Use of a Computerized Reading and Writing Teaching Program for Families of Students with Intellectual Disabilities

Benitez, Priscila; Domeniconi, Camila

doi:10.1007/s40732-015-0158-8

Cited by 19 publications

(41 citation statements)

References 16 publications

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“…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.…”

Section: Introductionmentioning

confidence: 78%

“…In the study by Benitez and Domeniconi (2016) the ProgLeit program was applied in the residence of five apprentices with ID and by a relative, who was taught to monitor, record the sessions and provide tips when the apprentice needed. The objective of the study was to evaluate the learning of reading and writing of simple words by the apprentices and to investigate the behavior and the insertion of tips of the familiar ones like monitors.…”

Section: Introductionmentioning

confidence: 99%

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Atividades aplicadas pelos pais para ensinar leitura para filhos com autismo

2019

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Resumo A criança com Transtorno do Espectro Autista (TEA) pode apresentar dificuldades na aquisição da leitura. Implementar procedimentos de ensino eficazes que possam envolver a família pode garantir aprendizagem às crianças e a instrumentalização dos familiares acerca de estratégias de ensino. O presente estudo teve como objetivo avaliar a eficácia de um pacote instrucional para o ensino de leitura de quinze palavras dissílabas (isoladas) para crianças com TEA, baseado no modelo de leitura como rede de relações. Participaram do estudo três crianças com TEA e seus pais. Em cada etapa de ensino eram ensinadas três palavras diferentes e compostas por: o ensino de um jogo com a pesquisadora, o ensino informatizado e a realização de um jogo com os pais. De modo geral, as crianças obtiveram ganhos na leitura das palavras ensinadas e os pais aprenderam a utilizar reforço e dica durante os jogos.

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Section: Introductionmentioning

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Atividades aplicadas pelos pais para ensinar leitura para filhos com autismo

2019

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“…Esses dados replicam os achados de estudos que trabalharam com o ensino de leitura e escrita com diferentes populações, a partir de uma programação de ensino detalhada em pequenos passos, com fornecimento de consequências imediatas para o acerto, ensino individualizado, respeitando o ritmo de aprendizagem individual de cada estudante (Benitez & Domeniconi, 2016;Rose, Souza, Hanna, 1996;Melchiori, Souza, & Rose, 2000;Sidman, 1971;Sidman, & Cresson, 1973).…”

Section: Discussionunclassified

“…4 e demais populações (Benitez & Domeniconi, 2016;Rose, Souza, & Hanna, 1996;Melchiori, Souza, & Rose, 2000;Sidman, 1971;Sidman, & Cresson, 1973). Apesar das dificuldades encontradas pelo estudante com TEA, especialmente no que concerne a linguagem e comportamento social, quando as intervenções são bem planejadas as contingências de ensino e de reforça-mento mostram resultados promissores no ensino de diferentes comportamentos específicos (Lovaas, 1987).…”

Section: Deficiência Intelectual (Di)unclassified

“…Tais habilidades são fundamentais para a aprendizagem dos conteúdos acadê-micos durante a educação formal (Benitez & Domeniconi, 2016;Reis, Souza, & Rose, 2009) e importantes para a inserção de todos os estudantes na maioria das atividades realizadas em sociedade, o que demonstra um papel fundamental na independência e adaptação aos grupos sociais presentes em suas respectivas comunidades. Dada à im-à im-importância destes repertórios e o que é previsto em lei (Brasil, 2008) todas as crianças, com e sem qualquer deficiência e/ ou transtorno, deveriam aprender a ler e escrever nos anos iniciais do ensino fundamental.…”

Section: Introductionunclassified

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Atuação do psicólogo na inclusão escolar de estudantes com autismo e deficiência intelectual

Benitez

Domeniconi

2018

Psicol. Esc. Educ.

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Psychologist's activity in the school inclusion of students with autism and intellectual deficiency AbstractThe objective of the study was to operationalize the performance of the psychologist-researcher in the process of school inclusion of students with autism (ASD) and intellectual disability (DI), based on interventions applied by teachers and parents; and evaluate the reading and writing learning of the experimental group (exposed to interventions) and control. It was attended by 14 students, seven parents and nine teachers. The procedure involved the planning of the interventions, the training with the agents, the application of the interventions and supervision by the psychologist, post-test and follow-up. The performances of the control group did not present many variations between pre-and post-test. The experimental group went from zero to higher performance in the post-test (reading: 33%, 75% and 100% correct for others, written: 50%, 75%, 75% and 100% correct for the others). The performance of the psychologist contributed to the inclusion of students with ID and TEA, in spite of the segregating practices performed with this public, in previous decades. Keywords: Autism; intellectual disability; school inclusion Actuación del psicólogo en la inclusión escolar de estudiantes con autismo y deficiencia intelectual ResumenEl objetivo del estudio fue la operatividad la actuación del psicólogo-investigador en el proceso de inclusión escolar de estudiantes con autismo (TEA) y deficiencia intelectual (DI), a partir de intervenciones aplicadas por los profesores y padres; y evaluar el aprendizaje de lectura y escritura del grupo experimental (expuesto a las intervenciones) y control. Participaron 14 estudiantes, siete padres y nueve profesores. El procedimiento involucró la planificación de las intervenciones, la capacitación con los agentes, aplicación de las intervenciones y supervisión por el psicólogo, post-test y follow-up. Los desempeños del grupo control no presentaron muchas variaciones entre pre y post-test. El grupo experimental pasó de desempeño nulo para desempeños mayores en el post-test (lectura: el 33%, el 75% y el 100% de aciertos para los demás; escritura: el 50%, el 75%, el 75% y el 100% de aciertos para los demás). La actuación del psicólogo contribuyó con la inclusión de los estudiantes con DI y TEA, a pesar de las prácticas segregadoras realizadas con ese público, en décadas anteriores.Palabras clave: Autismo; deficiencia intelectual; inclusión escolar.

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Equivalence‐based instruction to teaching reading by families and teachers students with autism and/or intellectual disabilities

Benitez

Domeniconi

2023

Behavioral Interventions

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The study evaluated the learning of computerized equivalence‐based reading instruction in students with intellectual disability and/or autism who attend regular school when exposed to a teaching practices package (teaching practices programmed) conducted by different educational agents (parents, regular classroom teachers, and special education teachers) in school settings and at home. The students were exposed to teaching packages that were applied by educational agents. The study has two hypotheses. First, the involvement of teachers and families in implementing interventions, in the presence of the researcher, may contribute to their learning to read in inclusive classrooms and at home. Secondly, the teaching of reading in Portuguese language may be favored by the direct teaching of syllables. A multiple baseline procedure was used to evaluate the teaching of three sets of words. Students improved from zero reading skills in the pretest to an average of 80% correct responses out of 21 taught words.

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Use of a Computerized Reading and Writing Teaching Program for Families of Students with Intellectual Disabilities

Cited by 19 publications

References 16 publications

Atividades aplicadas pelos pais para ensinar leitura para filhos com autismo

Atividades aplicadas pelos pais para ensinar leitura para filhos com autismo

Atuação do psicólogo na inclusão escolar de estudantes com autismo e deficiência intelectual

Equivalence‐based instruction to teaching reading by families and teachers students with autism and/or intellectual disabilities

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