Communication of People with Mental Retardation

描述（由申请人提供）：沟通和语言发展障碍和/或延迟构成智力迟钝的定义特征。拟议的研究以交流和语言发展的概念化为指导，强调发展尖端的中心作用-行为，技能，感知或动机相互作用的交叉点，这对下一步的发展至关重要。在谈判达成顶点之前，沿着这条路线的发展可能基本上停止；然后，成功的谈判允许一系列重要的后续发展发生。本申请中处理的尖端与具有严重或深度智力迟钝或有严重智力迟钝风险的个体的沟通挑战密切相关并具有代表性。我们最近的研究表明，他们的沟通障碍至少在一定程度上是可以干预的。因此，我们建议在研究其谈判策略时进一步了解这些发展顶点。尖点的概念是位于一个连续的沟通发展，从前意向到开始符号沟通。尖端是权变辨别，三联眼凝视和使用语音输出通信助手（VOCA）的符号通信。我们的战略建立在近四十年的研究基础之上。具体来说，我们打算展示患有严重多重障碍的儿童和成人如何学会请求自适应开关的帮助（项目一：R. Saunders等人）；如何在患有中度或重度运动障碍的幼儿中建立联合注意的三合一眼睛注视（项目二：Olswang等）；以及使用VOCA获得符号沟通如何影响成功沟通交流的发展（项目三：Brady等人）。所有的项目都建议确定参与者变量，这些变量可以预测他们是否能成功跨越他们正在研究的特定顶点。此外，项目I和项目II研究的两个早期发展顶点与项目III研究的后期传播之间的关系将通过前瞻性和回顾性分析进行调查。

DESCRIPTION (Provided by applicant): Disordered and/or delayed communication and language development constitute a defining characteristic of mental retardation. The proposed research is guided by a conceptualization of communication and language development that stresses the central role of the developmental cusp-an intersection in the interaction of behavior, skill, perception, or motivation, that is crucial to what should come next in development. Until the cusp is negotiated, development along that route may essentially stop; successful negotiation then permits a significant set of subsequent developments to occur. The cusps addressed in the present application are closely related to and representative of communication challenges of individuals with severe or profound mental retardation or at risk for severe mental retardation. Our recent research suggests that their communication impairments are at least partially amenable to intervention. Thus, we propose to further our understanding of these developmental cusps as we examine strategies for their negotiation. The cusps are conceptualized to lie on a continuum of communication development from pre-intentional to beginning symbolic communication. The cusps are contingency discrimination, triadic eye gaze, and symbolic communication using voice output communication aides (VOCA). Our strategies are built on nearly four decades of study. Specifically, we intend to show how children and adults with profound multiple impairments can learn to request assistance with adaptive switches (Project I: R. Saunders et al.); how triadic eye gaze for joint attention can be established in very young children with moderate or severe motor impairments (Project II: Olswang et al.); and how acquisition of symbolic communication using VOCA affects the development of successful communication exchanges (Project III: Brady et al.). All projects propose to identify participant variables that predict success in crossing the particular cusps they are studying. In addition, the relationship between the two earlier developing cusps studied by Projects I and II and later communication as studied by Project III will be investigated through both prospective and retrospective analyses.