Research in Autism: Parent Intervention

自闭症研究：家长干预

• 批准号: 6573688
• 负责人: ROBERT L KOEGEL
• 金额: $ 32.44万
• 依托单位: UNIVERSITY OF CALIFORNIA SANTA BARBARA
• 依托单位国家: 美国
• 财政年份: 1977
• 资助国家: 美国
• 起止时间: 1977-09-01 至 2007-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6573688
• 关键词: autism; behavior test; behavior therapy; behavioral /social science research tag; child psychology; clinical research; communication behavior; early experience; family structure /dynamics; human subject; human therapy evaluation; language development; learning; parent offspring interaction; patient oriented research; preschool child (1-5); teaching; verbal behavior; verbal learning; vision

DESCRIPTION (provided by applicant): There is very little known about methods of designing interventions for very young nonverbal children. For example, the literature and our preliminary studies suggest that many nonverbal children may acquire functional communication with an intervention program that is focused entirely on verbal communication. Other children seem to require augmentative communication systems. These augmentative systems may be effective in further producing verbal communication for some nonverbal children, and may remain as the sole effective means of communication for other children who do not acquire expressive verbal communication. The purpose of the proposed research project is to systematically compare two widely used types of intervention programs (see Koegel, 2000, NIH Autism Conference; Lord & McGee, 2001, National Research Council report; Stiebel, 1999). Both approaches are consistent with our general theoretical model in that both target the key pivotal area of motivation to communicate. The primary difference in the approaches is one accomplishes this through a primarily verbal only approach, whereas the other accomplishes this through a primarily visual approach. This difference has been of major interest to the field of autism, but has not been systematically compared in scientific research. While it does not make any difference with respect to our theoretical position as to which condition turns out to be better, it may make a large difference with respect to translation from research to practice, and with respect to understanding autism, which are major NIMH priority areas. In one condition, randomly assigned children will be provided with an intervention using a well-documented manualized intervention focused on verbal expressive communication only (Pivotal Response Training, PRT). In the other condition, randomly assigned children will receive an intervention for the same social communication functions using a well-documented manualized augmentative system of intervention (Picture Exchange Communication System, PECS). Children in the two conditions will be compared for development of verbal and nonverbal communication, changes in disruptive behavior, changes in symptoms of autism, and general adaptive behavior gains. In addition, parent satisfaction and stress measures will be gathered in order to assess the effects of each intervention on family functioning.

描述（由申请人提供）：关于针对非常年轻的非语言儿童设计干预措施的方法鲜为人知。例如，文献和我们的初步研究表明，许多非语言儿童可能会通过完全专注于口头交流的干预计划获得功能沟通。其他孩子似乎需要增强的通信系统。这些增强性系统可能有效地为某些非语言儿童提供口头交流，并且可能仍然是其他不获得表达性口头交流的儿童的唯一有效沟通手段。拟议的研究项目的目的是系统地比较两种广泛使用的干预计划类型（参见Koegel，2000，NIH自闭症会议； Lord＆McGee，2001，国家研究委员会报告； Stiebel，Stiebel，1999）。两种方法都与我们的一般理论模型一致，因为两者都针对交流的关键关键领域。该方法的主要区别在于一种通过主要的口头方法来实现这一目标，而另一个方法是通过主要视觉方法实现的。 这种差异一直是自闭症领域的主要兴趣，但在科学研究中尚未进行系统的比较。虽然关于我们的理论立场对哪种状况更好，但事实证明哪种状况没有任何区别，但对于从研究到实践的翻译以及理解自闭症，这可能是主要的NIMH优先领域。 在一个条件下，将使用有据可查的手动干预措施，以口头表达性交流（Pivotal响应培训，PRT）为随机分配的儿童进行干预。 在另一种情况下，随机分配的儿童将使用有据可查的手动增强干预系统（图片交换通信系统，PEC）进行相同的社交交流功能的干预措施。在这两种情况下的儿童将进行言语和非语言交流的发展，破坏性行为的变化，自闭症症状的变化以及一般的自适应行为增长。此外，将收集父母满意度和压力度量，以评估每种干预对家庭功能的影响。