STIMULUS CONTROL IN MENTAL RETARDATION

智力低下的刺激控制

• 批准号: 6636846
• 负责人: WILLIAM J MCILVANE
• 金额: $ 114.8万
• 依托单位: UNIV OF MASSACHUSETTS MED SCH WORCESTER
• 依托单位国家: 美国
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-08-01 至 2005-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6636846
• 关键词: discrimination learning; mental retardation; mental retardation education /training; sensory discrimination

The broad objective of this program project is to develop the scientific foundation for effective teaching and evaluation of individuals whose behavior deficits place them outside the reach of methods that are currently available. The research focus is on school-aged children and on deficits that include poorly developed language atypical attention and/or perception, behavioral inflexibility, and several other related problems. The program project aims to (1) advance scientific understanding of behavioral deficits that may impede learning, and (2) verify our understanding by developing teaching technologies that will eliminate or bypass such deficits-thus making positive learning outcomes more likely. Our research program is strongly directed toward teaching applications. We are particularly interested in communication, functional academics (e.g., work recognition, counting, etc.), and their behavioral prerequisites (e.g., detection of stimulus similarity or difference, attending to relevant aspects of structurally complex stimuli, development and use of appropriate strategies, etc.). By their nature, communication and functional academics are complex activities that have a diverse range of behavioral prerequisites. We consider it essential, therefore, to include and integrate studies of perception, attention, symbolic classification, sequencing, and strategic behavior-all processes that must be considered when designing effective teaching interventions. To accomplish the necessary integration, our project team is interdisciplinary in nature. Methods and theoretical perspectives from behavior analysis, cognitive psychology, psycholinguistics, and vision science are all represented. There is a strong emphasis on making use of advances in microcomputer technology to support rigorous behavior analyses and manage the many variables that must be considered when teaching children who need unusual support in learning. Our program project consists of research, each of which addresses essential aspects of learning. Each project would be construed as basic research in an area of clear clinical/educational relevance. The projects are supported and integrated by research core units, which provide essential services, expand the range of methodologies that may be employed, and/or maximize opportunities for bringing the fruits of the research program to practice.

该计划项目的广泛目的是为有效的教学和评估行为缺陷置于当前可用的方法的范围之外的个人的有效教学和评估科学基础。该研究重点是学校老年儿童和缺陷，包括发达语言不佳的注意力和/或感知，行为不灵活性以及其他几个相关问题。该计划项目的目的是（1）提高对可能阻碍学习的行为缺陷的科学理解，以及（2）通过开发将消除或绕过这种缺陷的教学技术来验证我们的理解，以使积极的学习成果更有可能。我们的研究计划非常针对教学应用。我们对沟通，功能学者（例如，工作认识，计数等）及其行为前提条件（例如，检测刺激相似性或差异的检测，参与结构复杂的刺激，发展和适当策略的使用等）。从本质上讲，沟通和功能学者是具有各种行为先决条件的复杂活动。因此，我们认为在设计有效的教学干预措施时必须考虑的观念，注意力，测序和战略行为的研究至关重要。为了完成必要的整合，我们的项目团队本质上是跨学科的。行为分析，认知心理学，心理语言学和视力科学的方法和理论观点均代表。非常重视利用微型计算机技术的进步来支持严格的行为分析并管理在教导需要异常支持的孩子时必须考虑的许多变量。我们的计划项目包括研究，每个研究都涉及学习的基本方面。在明确的临床/教育相关性领域，每个项目都将被解释为基础研究。这些项目得到了研究核心单位的支持和集成，这些核心单位提供了必不可少的服务，扩大了可能采用的方法范围，和/或最大化将研究计划的果实带入实践的机会。