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)：本申请寻求支持研究，以解决刺激过度选择的问题，因为它可能影响功能学者的刺激控制和增强性/替代沟通(AAC)。过度选择指的是适应不良的狭隘照料，这是智障儿童常见的学习问题。过度选择往往与自闭症谱系障碍(ASD)有关，但这种关系的研究基础并不确定，而且主要基于未能捕捉特殊教育课程复杂和动态关系学习方面的程序。最近的研究已经产生了一些方法来研究在模拟教学情景的情境中的过度选择，以及有希望的补救程序，可以通过矫正治疗和/或行为假体来减少或消除过度选择的治疗。我们建议对四个研究人群的刺激过度选择性进行正式比较：MA和CA匹配的患有自闭症、唐氏综合症和混合/不明病因的智力残疾的儿童；以及MA匹配的典型发育中的儿童。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、面孔照片和印刷文字)。我们将确定ASD的诊断是否与(1)过度选择刺激控制的流行率或严重性增加；(2)注意力脱离和/或对刺激的知觉一致性漠不关心；以及(3)干预和补救性训练产生的有效性、持久性和净收益有关。我们还将应用注意力的行为分析定量模型(4)来确定是否可以使用对强化参数的战略性操纵来识别和改善由于注意偏差与特殊教育环境中通常使用的不受控制的强化偶发事件相互作用而出现的过度选择性。最后，(5)我们将进行一系列应用研究，以检验特殊教育课堂中针对学术任务的补救干预的普遍性和持久性。拟议研究的结果将有助于更好地描述与研究人群有关的学习问题，并增进对学习中基本刺激控制过程的了解。由此产生的知识的应用似乎极有可能改进目前的教学和评估智障人士的方法。 公共卫生相关性：这项拟议的研究与NICHD及其智障发展障碍科的公共卫生利益高度相关，因为它将有助于改进对自闭症和其他智力残疾个人的评估和教学方法。具体的应用领域包括改善中度至重度残疾儿童的功能性沟通能力。