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.

这一修订（以前的竞争补充）申请的重新提交寻求支持，以增加目前资助的POI赠款POI HD 025995，“刺激控制精神发育迟滞。“目前资助的三个项目正在评估智障人士对视觉刺激的反应： 项目1&2研究刺激结构变量和刺激特征的变化，如颜色和形式，可能是重要的，在促进理想的形式的刺激控制功能的学者和增强/替代通信（AAC），分别。项目3研究检测中的刺激控制过程 面部表情和情绪的变化。拟议的项目5将扩大目前的研究计划的范围，以解决刺激过度选择性的问题，因为它可能会影响刺激控制功能的学者，增强/替代通信，和面部处理。注意力过窄是智力障碍儿童普遍存在的学习问题。过度选择通常与自闭症谱系障碍（ASD）有关，但这种关系的研究基础主要基于简单的辨别学习程序，无法捕捉特殊教育课程中复杂的关系学习方面。 施赖弗中心和其他地方的研究已经产生了在模拟教学情境的背景下研究过度选择的方法。我们还开发了一种补救方法，其中包括差分观察反应（DOR）程序;这种方法可以通过对某些人进行矫正治疗和对其他人进行行为修复来消除问题。项目5提出了一个正式的 在正在进行的计划项目的四个研究人群中比较刺激过度选择性：患有ASD、唐氏综合征和混合/未知病因的智力残疾的MA和CA匹配儿童;以及MA匹配的典型发育儿童。临床/教育兴趣的刺激集将与现有POI项目（AAC图标，面部照片）平行。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;以及（2）DOR程序和补救训练干预的有效性，持久性和净收益。我们还提出了一系列的应用研究，以检查的一般性和持久性的DOR干预在特殊教育教室。研究结果将提高其他项目的应用潜力，并有助于更好地描述与研究人群相关的学习问题。