PART 3. FROM NEUROSCIENCE TO...

PART3.FROMNEUROSCIENCETOTRANSLATION

FUMIKOHOEFT MDPHDPROFESSOR @ UCSF P SYCH IATRY & WE I L L INST I TUTE FOR NEUROSC I ENCES

D IRECTOR @ UCSF HOEFT LAB ( BRA INLENS )DEPUTY D I RECTOR @ UCSF DYS LEX IA CENTER

EXECUT IVE D I RECTOR @ UC6 - STANFORD PREC I S ION L EARN ING CENTERCO-D IRECTOR @ HASK INS GLOBAL L 2 INNOVAT ION HUB

[email protected]@FumikoHoeft,@brainLENSlab

LearningSuccessProgram,PrecisionLearningCenter,DyslexiaCenter

Boardmember,Advisor

CARS+|02.02.2018

StoppingtheDownwardSpiral

Risks

PoorLiteracy

POOROUTCOME: EducationalAttainment,PsychosocialAdjustment

DLPFC

BRAINNETWORKSIFGopPreCG

SMGpSTG

FusiGITG

InsuladStr

PPCRISK GENESENVIRONMENT

1) Early identification (AppRISE)

2) Preventive intervention(2: GraphoLearn)

3) Promoting resilience (Socio-Emotional Toolkit)

|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|

1)EARLYIDENTIFICATION.SCHOOLREADINESS&DYSLEXIASCREENERAPP


1)SCHOOLREADINESS&DYSLEXIASCREENERAPP.NEEDS

THENEED.• Largedisparityexists(ed,income&

health).Knowinglevelofschoolreadiness,&riskforLDarethefirststeps.

• Oftenteachingtothemean.Focusisoftenonweaknesses.Knowing strengths&personalizedlearningprofiles arecritical.

AppRISE =ApplicationforReadinessInSchools and Learning Evaluation

UCOPMRP-17-454926|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|

1)APP.THENEUROSCIENCE

Neuroprediction ofreadingoutcome(Hoeft etal.PNAS’11;Hosseinietal.NI‘13)

Age

Mean&SEM

N<20~150

ReadingBrainIndex

AgeCOLLABORATORS(20+sites,~2,000MRIs)

GrowthChart(Black,Xia,Hoeft.LangLinguisticCompass’17)

NEUROSCIENCERESEARCH.


1)APP.THESOLUTION

SOLUTION.–EVIDENCE-BASED.Groundedinthescienceoflearning.Propervalidationinprogress

–FOREVERYONE.PreK andup.WithorwithoutriskforLD,EL,etc

–PERSONALIZEDLEARNERPROFILE.Assessstrengths&weaknessesin13domainsfromexecutivefunction,reasoning,vocabularytopreliteracy skills.

–SCALABLE.Free,minimaltraining(parents/teachers/pediatricians),minimalEnglishproficiency

UCOPMRP-17-454926

R.Hancock|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|

1)APP:DEMO


1)APP.OURSOLUTIONLITERACYAPP COGNITIVEAPP1. ReceptiveVocabulary2. LetterNameKnowledge3. LetterSoundKnowledge4. PhonologicalAwareness(Blending

WordIdentification)5. GraphemePhonemeDecoding

(Pseudo-WordMatching)6. WordIdentification(Regular)7. WordIdentification(Irregular)8. RapidNaming9. LearningNewSymbol-SoundPairs

(PairedAssociateLearning)

1. InhibitoryControl(ResponseInhibition)

2. CognitiveFlexibility(ShiftingRule)3. VisualWorkingMemory(Corsi Span)4. AuditoryWorkingMemory5. NonverbalReasoning(Matrix

Reasoning)6. ProcessingSpeed(Symbol/Digit

Coding)


1)APP.PRELIMINARYVALIDATIONRESULTS

86publicschoolkindergarteners

M.ChungE.Pyle I.Sunshine Chung,Pyle,Sunshine,Hancock,Hoeft.SPEDDRPoster,2018

UCOPMRP-17-454926

PRELIMINARYVALIDATIONRESULTS.Promising

R.Hancock|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|

1)APP.THEFUTURETHEFUTURE.

– VALIDATION.Large-scale(2.5-15kstudents).Test-retestreliability.Predictoutcome.

– R&DOFOTHERMODULES.Math,motor,SEL

– BEYONDASSESSMENT.• Dashboard• Personalizedlearner/teachingprofiles• Mobileinstruction• Parent/ed/peds resources.

