Abstract

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

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
5P01HD025995-20
Application #
8137360
Study Section
Special Emphasis Panel (ZHD1)
Project Start
Project End
Budget Start
2010-08-01
Budget End
2011-07-31
Support Year
20
Fiscal Year
2010
Total Cost
$151,692
Indirect Cost

  Institution

Name
University of Massachusetts Medical School Worcester
Department
Type
DUNS #
603847393
City
Worcester
State
MA
Country
United States
Zip Code
01655

  Publications

McIlvane, William J; Kledaras, Joanne B; Gerard, Christophe J et al. (2018) Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research. Behav Processes 152:18-25
Dube, William V; Farber, Rachel S; Mueller, Marlana R et al. (2016) Stimulus Overselectivity in Autism, Down Syndrome, and Typical Development. Am J Intellect Dev Disabil 121:219-35
McIlvane, W J; Gerard, C J; Kledaras, J B et al. (2016) Teaching Stimulus-Stimulus Relations to Minimally Verbal Individuals: Reflections on Technology and Future Directions. Eur J Behav Anal 17:49-68
Wilkinson, Krista M; O'Neill, Tara; McIlvane, William J (2014) Eye-tracking measures reveal how changes in the design of aided AAC displays influence the efficiency of locating symbols by school-age children without disabilities. J Speech Lang Hear Res 57:455-66
Dube, William V; Wilkinson, Krista M (2014) The potential influence of stimulus overselectivity in AAC: information from eye tracking and behavioral studies of attention with individuals with intellectual disabilities. Augment Altern Commun 30:172-85
Wilkinson, Krista M; Mitchell, Teresa (2014) Eye tracking research to answer questions about augmentative and alternative communication assessment and intervention. Augment Altern Commun 30:106-19
Morro, Greg; Mackay, Harry A; Carlin, Michael T (2014) Rapid Teaching of Arbitrary Matching in Individuals with Intellectual Disabilities. Psychol Rec 64:731-742
Grisante, Priscila C; Galesi, Fernanda L; Sabino, Nathalí M et al. (2013) Go/No-Go Procedure with Compound Stimuli: Effects of Training Structure On the Emergence of Equivalence Classes. Psychol Rec 63:63
Wilkinson, Krista M; McIlvane, William J (2013) Perceptual factors influence visual search for meaningful symbols in individuals with intellectual disabilities and Down syndrome or autism spectrum disorders. Am J Intellect Dev Disabil 118:353-64
McIlvane, William J; Kledaras, Joanne B (2012) Some Things We Learned from Sidman and Some We Did Not (We Think). Eur J Behav Anal 13:97-109

Showing the most recent 10 out of 32 publications