESEARLYANDACCURATELY.(LearnerPositionalSystem[LPS])

2.INDIVIDUALIZEINSTRUCTION/INTERVENTION.Computerizedtrainingprograms,e.g.mA2i,GraphoGame

3.EVALUATEHEALTHOUTCOME.Obesity,Immunefunction,Telomerese,etc…

4.EVALUATEIMPACTOFENVIRONMENT.e.g.toxin

CENTERofINNOVATIONINNEUROSCIENCE-BASED

TECHNOLOGYFOREEUCATIONANDLEARNING

UCSF|UCBerkeley|Stanford

adam bruce fumiko

joaquin jyoti melina

miriam roeland silvia

Science of Learning Collaborative Network (SL-CN)UCSF - Stanford - UC Berkeley


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);


Thankyou…[email protected] |@fumikohoeft |profies.ucsf.edu/fumiko.hoeft

Thankyou…


[email protected] |@fumikohoeft |profies.ucsf.edu/fumiko.hoeft

chc shs 20170503 fumikohoeft pdf · 5/3/2017 · background | resilience framework | cognitive...

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