R.Hancock

UCOPMRP-17-454926|INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|

2)PREVENTIVEINTERVENTION.GRAPHOLEARN


3)GRAPHOLEARN.Whatitis.o Computerizedlearningtoolforbasicreading(decoding)

o Toolthatcanprovidedifferentiatedlearningforallkids

o Developedbyresearcherswith25yearsofhistory.

o AllstudentsinFinlanduseGraphoLearn atschoolentry.

o 15languagesavailableincludingAmericanEnglish.

o Teacherscanmonitorprogress.

o Currentlyseekingto:

1) BroadenreachinAfrica,Chinaetc…

2) BuildupGLtogobeyonddecoding.


Heikki LyytinenUNESCO, Finland

3)GRAPHOLEARN.Whatitis.READINGGAINS.50-100%more.◦ Other effective early interventions ~0.3SS/Hr(Hatcher etal.2006)◦ GLtolearnthealphabet <5Hrs◦ GLPhoneme game 0.47SS/Hr◦ GLRime game 0.68SS/Hr◦ Growth inspelling skill

TRAINING.Short.Students1min,Teachers5min

COMPATIBILITY.All.ButiPads

COST.Free. Forbetaversionusedas‘research’.Evenaftercommercialization,costshouldbeminimal.

Kyle,Goswami etal.,Reading Res.Q.2012


SERVICES

TRAINING

ADVOCACYPOLICY

RESEARCH

HUB

SERVICES: Sustainable EdTech implementation in developing countries.

TRAINING: Next generation. Culturally sensitive. Local. Sustainability. PhD certificates

ADVOCACY/POLICY: Int’l & local orgs. UNESCO

RESEARCH:1) 0-5 Initiative. Improving sensitivity of early (birth to five)

language assessment and intervention 2) R&D of neuroscience-guided reading instructions that is mindful

of cultural and cross-linguistic differences3) Rigorous basic-science validation

3)GRAPHOLEARN.ASustainableModel


3)PROMOTINGRESILIENCE.SOCIO-EMOTIONALTOOLKIT


3)SOCIO-EMOTIONALTOOLKIT.NEEDS&SOLUTIONTHENEED.Noscalable&comprehensibletoolstomeasuresocio-emotionalcompetency,despiteithighlypredictiveofacademicandlifesuccess.

SOLUTION.Developedapersonalizedlow-costsystemtoassessindividualizedSEprofileusingprinciplesfromcognitivesciences• Assessesstrengthsandweaknesses

e.g.motivation,resilience,self-esteem,stigmaconsciousness,emotionregulation,senseofbelonging,anxiety,depression

• Onlinequestionnaire.ForGrades3-12

• Report:Individualized&aggregatedreportofSEprofile

• Resourceguide:Evidence-basedinformation

ORIO-16-012 S.HaftC.Myers


Socio-Emotional

ProtectiveFactors

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

attachment• Parentalsupport&

understandingofRDPEER/SCHOOL• Peerrelationships• Mentorship• Teachersupport• Smallclass-size

3)SETOOLKIT.OURPROCESSResilienceFramework

Risks

Dyslexia

PoorFunctionalOutcome• PoorReadingComprehension• NegativePsychosocialAdjustment

CognitiveProtectiveFactors

• Orallanguageskills• Motorskills• Task-focusedbehavior• Executivefunctions• Interpersonalrelationships

LessSevereDyslexia

• Morphologicalawareness• Vocabulary• Verbalreasoning• Executivefunctions• Grammar

PositiveOutcome(e.g.readingcomprehension,socio-emotional)

Haft,Myers,Hoeft.Curr Opin inBehav Sci 2016

S.Haft


3)SETOOLKIT.OURPROCESSIdentifyingSocio-EmotionalTargetsthatImpactTheLearningBrain

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.

Self-Esteem

Modulatessalienceofinformation.

Mindset

Influencesadaptiveresponsestoerrors.

SocialSupport

Regulateshormones.Reducesstress.

