Behavioral Technology for Teaching Symbolic Relations

用于教授符号关系的行为技术

• 批准号: 7234287
• 负责人: RICHARD W SERNA
• 金额: $ 42.07万
• 依托单位: PRAXIS, INC.
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-07-07 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7234287
• 关键词: Address; Autistic Disorder; Behavioral; Canis familiaris; Child; Communication; Computer software; Computers; Development; Disabled Children; Discrimination; Documentation; Educational Curriculum; Educational process of instructing; Feedback; Foundations; Funding; Funding Mechanisms; Instruction; Intellectual functioning disability; Investments; Knowledge; Laboratory Research; Learning; Mental Retardation; Methods; Names; Parents; Phase; Population; Printing; Property; Readiness; Reading; Research; Sampling; Small Business Technology Transfer Research; Stimulus; Students; Technology; United States National Institutes of Health; base; experience; method development; programs; prototype; skills; teacher; tool; user-friendly

DESCRIPTION (provided by applicant): This Phase II project will complete the development and study of a computer-based product intended primarily for teaching children with intellectual disabilities. The product, "SymbolTeacher," addresses a pivotal skill - symbolic matching to sample - which is a target of many current programs for teaching this population. In a symbolic matching task, students are presented with an array of two- or three-dimensional stimuli and required to select the item that "goes with" a sample; hence the name "matching to sample." Unlike an identity matching-to-sample task, in which a match is made on the basis of physical identity, symbolic matches involve stimuli that are not identical; matches are made on the basis of instruction and feedback. For example, a student is taught to match the picture of a dog (referent) to the printed word DOG (symbol); there are no physical stimulus properties that define the symbol-referent relation, and thus nothing inherent in the stimuli to guide the student if he or she has had no previous experience with them. The project has two major objectives. First, we will adapt well developed, extensively researched laboratory methods and software for use by parents, teachers, and other helping professionals. Second, we will evaluate the resulting product to determine that it can be used effectively in typical teaching situations. There is a manifest need for the product. Symbolic matching provides a foundation for teaching a large variety of discrimination, reading readiness, and symbolic communication skills. However, many children with intellectual disabilities do not learn symbolic matching readily (or at all) via conventional instructional methods. Over the past decade, a substantial investment of NIH research funding has led to the development of methods that can reliably establish symbolic matching in children with disabilities. Despite these advances, the relevant knowledge and tools are not readily accessible to the professionals, parents, and children who would benefit. We will use the STTR funding mechanism to give broader access to this behavioral technology.

描述（由申请人提供）：该第二阶段项目将完成基于计算机的产品的开发和研究，该产品主要用于教育智障儿童。该产品“SymbolTeacher”解决了一项关键技能——与样本的符号匹配——这是当前许多针对这一群体的教学项目的目标。在符号匹配任务中，学生会看到一系列二维或三维刺激，并被要求选择与样本“相符”的项目；因此，名称为“与样本匹配”。与基于物理身份进行匹配的身份匹配样本任务不同，符号匹配涉及不相同的刺激；匹配是根据指示和反馈进行的。例如，教学生将狗的图片（所指对象）与印刷的单词 DOG（符号）相匹配；没有任何物理刺激属性来定义符号-指涉关系，因此，如果学生以前没有相关经验，那么刺激中就没有任何固有的东西可以指导学生。该项目有两个主要目标。首先，我们将采用成熟且经过广泛研究的实验室方法和软件，供家长、教师和其他专业人士使用。其次，我们将评估最终的产品，以确定它可以在典型的教学场景中有效使用。对产品有明显的需求。符号匹配为教授各种辨别力、阅读准备和符号沟通技巧提供了基础。然而，许多智力障碍儿童无法通过传统的教学方法轻松（或根本）学习符号匹配。在过去的十年中，美国国立卫生研究院 (NIH) 研究经费的大量投入导致了能够可靠地为残疾儿童建立符号匹配的方法的开发。尽管取得了这些进步，但受益的专业人士、家长和儿童仍不容易获得相关知识和工具。我们将利用 STTR 资助机制来更广泛地利用这种行为技术。