Contingency Analyses of Observing and Attending in Intellectual Disabilities

智力障碍观察和护理的应急分析

• 批准号: 8141386
• 负责人: WILLIAM V DUBE
• 金额: $ 27.63万
• 依托单位: UNIV OF MASSACHUSETTS MED SCH WORCESTER
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-15 至 2015-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8141386
• 关键词: Address; Area; Attention; Autistic Disorder; Basic Science; Behavior; Behavioral; Child; Classification; Clinical; Communication; Complex; Cues; Developmental Disabilities; Diagnosis; Diagnostic; Discrimination; Down Syndrome; Educational Curriculum; Educational process of instructing; Effectiveness; Elements; Etiology; Evaluation; Exhibits; Exposure to; Face; Foundations; Goals; Image; Individual; Intellectual functioning disability; Intervention; Laboratories; Learning; Letters; Measures; Mental Retardation; Methodology; Modeling; National Institute of Child Health and Human Development; Participant; Performance; Population; Population Study; Prevalence; Printing; Procedures; Process; Program Research Project Grants; Prosthesis; Psychological reinforcement; Public Health; Relative (related person); Research; Research Support; Risk; Sampling; Series; Severities; Special Education; Stimulus; Students; Teaching Method; Techniques; Testing; Training; Ursidae Family; Variant; alternative communication; autism spectrum disorder; base; design; disability; improved; interest; knowledge of results; meetings; post intervention; public health relevance; research study; response; visual stimulus

DESCRIPTION (provided by applicant): This application seeks support for research to address the problem of stimulus overselectivity as it may impact stimulus control in functional academics and augmentative/alternative communication (AAC). Overselectivity refers to maladaptive narrow attending that is a common learning problem in children with intellectual disabilities. Overselectivity is often associated with autism spectrum disorders (ASD), but the research foundation for this relation is inconclusive and largely based on procedures that fail to capture the complex and dynamic relational learning aspects of special-education curricula. Recent research has produced methodologies to study overselectivity in contexts that model teaching situations, as well as promising remedial procedures that can reduce or eliminate overselective attending by corrective therapy and/or behavioral prostheses. We propose a formal comparison of stimulus overselectivity in four study populations: MA- and CA-matched children with ASD, Down syndrome, and intellectual disabilities of mixed/unknown etiology; and MA-matched typically developing children. Tests will include stimuli developed for basic research, as well as stimulus sets of clinical/educational interest (AAC icons, photos of faces, and printed words). We will determine whether an ASD diagnosis is related to (1) increased prevalence or severity of overselective stimulus control; (2) a deficit in the disengagement of attention and/or indifference to perceptual coherence of stimuli; and (3) the effectiveness, durability, and net gain resulting from intervention and remedial training. We will also apply behavior-analytic quantitative models of attention (4) to determine whether strategic manipulations of reinforcement parameters can be used to identify and ameliorate overselectivity that emerges from attention biases interacting with the uncontrolled reinforcement contingencies of teaching procedures typically used in special-education settings. Finally, (5) we will conduct a series of applied studies to examine generalization and durability of remedial interventions for academic tasks in special-education classrooms. Results of the proposed studies will contribute to a better characterization of the learning problems associated with the study populations and to increased understanding of basic stimulus control processes in learning. Application of the resulting knowledge seems highly likely to improve current methods for teaching and evaluating individuals with intellectual disabilities. PUBLIC HEALTH RELEVANCE: The proposed research is highly relevant to the public health interests of NICHD and its Mental Retardation Developmental Disabilities Branch because it will contribute to the improvement of evaluation and teaching methods for individuals with autism and other intellectual disabilities. Specific areas of application include improvements in functional communication capabilities for children with moderate to severe disabilities.

描述（由申请人提供）：本申请寻求研究以解决刺激过度选择性问题，因为它可能会影响功能学者和增强/替代通信（AAC）中的刺激控制。过度选择性是指适应不良的狭窄参加，这是智障儿童的常见学习问题。过度选择性通常与自闭症谱系障碍（ASD）有关，但是这种关系的研究基础尚无定论，并且很大程度上基于无法捕获特殊教育课程的复杂和动态的关系学习方面的程序。最近的研究产生了在模拟教学情况的情况下研究过度选择性的方法，以及有希望的补救程序，可以减少或消除通过纠正疗法和/或行为假体的过度选择。我们提出了四个研究人群中刺激过度选择性的正式比较：与ASD，唐氏综合症和智力障碍的MA和CA匹配的儿童混合/未知病因；和MA匹配的通常是成长的儿童。测试将包括为基础研究开发的刺激以及临床/教育兴趣的刺激集（AAC图标，面部照片和印刷单词）。我们将确定ASD诊断是否与（1）过度选择性刺激控制的患病率或严重程度增加有关； （2）脱离注意力和/或对刺激感知连贯性的漠不关心； （3）干预和补救培训产生的有效性，耐用性和净收益。我们还将应用关注行为分析定量模型（4）来确定是否可以使用加强参数的战略操纵来识别和减轻过度选择性，从而从与不受控制的教学程序相互作用相互作用的注意力偏差中出现过过度选择性，通常在特殊教育设置中通常使用的教学过程。最后，（5）我们将进行一系列应用研究，以检查特殊教育教室中学术任务的补救干预措施的概括和持久性。拟议的研究的结果将有助于更好地表征与研究人群相关的学习问题，并增加对学习中基本刺激控制过程的理解。所产生的知识的应用似乎很有可能改善当前教学和评估智障人士的方法。 公共卫生相关性：拟议的研究与NICHD的公共卫生及其智力降低发育障碍分支机构高度相关，因为它将有助于改善自闭症和其他智力障碍的人的评估和教学方法。特定的应用领域包括改善中度至严重残疾儿童的功能通信能力。