STIMULUS CONTROL IN MENTAL RETARDATION

  • Wilkinson, Krista M. (PI)
  • Stoddard, Lawrence (PI)
  • Green, Gina (PI)
  • Duke, William (PI)
  • Stromer, Robert (PI)
  • Dube, William (PI)
  • Mitchell, Teresa (PI)
  • Carlin, Michael (PI)
  • McIlvane, William (PI)
  • Serna, Richard (PI)
  • Stoddard, Lawrence (PI)
  • Oross, Stephen (PI)
  • Deutsch, C. (PI)

Project: Research project

Description

This Program Project application proposes a broad-based effort to extend
the limits of behavioral methodology for teaching and evaluating people
who have severe, lifelong learning difficulties. In particular, the
research is aimed at those whose language skills render them difficult or
impossible to teach with traditional methods of instruction. The primary
study population will be institutionalized mentally retarded children and
adults whose future is likely to include community placement. The
methodology will also be examined in smaller-scale studies of higher-and
lower-functioning individuals -- those with specific learning
disabilities and profound mental retardation, respectively. The studies will focus on a number of advanced conditioning techniques
that can establish new stimulus-stimulus fading, and delayed prompting;
(b) simple-and conditional-discrimination procedures that produce
functional and/or stimulus equivalence; (c) constructed-response matching
to sample; (d) stimulus component prompting; and (e) prompting procedures
that make use of specific and generalized controlling relations. Previous
studies have shown that these techniques have significant potential not
only for studying learning but also for providing remedial training in
regular and special education settings. Studies have shown further that
these techniques can potentially increase teaching efficiency because
they lead to the emergence of new behavior that has not been directly
conditioned. Yet to be accomplished, however, is the next logical step--integrating
the techniques into a comprehensive methodology for establishing and
studying substantial repertoires of stable, flexible, adaptive behavior.
The seven projects proposed here will approach this objective by
developing methodology for teaching a variety of preacademic
performances, including those involved in rudimentary reading and
mathematics. The primary research focus is on fundamental behavioral
processes that are likely prerequisites for such performances. The
research will also attempt to determine relationships between subject
variables (e.g., functional level) and the efficacy of different
instructional procedures.
StatusFinished
Effective start/end date8/1/897/31/13

Funding

  • National Institutes of Health
  • National Institutes of Health
  • National Institutes of Health
  • National Institutes of Health
  • National Institutes of Health
  • National Institutes of Health
  • National Institutes of Health
  • National Institutes of Health
  • National Institutes of Health
  • National Institutes of Health

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equivalence
disability
severe disability
stimulus
performance
symbol
Communication
language
learning
methodology
educational setting
manipulation
cognition
deficit
Teaching
Color
event
learning disorder
lack
ability