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Cognitive&Socio-EmotionalResilienceinChildrenwithDyslexia
FumikoHoeftMDPhD
[email protected] |@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
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);
[email protected] |@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