PositiveEmotion

Coping

Influencesneuroendocrineresponsesto

stress

Haft,Black&Hoeft.Underprep

ORIO-16-012 S.Haft


3)SETOOLKIT.ANEXAMPLEPositiveEffectofMentoringonSEProfilesinLearningDisabilities

Others:SENSEOFMASTERY(45%)LDIDENTITY(comfort,bond,importance)(25-42%)WORRYABOUTLD(-42%)GROWTHMINDSET(15%)etc…

3.00

3.20

3.40

3.60

3.80

4.00

4.20

4.40

4.60

4.80

5.00

9.50

10.00

10.50

11.00

11.50

12.00

12.50

FallSpring

p=.007**N=93 p=.011**N=78

LDCOMFORT EMOTIONDYSREGULATION TotalN=139

p=.008

LDComfort Self-Esteem

EmotionDysregulation

ORIO-16-012 S.Haft


3)SETOOLKIT.THEFUTURE

QuickScreenersLarger-scale,e.g.ReadingAnxietyQ

ImplicitComputerizedTestsNo/lessbias&younger,

e.g.AttentiontoThreatTest[ATT]

ImplicitNeuroscience-basedTests

No/lessbias&younger,e.g.Motivation

App-basedTrainingTools&Resources

SEToolkit(basic)PROS:Lotsofmeasures.Scalable.Personalizedreports.Evidence-basedresources.CONS:Onlyforolderchildren.Bias.

resilience

motivation

stereotypethreat

stigma

anxiety

LDidentity grit

mindset

mastery

failure

schoolclimate

emotionregulation


4)LARGE-SCALEINITIATIVESHowcanwedemocratizeeducationglobally?

Howcanweleveragetheaffordancesoftechnology&insightsfromneuroscience&practice?

Howcanweworktogetherwithresearchers,practitioners,anddeveloperstoexpeditetranslation?


DemocratizingEducation.LeveragingtheAffordancesofTechnologyandInsightsfromNeuroscience&Practice

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

|INTRODUCTION|PERSONALIZEDLEARNERPROFILE|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|

Districts & LD

Schools

Prison

Eye2Eye

Decoding Dyslexia

US/CA Dept of

Ed

NCLDIDA

Sci ClassField tripsInternship

Prof Develop

UC-wide Training

Brain-Mobile

Neural Noise Hyp.

Big Data

Neuro-plasticity

Neuro-prediction

Inter-generatio

nal

Bilingual

Dyslexia Pheno-typing

Cognition Language / Literacy

AI-Guided Tutor

Deep-dive

Large-scale

AppRISE(Curious Learning)

ACE

SE Toolkit

(E2E)

Reading Anxiety Q

Brain&

Implicit M

Personal Profile & Resource

Evidence-Based Resources

(Fam, Ed, Peds)Cognition

(NCLD /CCC)

Language / Literacy

(IDA /NCLD)

Learner Profile (Digital

Promise)

Teaching Profile (Digital

Promise)

Personalized Profiles

PRACTICE POLICYEDTECH

RESEARCH

SummaryofCollectiveEffortsinProgress

Validation

Assessment App R&D

Digital Cog Enhancement

Socio-Emotional

Research Partners

OutreachAdvocacyPolicy

Prep phase

Translational Research

Basic Research


Learning Engineering

FromIndividualLabstoCollaborativeCenters:UCSFDyslexiaCenter

CENTER

Psychiatry

Neurology

Neuro-science

Cognitive Sciences

Law

Schools

GavinNewsom– HonoraryChair.Dyslexic.Top-runnerforCAGovGoal:State-FundedCenter

MariLu Gorno Tempini MDPhD

RobertHendren DO

FumikoHoeft MDPhD

SteveCarnevale:BoardCo-ChairDavidEvans:BoardCo-Chair

Est.2012 MISSION:Leverageneurosciencetoreducethenegativeimpactofdyslexia.

>1M/yr inphilanthropy

dyslexia.ucsf.edu


CENTER

BASIC:Phenotyping

APPLIED:Outcomes

TRANSLATION:Screener App

APPLIED: Experimental Interventions

CLINIC

FromIndividualLabstoCollaborativeCenters:BayAreaScienceofLearningCollaborativeNetwork

UC6-StanfordPrecisionLearningCenter(PrecL)

MISSION.Tacklingeducation&healthdisparityinCA&USthroughscience-basedinnovation

Hoeft (ExecDir),Hancock,Uncapher,Connor,JabediSuarez-Orozco,Grammer,Gilger,Bunge,McCandliss

Est.2017

ScienceofLearningCollaborativeNetwork(SL-CN)– UCSF,Stanford,Berkeley

Gazzaley,Uncapher,Bunge,McCandliss,Hoeft

Est.2016

MISSION.LeveragethetechnologyandcognitiveneuroscienceinsightsfortheR&D&validationofmobileassessment&trainingtools,todriveevidence-baseddecision-makingandpersonalizedlearning.

