THE COMPARISON OF THREE BEHAVIORAL THERAPY APPROACHES FOR CHILDREN WITH AUTISM

自闭症儿童三种行为治疗方法的比较

• 批准号: 8167621
• 负责人: Sheila Quinn
• 金额: $ 5.07万
• 依托单位: UNIVERSITY OF RHODE ISLAND
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-05-01 至 2011-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8167621
• 关键词: Address; Analysis of Variance; Autistic Disorder; Behavior; Behavior Therapy; Behavioral; Board Certification; Characteristics; Child; Computer Retrieval of Information on Scientific Projects Database; Data; Data Analyses; Educational Curriculum; Effectiveness; Ethics; Funding; Goals; Grant; Human; Institution; Learning; Measures; Methods; Multivariate Analysis; Ointments; Participant; Phase; Psychology; Relative (related person); Research; Research Personnel; Resources; Series; Source; Speed; Students; Testing; Time; Training; United States National Institutes of Health; Universities; base; compare effectiveness; design; effectiveness trial; joint attention; post intervention; response

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. This project will compare the effectiveness of 3 different types of discrete trial training (traditional vs. mastery-interspersed vs. incidental) in terms of speed of acquisition and strength of generalization of Joint Attention in children with Autism. The initial phase of the project will be limited to 9 participants and 9 additional participants will be added during each subsequent phase. The dependent measures include scores on standardized tests administered pre and post-intervention, the percent of correct responses per session and number of trials and sessions required to reach the mastery criteria during the acquisition and generalization phases. Data analysis will include standard small-N design methods as well as time-series methods for behavioral data when appropriate. Repeated measures multivariate analysis of variance (MANOVA) will be increasingly appropriate as the n increases. At the completion of the second phase of this study (n = 18), a preliminary analysis relating the effectiveness of each type of discrete trial to participant characteristics (test scores) will be done in order to address the question of relative effectiveness of trial types. Undergraduate students will be involved in every aspect of this project. All students will complete the Protecting Human Research Participants ethics tutorial (http://phrp.nihtraining.com) and additional specific training goals will be based on the Behavior Analysis Certification Board (BCBA). This project will be directly integrated into the Psychology Department curriculum at Salve Regina University through the Learning and Behavior course (psy320), Applied Behavior Analysis I (psy210), Applied Behavior Analysis II (Psy410) and Field Placement in Psychology (psy499).

该副本是利用众多研究子项目之一 由NIH/NCRR资助的中心赠款提供的资源。子弹和 调查员（PI）可能已经从其他NIH来源获得了主要资金， 因此可以在其他清晰的条目中代表。列出的机构是 对于中心，这不一定是调查员的机构。 该项目将根据收购速度和自闭症儿童的共同关注速度的速度和共同关注的概括的速度来比较3种不同类型的离散试验培训（传统与掌握与偶然性与偶然性）的有效性。 该项目的初始阶段将限制为9名参与者，在随后的每个阶段将添加9个其他参与者。依赖度量包括对进行干预前和干预后的标准化测试的分数，每个会话的正确响应的百分比以及在获取和泛化阶段达到掌握标准所需的试验数量以及会话。 数据分析将包括标准的小N设计方法以及适当的行为数据的时间序列方法。 随着氮的增加，重复测量的多元方差分析（MANOVA）将变得越来越合适。 在本研究的第二阶段完成时（n = 18），将完成将每种离散试验与参与者特征（测试分数）的有效性（测试得分）相关的初步分析，以解决试验类型相对有效性的问题。 本科生将参与该项目的各个方面。 所有学生将完成保护人类研究参与者伦理教程（http://phrp.nihtraining.com），并基于行为分析认证委员会（BCBA）。该项目将通过学习与行为课程（PSY320），应用行为分析I（PSY210），应用行为分析II（PSY410）和心理学现场安置（PSY499）直接纳入Salve Regina大学心理学系课程。