BEHAVIORAL AND SENSORY EVALUATION OF AUDITORY DISCRIMINATION IN AUTISM

自闭症听觉辨别的行为和感官评估

• 批准号: 7670306
• 负责人: RICHARD W SERNA
• 金额: $ 14.73万
• 依托单位: UNIV OF MASSACHUSETTS MED SCH WORCESTER
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2012-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7670306
• 关键词: Academic Training; Accounting; Address; Auditory; Autistic Disorder; Behavior; Behavioral; Child; Communication; Development; Discrimination; Discrimination Learning; Evaluation; Goals; Individual; Instruction; Intellectual functioning disability; Language; Learning; Literature; Mental Retardation; Modeling; Performance; Phase; Population; Population Study; Procedures; Psychophysiology; Range; Reporting; Research; Sensory; Sensory Process; Speech Perception; Speech Sound; Time; Training; Visual; auditory discrimination; auditory stimulus; base; design; improved; intervention program; programs; skills; skills training; social skills; sound

Limited and defective auditory learning skills are widely reported in children with intellectual disabilities, and in particular in with children who also have autism. These problems impose limitations on a wide range of learning opportunities, including communication, social skills training, and academic instruction, opportunities that are so often the primary focus of intervention programs, such as those based on principles of applied behavior analysis (ABA). Past research from our group has focused on the development of effective auditory discrimination learning procedures to address the problem. Though often successful, these procedures are not universally so. This may be accounted for, in part, by converging evidence from language, speech perception and psychophysiological research suggesting that individuals with autism may be particularly prone to deficits in verbal

有智力障碍的儿童普遍存在听觉学习能力有限或有缺陷的情况，