>600k/yr ingrantsandphilanthropy

precisionlearningcenter.org

PrecL

Psychology

Neuroscience

MedicinePolicy

Education


Background:Education&HealthDisparityinEnglishLearners(ELs)

ELsare200%morelikelytoliveinpoverty

Low English Proficiency

Difficult to Predict

Learning Challenges

Poor Educational Attainment

Low Income

Poor Health

9.3%22.3%

US (1 in 10) CA (1 in 4)

ProportionofELsinPublicSchool

33.3%66.7%

1 in 3 in CA 2 in 3 in Other States

DistributionofELswithintheUSVICIOUSCYCLEOF

INEQUALITY

70.0%30.0%

Spanish EL Other EL

NativeLanguagesApprox 400spokeninUS!

Toxicantexp.NutritionCardiovascularObesityStress

Sch absenceHomeenv

Stress

UCOPMRP-17-454926 |INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|

PrecL PIsFUMIKOHOEFTMDPhD(UCSF;Neuroscience,Medical)ExecutiveDirector

MARCELOSUAREZ-OROZCOPhD(UCLA)Diversity

ROELANDHANCOCKPhD(UCSF/UCONN;Language,Neuroscience)Computation&Biostatistics

JEFFREYGILGERPhD(UCMerced;CogPsych,Literacy,Genetics)Training

CAROLCONNORPhD(UCIrvine;Education,Literacy)LiteracyInstruction

JAMALJABEDIPhD(UCDavis;Education,Bilingualism,Policy)Measurement,Policy

JENNIFERGRAMMERPhD(UCLA;EarlyChildhood,EF)School-basedNeuroscience

MELINAUNCAPHERPhD(UCSF)Outreach

SILVIABUNGEPhD(UCBerkeley)CogNeuro

BRUCEMCCANDLISSPhD(Stanford)EdNeuro

MeganChung

EllaPyle

IsabelSunshine

RESEARCHASSISTANTS&COORDINATION

UCOPMRP-17-454926 |INTRODUCTION|EARLYIDENTIFICATION|PREVENTIVEINTERVENTION|SOCIO-EMOTIONALPROFILE|LARGE-SCALEINITIATIVES|

PrecL STARMODELSERVICES

TRAINING

ADVOCACYPOLICYRESEARCH

GRANTSAWARDS

COLLABORATE

UCOPMRP-17-454926

SERVICES:Professionaldevelopment,scienceclass@schools,fieldtrips,internships

TRAINING:Nextgenerationofmultidisciplinaryfacultyandstudents(annualwebinar,meetings,etc…). Grants (seebelow)

ADVOCACY/POLICY

RESEARCH:Earlyidentificationoflearningchallengesintheunderserved,particularlyELL.

(GRANTS:(1)CATALYSTAWARD:ForstudentsandRAstoconduct/learnaboutmulti-disciplinaryandmulti-campusresearch.(2)CONFERENCES:Forstudents/RAstoattendconferencesandfacultytosupporthostingaconference)


FromIndividualLabstoCollaborativeCenters

Stanislaus (17 districts, 221)SF (137 schools)

Monterey (9)

Pleasanton (18)

San Ramon Valley (19)

South SF (17)Oakland Dicose (7)

Napa (5)

Pajaro Valley (16)

Mt Diablo (9)

Oakley (11)

LA (2410)

UCSFFumiko Hoeft MD PhD, MariLu Gorno Tempini MD PhD

Bob Hendren DO, Nancy Cushen White EdDRoeland Hancock PhD (UCONN), Melina Uncapher PhD

StanfordBruce McCandliss PhD

Candace Thille PhD, Dawn Zimmaro PhD

UC BerkeleySilvia Bunge PhD

UC MercedJeff Gilger PhD

UC DavisJamal Abedi PhD, Yuuko Uchikoshi EdD

UCLAMarcelo Suárez-Orozco PhD, Jennie Grammer PhD

Maryanne Wolf PhD (UCSF/Stanford)

