Ensino Com Feedback Instrucional Em Crianças Com Transtorno Do Espectro Autista (Tea): Efeitos Sobre Categorizar

2021

RSD

Self Cite

Recontar histórias e responder perguntas é importante para o desenvolvimento social e acadêmico. Em casos de crianças com Transtorno do Espectro Autista (TEA), a aprendizagem pode ser desafiadora. Pesquisas utilizaram histórias personalizadas com jogos de sequência lógica. Os materiais consistiam em figuras (cenas) e frases sobre elas. Este estudo foi realizado com duas crianças com TEA. Foram comparados dois procedimentos de ensino de recontar histórias (encadeamento normal e de trás para frente) após elas terem sido apresentadas para as crianças. Foram definidas duas histórias com quatro partes por criança. Durante o ensino, cada criança podia relatar cada parte de uma das histórias desde o princípio e, caso necessário, pistas visuais e verbais eram fornecidas (encadeamento normal). Com a outra história, em princípio, as três primeiras partes eram apresentadas para cada criança, mas a última podia ser relatada sem ajuda. Quando isso acontecesse, as pistas da penúltima parte também eram omitidas. Isso foi replicado com as outras partes até o relato da história inteira. O encadeamento normal foi mais eficiente para ambas as crianças. Paralelamente, efeitos de duas pistas (de tatos e ecoicos) foram medidos sobre o responder perguntas. Para uma criança, pistas de tatos foram mais eficientes e, para a outra, o contrário. Foi discutida possível influência de história anterior de exposição a um tipo de procedimento sobre sua eficiência relativa. Foi sugerida a possibilidade de ensino com histórias adaptadas influenciar um posterior melhor engajamento com histórias não adaptadas em situação de leitura compartilhada, favorecendo processos de inclusão escolar.

Section: Introductionunclassified

Comparação entre procedimentos de ensino de relatos de histórias e responder perguntas em crianças autistas

Matos¹,

Araújo

2021

RSD

Self Cite

“…As to the teaching of intraverbal FFC first, the related untaught LRFFC also emerged, but to a less extent. In the case of the previous literature, teaching the intraverbal FFC first was the most efficient instructional sequence, considering the emergence of the untaught LRFFC, for the majority of the participants (Bao et al, 2017;Kodak & Paden, 2015;Matos et al, 2019). Considering the results of this study in particular, it is possible that they are related to each participant's preexisting skills, regarding LRFFC and intraverbal FFC.…”

Section: Discussionmentioning

confidence: 54%

“…Considering that the targets were related to fill-in-the-blank responses (e.g., saying "chair" after hearing "you sit on a...", or selecting a picture of chair under the same verbal stimulus), it is possible that the participants were beginning learners, regarding LRFFC and intraverbal FFC repertoires. The participants from Bao et al (2017) did not engage in LRFFC and intraverbal FFC responses in the beginning of the study, and the participants from Matos et al (2019) showed limited LRFFC repertoire and no intraverbal FFC responses in the beginning of the research. Thus, because of all the information mentioned regarding the literature on the efficiency on LRFFC and intraverbal FFC training, it is believed that the participants from the current investigation were possibly more advanced learners.…”

Section: Discussionmentioning

confidence: 98%

“…The participants from this investigation also presented significant levels of intraverbal FFC repertoire initially. According to a given literature (Matos, Aragão & Matos, 2019;Matos, Araújo & Silva, 2018), preexisting levels of intraverbal FFC may predict better emergence effects of more intraverbal repertoire after other skills, including LRFFC responses, are taught. It is possible that, if the participants did not possess any intraverbal FFC repertoire (or if they were beginning learners) before the beginning of the study, the results would be different, in the sense that maybe intraverbal training would produce a better emergence effect, regarding LRFFC responses.…”

Section: Discussionmentioning

confidence: 99%

“…They attended a University-based research laboratory, under the supervision of the first author, and where they received interventions based on Applied Behavior Analysis (ABA) twice a week to develop non-verbal and verbal repertoires, and decrease undesirable behaviors. It is important to mention that both participants of the study, before data collection, demonstrated preexisting skills, regarding both of the DVs (LRFFC and intraverbal FFC), unlike the previous literature, which investigated the relative efficiency of training these repertoires (Bao et al, 2017;Kodak & Paden, 2015;Matos et al, 2019). The preexisting skills of the participants of the current study were determined through the use of the milestones assessment component from the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) (Sundberg, 2008).…”

Section: Participantsmentioning

confidence: 99%

See 2 more Smart Citations

Efficiency of expressive and receptive language teaching in children with autism spectrum disorder

Matos¹,

Cordeiro²,

Mendes³

et al. 2020

RSD

Self Cite

Research in Applied Behavior Analysis (ABA) investigated the efficiency of receptive and expressive language interventions in learners with Autism Spectrum Disorder (ASD). Listener responding by function, feature and class (LRFFC) and intraverbal (FFC) are some types of receptive and expressive language, respectively, which were targets in investigations. The previous literature demonstrated experimentally that teaching intraverbal first is more efficient, in the sense that it produced a better emergence effect of related untaught LRFFC in children with ASD, contrary to the recommendation by a traditional literature, which suggests that receptive skills, such as the LRFFC, should be taught first. The current research had the goal to compare the efficiency of intraverbal and LRFFC training as well, considering the effects on the possible emergence of related untaught repertoire in two children with ASD. The difference from the previous literature was that, during the teaching of LRFFC responses, the tact (labeling) of pictures involved was also taught, considering that this was a recommendation of previous research. The purpose was to assess if tact training would increase the efficiency of LRFFC training. The results showed that both instructional sequences (training LRFFC - probing intraverbal; training intraverbal - probing LRFFC) successfully established emergent responding, regarding the untaught related repertoire for both participants. However, intraverbal training produced emergence of LRFFC to a lesser extent for both. Data were discussed in the sense that tact training during LRFFC training probably increased its efficiency and that preexisting skills, regarding each participant, also influenced the efficiency of teaching.

Efeitos do Behavioral Skills Training sobre o Desempenho de Universitários no Atendimento a Crianças Autistas

Hübner

Rev. Bras. Ter. Comp. Cogn.

et al. 2022

A capacitação em Análise do Comportamento Aplicada (ABA) para intervir com crianças com Transtorno do Espectro Autista (TEA), via Behavioral Skills Training (BST), compreende orientações sobre comportamentos-alvo a serem ensinados, modelação, ensaio comportamental e feedback. A literatura revela efeitos positivos do BST na formação de populações. A pesquisa mediu efeitos do BST sobre o aprendizado de operantes verbais por seis universitários de Psicologia em um laboratório de pesquisa e intervenção. Eles passaram primeiramente por um estágio observacional de intervenção comportamental. Durante a linha de base, nenhum deles demonstrou 90% de precisão. Quando o treino BST com feedback imediato e atrasado foi definido, esse nível de precisão foi atingido por todos. Linha de base e treino foram realizados com um assistente de pesquisa. Após o treino, uma sonda de generalização foi conduzida no ensino de operantes verbais a uma criança com TEA, e todos os universitários demonstraram 100% de precisão.