Ensino De Relações Entre Figuras E Palavras Impressas Com Emparelhamento Multimodelo a Crianças Com Autismo

Abstract

RESUMOEste estudo avaliou a eficácia de um procedimento adaptado de emparelhamento com o modelo (MTS multimodelo, com modelos compostos e seleção dos estímulos de comparação correspondentes a cada elemento do modelo) no ensino de relações arbitrárias e na emergência de relações derivadas. Foram ensinadas relações entre palavras impressas e figuras e nomeação de figuras, e avaliadas as relações derivadas nomeação oral das palavras impressas, emparelhamento entre palavras ditadas-palavras impressas e palavras impressas-figuras. Três participantes com autismo aprenderam as relações arbitrárias, nomearam as palavras impressas e apresentaram as relações derivadas para parte dos estímulos. Os resultados estendem os achados sobre a eficácia do procedimento multimodelo adaptado, utilizado anteriormente em emparelhamento de identidade, à aprendizagem de relações arbitrárias e à emergência de habilidades rudimentares de leitura nessa população.Palavras-chave: aprendizagem relacional, emparelhamento com o modelo, modelos múltiplos, equivalência de estímulos, ensino de leitura, autismo ABSTRACT This study evaluated the efficacy of a multiple-sample matching-to-sample (MTS) procedure (MTS with compound samples and selection of all comparisons, each comparison corresponding to one element in the sample) for teaching arbitrary relations between pictures and printed words and to produce emergence of derived relations. Relations between printed words and pictures and picture naming were directly taught. Tests assessed derived oral naming of printed words, matching printed words to dictated words, matching printed words to pictures, and vice-versa. Three participants with autism learned the arbitrary relations, named printed words, and showed derived relations involving some of the stimuli. The results extend findings on the efficacy of the adapted multiple-sample procedure, previously used in identity matching, to learning of arbitrary relations and to the emergence of rudimentary reading skills in this population.

Ensino de Habilidades Rudimentares de Leitura para Alunos com Autismo

“…The results of this research replicated those of Gomes and collaborators (Gomes, 2008;Gomes & Souza, 2008;Gomes, Hanna, & Souza, 2015), demonstrating that the multimodel matching procedure enabled the learning of relations between stimuli (picture-printed word) and between stimuli and answers (naming picture), and the emergence of relations between printed word and picture, dictated word and printed word and naming words. It was verified that participants P1 and P2 required a low number of attempts to reach the criterion of correctness in the teaching stages, using the multi-model matching procedure, which indicates to be a viable procedure for baseline establishment.…”

“…The study conducted by Gomes, Hanna and Souza (2015) aimed to broaden the evaluation of multimodel matching tasks for the teaching of arbitrary relations between pictures and printed words. Three children with a previous diagnosis of autism, who used speech and were non-literate, aged between 5 and 12 years of age participated in the study.…”

Atividades aplicadas pelos pais para ensinar leitura para filhos com autismo

“…Teaching procedures based on a theoretical conception that a network of relations among stimuli can form the reading and writing repertoires (for example, figures dictated words and printed words).As the same as between stimuli and responses (for example: word, selection of a figure conditionally to a name) have been used since the 1970s as an effective alternative to teaching isolated word reading to people with different profiles of learning and development. Recent Brazilian studies (eg, Bandini, Bandella, Sella, & Souza, 2014;Benitez & Domeniconi, 2016;Gomes & Souza, 2016;Gomes et al, 2015;Melchiori, Souza, & Rose, 2000;Sidman, 1971;Varella & Souza, 2015;Zaine, Domeniconi, & Rose, 2014) confirmed the hypotheses raised since Sidman's pioneering study (1971). In these, teaching procedures based on the same reading model were used as a network of relationships and documented positive reading data of words isolated by children with typical development and difficulties in reading learning, intellectual disability (ID), com ASD and also by illiterate adults.…”

“…The data obtained in this study had described in the literature with students with ASD and / or ID. Regarding the conception of reading teaching, as a network of relations among stimuli and between stimuli and responses (Bandinia et al, 2014;Benitez & Domeniconi, 2016;Gomes, & Souza, 2016;Gomes, Souza, & Hanna, 2015;Melchiori et al, 2000;Reis et al, 2009;Sidman, 1971;Varella & Souza, 2015;Zaine et al, 2014).…”

“…The school inclusion of children with Autistic Spectrum Disorder (ASD) enrolled in regular schools has shown the importance of involving different educational agents, especially parents and / or those responsible for teaching basic academic skills, such as reading (Benitez & Domeniconi, 2014;2018). Due to the difficulties that these children may present in reading learning through conventional teaching methods, certain educational arrangements are necessary to promote such teaching, such as the use and suitability of alternative and personalized methods for effective teaching (Bosa, 2001;Gomes, & Souza, 2016;Gomes, Hanna, & Souza, 2015;Varella & Souza, 2015).…”