Training psychology interns to teach verbal and non-verbal repertoires in children with autism spectrum disorder

Abstract

Behavioral Skills Training (BST) represents an effective and efficient approach to train staff in implementing Applied Behavior Analysis (ABA) interventions to learners with Autism Spectrum Disorder (ASD), with the purpose of reducing undesirable behaviors and establishing more appropriate ones. It comprises the following components: (1) instructions on ABA basic principles, regarding the teaching of behavior targets; (2) modeling, with demonstration of behaviors to be emitted during the teaching; (3) behavioral rehearsal with a confederate; and (4) performance feedback. The goal of the current research was to evaluate the effects of BST training on the establishment of repertoires, in four undergraduate Psychology interns, to teach nonverbal (audiovisual pairing and motor imitation) and verbal (labeling and answering questions) skills to a confederate, who pretended to act like a child with ASD. Thereafter, it was also a goal to assess generalization of the teaching to a real child with ASD. The participants were unfamiliar with ASD and ABA, but the results of the study suggested that BST improved accuracy during the teaching of targets to the confederate. In baseline, the percentage of accuracy per participant were the following: P1 (4.55%); P2 (9.73%); P3 (13.76%); P4 (22.29%). All participants reached criterion when BST, with both immediate and delayed feedback, was implemented. Performance accuracy was above 90% for all. In the end, generalization probes were conducted during the teaching of targets to a real child with ASD, and performance accuracy was also above 90%.

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

“…Another limitation of this study was related to the fact that there was no systematic data collection by a second observer, besides the experimenter, to determine an inter-observer agreement along the conditions of the research. However, the procedures of the research, including data collection, were always conducted by a well-trained experimenter in the administration of tasks related to discrete trial teaching to learners with ASD, showing good performance accuracy as to the administration of ABA procedures (Matos, Silva, Firmo & Matos, 2020).…”

Comparação entre Tipos de Behavioral Skills Training para Capacitação de Estagiárias de Psicologia

“…Na literatura, diversos estudos relatam que o BST foi eficaz na capacitação de diferentes populações para a condução de processos de avaliação e intervenção da ABA em aprendizes com TEA, destacando-se: Professores de educação especial (Lerman, Tetreault, Hovanetz, Strobel, & Garro, 2008;Sarakoff & Sturmey, 2004); psicólogos e educadores (Barkaia, Stokes, & Mikiashvili, 2017;Barnes, Mellor, & Rehfeldt, 2014;Martone, 2017); adultos com TEA e sem déficit intelectual (Lerman, Hawkins, Hillman, Shireman, & Nissen, 2015;Lerman, Hawkins, Hoffman, & Caccavale, 2013;Shireman, Lerman, &Hillman, 2016); pais e outros cuidadores (Barboza, Costa, & Barros, 2019;Ferreira, Silva, & Barros, 2016;Guimarães et al, 2018); estagiários de graduação e pósgraduação em Psicologia (Aureliano, 2018;Faggiani, 2014;Matos, Silva, Firmo, & Matos, 2020).…”

Comparação de tipos de pistas sobre brincar funcional em crianças com transtorno do espectro autista

“…Esta emite a ação de imitar o modelo com o carrinho e, em seguida, o terapeuta elogia e permite o acesso a um estímulo reforçador arbitrário de maior preferência. Research, Society andDevelopment, v. 9, n. 7, e465974392, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i7.4392 4 Na ABA, descrições sobre o formato de tentativas discretas costumam comparecer em relatos de pesquisas científicas, e manuais de intervenção com foco em TEA e quadros relacionados (Akers, Higbee, Pollard, Pellegrino & Gerencser, 2016;Allen & Cowan, 2008;Goulart & Assis, 2002;Lear, 2004;Lovaas, 1987;Matos, 2006;Matos, Matos, Araújo, Ribeiro & Melo, 2018;Matos, Silva, Firmo & Matos, 2020;Phillips & Vollmer, 2012;Smith, 2001;Varella & Souza, 2018).…”