Atypical Effects of Reinforcement Procedures in ASD

ASD 强化程序的非典型效果

基本信息

批准号：
8583164
负责人：
WILLIAM J MCILVANE
金额：
$ 25万
依托单位：
UNIV OF MASSACHUSETTS MED SCH WORCESTER
依托单位国家：
美国
项目类别：
财政年份：
2013
资助国家：
美国
起止时间：
2013-09-05 至 2015-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8583164
关键词：
Address Adolescence Affect Animal Model Attention deficit hyperactivity disorder Autistic Disorder Behavior Behavior Disorders Behavior Therapy Behavioral Characteristics Child Childhood Clinical Data Development Discipline Discrimination Discrimination Learning Disease Early Intervention Event-Related Potentials Extinction (Psychology)Foundations Goals Heterogeneity Human Individual Individual Differences Intellectual functioning disability Laboratories Lead Learning Measures Methodology Methods Modeling Neurodevelopmental Disorder Outcome Outcome Study Performance Persons Population Characteristics Procedures Process Psychological reinforcement Reinforcement Schedule Research Reversal Learning Schedule Science Severities Staging Stimulus Symptoms Test Result Testing Time Treatment Efficacy Treatment outcome Uncertainty Variant autism spectrum disorder base behavior test clinical Diagnosis cognitive neuroscience design deviant effective intervention effective therapy evidence base follow-up multidisciplinary neuropsychiatry programs psychobiologic psychobiology public health relevance reinforcer remediation response skills standard care therapy outcome treatment program treatment strategy

项目摘要

DESCRIPTION (provided by applicant): This exploratory/development project addresses the widely observed challenge of heterogeneity in the response of persons with autism spectrum disorders (ASD) and intellectual disability (ID) to behavior therapy. Fundamental in the design of such therapy is the assumption that basic behavioral processes such as reinforcement and extinction operate in a manner that is consistent with the general principles of the science from which the therapy derives. However, converging evidence from studies of both humans with a variety of neuropsychiatric disorders (e.g., ADHD) and animal models thereof suggest that there may be cases and circumstances under which that assumption may be questionable or at least may require a somewhat different interpretation than is customary. If the underlying assumptions do not hold true in all cases, then outcomes of therapy may show unsatisfactory variability. The proposed project is a multidisciplinary analytic effort with inputs from behavior analysis, psychobiology, and cognitive neuroscience. In studies under well-controlled conditions, we will use combined methodology from those disciplines to test two hypotheses with children with ASD and severe ID: (1) Results of tests of behavioral allocation in response to disparities in and changes to schedules of effective reinforcer deliveries will correlate positivel with performance on procedures that require discrimination learning, and (2) Results of certain psychobiological measures will differentiate children who do and do not show high responsiveness in behavioral allocation to schedule disparities/changes.

描述（由申请人提供）：该探索/开发项目解决了自闭症谱系障碍（ASD）和智力障碍（ID）患者对行为治疗的反应中广泛观察到的异质性挑战。这种疗法设计的基础是这样的假设：强化和消退等基本行为过程的运作方式与疗法所源自的科学的一般原理一致。然而，对患有各种神经精神疾病（例如 ADHD）的人类及其动物模型的研究的综合证据表明，在某些情况和情况下，该假设可能是值得怀疑的，或者至少可能需要与实际情况有所不同的解释。习惯。如果基本假设并非在所有情况下都成立，那么治疗结果可能会表现出令人不满意的变化。拟议的项目是一项多学科分析工作，涉及行为分析、心理生物学和认知神经科学。在控制良好的条件下的研究中，我们将使用这些学科的综合方法来测试患有自闭症谱系障碍和严重智力障碍儿童的两个假设：（1）针对有效强化物传递时间表的差异和变化进行行为分配测试的结果将与需要歧视学习的程序的表现呈正相关，并且（2）某些心理生物学测量的结果将区分在安排差异/变化的行为分配方面表现出高反应性和没有表现出高反应性的儿童。