Optimizing Initial Communication for Children with Autism

描述（由申请人提供）：行为变异性管理开始沟通者此应用程序寻求支持，以继续研究的长期计划，旨在有效管理行为变异性，以应对旨在建立符号沟通的行为先决条件，在神经发育障碍儿童的程序。我们的主要研究人群将是患有自闭症谱系障碍（ASD）的儿童，他们对口语的理解很少或没有明显的理解，并且他们的主要交流方式是非语言。我们计划的一个主要目标一直是并将继续是评估这些儿童表现出真正的象征关系的潜力，根据物理上不同的刺激之间的等效性（例如，符号和参照物之间）。第二个目标，强调在本项目中，将发现和管理来源的行为变异收购的象征性关系。为了构建我们的程序，我们将扩展一种方法，该方法已经实现了与由共享物理特征定义的刺激等效性直接相关的目标（即，基于物理身份/相似性的刺激关系）。我们的目标将包括：（a）听觉感知、辨别和关系学习;（B）基本和涌现的符号-指称映射;（c）模态内和跨模态等价类的形成。为了补充和完善我们对自闭症儿童的研究，我们将扩大与巴西研究人员的国际伙伴关系，他们正在进行直接相关的研究。通过这种伙伴关系，我们将能够以很少的额外成本包括最近接受建立听力能力的设备（例如，耳蜗植入物）。这些儿童也表现出变异收购的象征性关系，从而提出了一个对比人口的象征性关系赤字是由于感觉剥夺，而不是自闭症。我们的研究结果可能不仅对理论，而且对在获得符号关系方面表现出缺陷的儿童，特别是那些正在或可能成为增强/替代沟通训练候选人的儿童的临床干预具有重要意义。

DESCRIPTION (provided by applicant): Behavioral Variability Management in Beginning Communicators This application seeks support to continue a long-term program of study aimed at effective management of behavioral variability in response to procedures designed to establish behavioral prerequisites for symbolic communication in children with neurodevelopmental disabilities. Our primary study population will be children with autism spectrum disorders (ASDs) who exhibit little or no apparent comprehension of spoken language and whose primary mode of communication is nonverbal. A major goal of our program has been and will continue to be to assess the potential of such children to exhibit true symbolic relations, defined operationally in terms of equivalence between physically dissimilar stimuli (e.g., between symbol and referent). A second goal, emphasized in the present project, will be to uncover and manage sources of behavioral variability in acquisition of symbolic relations. To structure our program, we will extend an approach that has achieved a directly related goal with stimulus equivalence defined by shared physical features (i.e., stimulus relations based on physical identity/similarity). Our targets will include: (a) auditory perception, discrimination, and relational learning, (b) basic and emergent symbol-referent mapping, and (c) intra- and cross-modal equivalence class formation. To supplement and complement our studies of children with ASDs, we will expand an international partnership with researchers in Brasil who are pursuing directly related research. Via this partnership, we will be able to include at little added cost a population of children with pre-lingual deafness who are recent recipients of devices that establish hearing capabilities (e.g., cochlear implants). These children also exhibit variability in acquisition of symbolic relations, thus presenting a contrast population whose symbolic relational deficits are attributable to sensory deprivation rather than ASDs. Results of our studies are likely to have significance not only for theory but also for clinical intervention with children who show deficits in acquiring symbolic relations, particularly those children who are or who may become candidates for augmentative/alternative communication training.