UC IrvineCarol Connor PhD

Digital PromiseVic Vuchic

CA Dept of Ed (9846 schools)CCC

Elizabeth Rood EdD, Helen Shwe Hadini PhD

NON-CANCLD/Understood.org: Mimi CorcoranIDA: Jennifer Topple, Elsa HaganE2E: David FlinkCCC: Elizabeth RoodCurious Learning: Tinsley Galyean, Stephanie Gottwald

EFFORTSINCA +

Scientists+Districts/Schools+EdTech +Policy/Advocacy


FromIndividualLabstoCollaborativeCenters

Don Compton FSU FCRR Statistics

Charles PerfettiU Pitt LDRC

Comprehension

Dick AslinHaskins/Yale/UConn

Early childhood

Mark Seidenberg UW-Madison/Haskins

Modeling

Heikki LyytinenUNESCO, Finland, Africa

EdTech

Ovid TzengUniv System of Taiwan/Haskins

Chinese

Susan BradyRhode Isl/Haskins

Research to practice

Ken PughHaskins/Yale/UConn

Neuroscience

Geographical reach

Ludo VerhovenNat’l Lit Ed Center, Netherlands

Literacy acquisition

Elena GrigorenkoUT Houston/Moscow U/Haskins

Genetics

Linda MayesYale

Child Psychiatry

Nandini Chatterjee SinghUNESCO, Nat’l Brain Res Cntr, India

India, Literacy & Music

Robin MorrisGeorgia State UAdult Literacy

Maureen LovettHp for Sick Children

Intervention

Maryanne WolfUCLA/Tufts

Global Literacy

Fumiko HoeftUCSF/Haskins

GlobalL2 (Language&Literacy)InnovationHub


ACKNOWLEDGEMENT.FinancialSupport

CURRENT

NIIHR01HD086168(Hoeft,HASKINS/UCONN:Pugh)NIHR01HD078351(Hoeft)Univ ofCAOfficeofthePresident(UCOP)MRP-17-454925(Hoeft)OakFoundationORIO-16-012(Hoeft)NSF1540854SL-CN(UCSF:Gazzaley,Co-PI)NIHR01MH104438(UCDMIND:Nordahl,UCSF-PI)NIHR01MH103371(UCDMIND:Amaral,UCSF-PI)NIHP50HD052120(FSU:Wagner,UCSF-PI)UCSFRAP5014-123033-2015192-45(UCSF:Huddleston)UCSFDyslexiaCenter. Paul&SandyOtellini |Schwab Foundation|FloraFamilyFoundation| Kurt&TammyMobley|Dan&StaceyCaseFamilyFoundation|ThomasandEvaFongFoundation|Ray&LoridePole | KellyGorman&SteveCarnevale |DavidEvans|BatteryPowered |PurpleCrayon|LearningAlly| AnonymousDonorsOtherFunders. DyslexiaTrainingInstitute|ThePotterFamily| HolyNamesUniversityandRaskob School|Currey IngramAcademy

PAST(2012-)

NIHK23HD054720(Hoeft;‘08-13)NIHP01HD001994(HASKINS/UCONN:Rueckl)NIHR01HD065794(HASKINS/UCONN:Pugh)NIHR01HD067254(VANDERBILT:Cutting)NIHR01HD044073(VANDERBILT:Cutting)UCSF. AcademicSenatePilotGrantforJuniorInvestigators(Hoeft;‘13-14)|UCSFCTSICatalystAwardUL1TR000004(UCONN:Hancock;‘13-14)|UCSFRAPDigitalHealthResearchGrantUL1TR000004(UCONN:Hancock;‘13-14) |UCSFDept ofRadiology&BiomedicalEngineeringSeedGrant(UCSF:Nagarajan,UCONN:Hancock;‘13-14)OtherFunders.Dennis&ShannonWongDSEA88WongFamilyFoundation (Hoeft)|CenterforChildhoodCreativityUCSF-CCCNeuroscienceFellowship(Hoeft)|AnonymousDonors(Hoeft)|StanfordUniversityCenterforCognitiveandNeurobiologicalImaging(CNI)PilotGrant(STANFORD:Hong,UCONN:Hancock;‘13-14)|BostonCollege(BC:Black)|AIMAcademy(Hoeft) |TheWindwardSchool (Hoeft)

SeebrainLENS.org


CANWEHELPOURCHILDRENSUCCEED?

Xwe

Successkidmeme:http://www.cosmopolitan.com/uk/entertainment/news/a37593/what-success-kid-meme-boy-looks-like-today/


PART 3. FROM NEUROSCIENCE TO...

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