Stimulus Overselectivity in Visual Discrimination: Analysis and Remediation

视觉辨别中的刺激过度选择性：分析和补救

• 批准号: 8150823
• 负责人: WILLIAM J MCILVANE
• 金额: $ 26.59万
• 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: 2010-09-20 至 2012-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8150823
• 关键词: Address; Area; Autistic Disorder; Behavioral; Child; Classification; Clinical; Color; Communication; Complex; Cues; Detection; Developmental Disabilities; Diagnosis; Discrimination; Discrimination Learning; Down Syndrome; Educational Curriculum; Educational process of instructing; Effectiveness; Etiology; Evaluation; Exhibits; Exposure to; Face; Face Processing; Facial Expression; Foundations; Funding; Goals; Grant; Human; Image; Individual; Intellectual functioning disability; Intervention; Laboratories; Learning; Letters; Measures; Mental Retardation; Methodology; Modeling; National Institute of Child Health and Human Development; Participant; Performance; Persons; Population; Population Study; Positioning Attribute; Prevalence; Printing; Procedures; Process; Prosthesis; Public Health; Relative (related person); Research; Risk; Sampling; Series; Severities; Special Education; Stimulus; Structure; Students; Teaching Method; Techniques; Testing; Training; Variant; Visual; alternative communication; autism spectrum disorder; base; design; disability; improved; interest; knowledge of results; meetings; post intervention; programs; remediation; research study; response; showing emotion; visual search; visual stimulus

This resubmission of a Revision (formerly Competing Supplementary) application seeks support to augment the currently funded POI grant POI HD 025995, "Stimulus Control in Mental Retardation." Three of the currently funded projects are evaluating response to visual stimuli in individuals with intellectual disabilities: Projects 1&2 study stimulus structure variables and variation in stimulus features such as color and form that may be important in promoting desirable forms of stimulus control in functional academics and augmentative/alternative communication (AAC), respectively. Project 3 studies stimulus control processes in the detection of facial expression and emotion by persons from various disability groups. The proposed Project 5 will expand the scope of the current research program to address the problem of stimulus over-selectivity as it may impact stimulus control in functional academics, augmentative/alternative communication, and face processing. Overseiectivity refers to maladaptive narrow attending that is a common learning problem in children with intellectual disabilities. Overseiectivity is often associated with autism spectrum disorders (ASD), but the research foundation for this relation is based largely on simple discrimination learning procedures that fail to capture the complex relational learning aspects of special-education curricula. Research at the Shriver Center and elsewhere has produced methodologies to study overseiectivity in contexts that model teaching situations. We have also developed an approach toward remediation that incorporates differential observing response (DOR) procedures; this approach can eliminate the problem by corrective therapy for some individuals and by behavioral prosthesis for others. Project 5 proposes a formal comparison of stimulus overseiectivity in the four study populations of the ongoing program project: MA- and CA-matched children with ASD, Down syndrome, & intellectual disabilities of mixed/unknown etiology; and MA-matched typically developing children. Stimulus sets of clinical/educational interest will parallel those of the existing POI projects (AAC icons, photos of faces). We will determine whether an ASD diagnosis is related to (1) increased prevalence or severity of overselective stimulus control; and (2) the effectiveness, durability, and net gain resulting from intervention with DOR procedures and remedial training. We also propose a series of applied studies to examine generalization and durability of DOR interventions in special education classrooms. The results will enhance the applications potential of the other projects and contribute to a better characterization of the learning problems associated with the study populations.

修订版（以前是竞争补充）申请的重新提交寻求支持，以增加当前资助的POI Grant POI HD 025995，“刺激性智能中的刺激控制”。当前资助的三个项目是评估智障人士对视觉刺激的反应： 项目1和2研究刺激结构变量以及诸如颜色和​​形式的刺激特征的变化，这些变量在促进功能学者和增强/替代通信（AAC）中的理想形式的刺激控制可能很重要。项目3研究检测中的刺激控制过程 来自各种残疾人组的人的面部表情和情感。拟议的项目5将扩大当前研究计划的范围，以解决刺激过度选择性问题，因为它可能会影响功能学者的刺激控制，增强/替代性交流和面部处理。监督性是指适应不良的狭窄参加，这是智障儿童中常见的学习问题。过度观念通常与自闭症谱系障碍（ASD）有关，但是这种关系的研究基础主要基于简单的歧视学习程序，这些学习程序未能捕获特殊教育课程的复杂关系学习方面。 Shriver中心和其他地方的研究产生了在模拟教学情况的情况下研究过度观察的方法。我们还开发了一种补救方法，该方法结合了差异观察反应（DOR）程序；这种方法可以通过对某些人的纠正疗法和其他人的行为假体来消除问题。项目5提出正式 正在进行的计划项目的四个研究人群中刺激的比较：与混合/未知病因的MA和CA匹配的ASD，唐氏综合症和智力障碍的儿童；和MA匹配的通常是成长的儿童。一组临床/教育兴趣集将与现有POI项目的刺激相似（AAC图标，面部照片）。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）干预DOR程序和补救培训所产生的有效性，耐用性和净收益。我们还提出了一系列应用研究，以检查特殊教育教室中DOR干预措施的概括和耐用性。结果将增强其他项目的应用潜力，并有助于更好地表征与研究人群相关的学习问题。