Process Analysis in Behavioral Allocation and Persistence in Severe Mental Retardation (Project 1)
William McIlvane

Funded by NICHD, P01 HD046666 (Dube)

This project concerns choice processes in behavioral allocation and persistence in persons with intellectual disabilities. One focus will be on children with severe intellectual disabilities. With regard to formal analysis of basic behavioral processes involved in behavioral allocation and persistence, this population has been virtually unstudied. It is now known, for example, whether such children will exhibit relatively greater insensitivity to consequential variables than those with less severe disabilities; determining this relationship would have clear implications for designing treatment programs and/or interpreting their results. The second focus will be on the potential impact of social variables on processes involved in behavioral allocation and persistence. This too is a little studied area, particularly with children with severe disabilities. Studies will be conducted to assess the degree to which social variable may influence processes involved in behavioral allocation and persistence.

To conduct the studies, we will employ a unique computer-controlled automated teaching environment that has been especially designed to meet the needs of children with severe intellectual disabilities. Within it, the child can acquire substantial new behavior independently; it is no necessary to have a teacher physically present during teaching. This unique characteristic will make it possible to study behavioral allocation and persistence under conditions that feature an unprecedented degree of control of social variables. In parallel with the laboratory studies, we plan a program of studies within the special education classroom. This parallel program will serve as a contrast to the laboratory program, investigating the degree to which basic research findings are consistent with those obtainable in less structures settings.

Regarding behavioral allocation, little is known scientifically about the degree to which persons with intellectual disabilities are able to allocate their behavior adaptive to changing environmental conditions. In parallel, little is known about the degree to which behavior that has been adaptive in the past will persist in the face of environmental distractions, particularly those that are associated with competing reinforcing stimuli. Our thinking leads directly to an overarching question that has inspired this project: To what extent and under what circumstances do persons with intellectual disabilities display sensitivity and/or insensitivity to maintained or changed environmental consequences.