Ensino por múltiplos exemplares e integração de comportamentos de ouvinte e falante com unidades sintáticas substantivo-adjetivo em crianças com DENA e IC

Merlin, Adriana Maura Barboza; Almeida-Verdu, Ana Claudia Moreira; Neves, Anderson Jonas das; Silva, Leandra Tabanez do Nascimento; Moret, Adriane Lima Mortari

doi:10.1590/2317-1782/20182018135

Cited by 3 publications

(2 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Behavior analysts have developed several explicit vocabulary teaching procedures for children with different developmental profiles (e.g., deaf, autistic or intellectually disabled children), mainly involving equivalence-based interventions (EBI) (e.g., Langsdorff, Domeniconi, Schmidt, Gomes, & de Souza, 2017;Neves, Almeida-Verdu, Assis, Silva, & Moret, 2018) or multiple exemplar instruction (MEI) (e.g., Merlin, Almeida-Verdu, Neves, Silva, & Moret, 2019). These "instructional packages" include teaching receptive and expressive verbal repertoires through tasks such as matching-to-sample, echoic teaching, or auditory-visual pairing.…”

Section: Introductionmentioning

confidence: 99%

“…According to Stemmer (1996), auditory-visual pairing, also known as ostensive learning, if together with operant learning, may favor the emergence of the naming repertoire. An example is the inclusion of explicit echoic training (repetition of the dictated word), which may increase the effectiveness of the procedure, as recorded in other studies (e.g., Landauer & Bjork, 1978;Merlin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Learning Pseudowords Through Shared Storybook Reading And Auditory-Visual Pairing

et al. 2020

View full text Add to dashboard Cite

This study aimed at comparing preschool children's learning of relations between pseudowords and pictures in two teaching conditions: shared storybook reading (implicit learning) and auditory-visual pairing (word pictures) with echoic request (explicit learning). We conducted two studies with children aged 4 to 5 years that were divided into two groups. In the repeated reading condition, we read one non-commercial story twice in a row. In the pairing with echoic condition, the children were exposed to auditory-visual pairing of pseudowords and pictures, and asked to repeat the target word (echoic behavior). Two new word-figure relations were taught in Study 1, and three relations in Study 2. After the presentation of the conditions and 1 week later, exclusion, matching-to-sample, naming, and generalization probes were performed. No differences were found between the two experimental conditions in Study 1. In Study 2, the pairing condition produced better results than the reading condition. We discuss the conditions necessary for learning novel words.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%