O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
|
Departamento: |
Faculdade de Ciências Humanas e da Saúde
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/21030 |
Resumo: | Children with Autism Spectrum Disorder frequently experience delays in their vocal verbal behavior. Previous studies that have attempted to teach verbal mand to autistic children through the scope of Behavior Analysis have used different antecedents in the process of teaching as a means to facilitate and speed up the acquisition of this verbal operant. The present study investigates the effect of gradually delaying the echoic method, until completely removing it to teach vocal mand. Along with the addition of the echoic method, participants were deprived of an item whose topography had been previously taught. The echoic model corresponding to the mand topography taught was immediately repeated by the researcher after putting away the item of interest to the child inside a box and, gradually, the time for presentation of the echoic model was delayed. The intention was to investigate whether the motivating operation alone could control the verbal operant. Three children with Autistic Spectrum Disorder between three and four years old participated in the study. Two participants were taught three vocal mand topographies and one was taught two topographies. One of the participants learned all three mand responses in just a few sessions, while two participants learned only one over the course of additional sessions. At the follow-up session twenty days after being taught the mands, the participants still provided the correct responses. The importance of variables such as motivation, the participants’ starting repertoire, number of attempts, and frequency of the sessions is discussed from the perspective of the study’s efficacy. Limitations such as the lack of planning of a generalization process and the low number of participants should be addressed in future studies |
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Gioia, Paula Suzanahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4249084Y6Dib, Rodolfo Ribeiro2018-04-19T10:14:49Z2017-11-10Dib, Rodolfo Ribeiro. O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico. 2017. 80 f. Dissertação (Mestrado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/21030Children with Autism Spectrum Disorder frequently experience delays in their vocal verbal behavior. Previous studies that have attempted to teach verbal mand to autistic children through the scope of Behavior Analysis have used different antecedents in the process of teaching as a means to facilitate and speed up the acquisition of this verbal operant. The present study investigates the effect of gradually delaying the echoic method, until completely removing it to teach vocal mand. Along with the addition of the echoic method, participants were deprived of an item whose topography had been previously taught. The echoic model corresponding to the mand topography taught was immediately repeated by the researcher after putting away the item of interest to the child inside a box and, gradually, the time for presentation of the echoic model was delayed. The intention was to investigate whether the motivating operation alone could control the verbal operant. Three children with Autistic Spectrum Disorder between three and four years old participated in the study. Two participants were taught three vocal mand topographies and one was taught two topographies. One of the participants learned all three mand responses in just a few sessions, while two participants learned only one over the course of additional sessions. At the follow-up session twenty days after being taught the mands, the participants still provided the correct responses. The importance of variables such as motivation, the participants’ starting repertoire, number of attempts, and frequency of the sessions is discussed from the perspective of the study’s efficacy. Limitations such as the lack of planning of a generalization process and the low number of participants should be addressed in future studiesCrianças com diagnóstico de Transtorno do Espectro Autista (TEA) apresentam, frequentemente, déficits expressivos em repertórios verbais. Estudos anteriores, que se propuseram a ensinar mando para crianças com TEA sob a ótica da Análise do Comportamento, usaram diferentes antecedentes no procedimento de ensino como forma de facilitar e agilizar a aquisição desse operante. O presente estudo investigou o efeito do atraso gradual do modelo ecoico, até sua retirada, no ensino de mando. Além da adição do modelo ecoico, também houve a presença da privação de um item, cuja topografia foi ensinada. O modelo ecoico correspondente à topografia de mando ensinada era dito imediatamente pelo experimentador, após o mesmo guardar o item de interesse da criança numa caixa e, gradualmente, o tempo de apresentação do modelo ecoico foi atrasado. Pretendeu-se investigar se apenas a operação motivadora poderia controlar o operante verbal. Participaram da investigação três crianças com TEA com idade entre três e quatro anos. Dois participantes foram submetidos ao ensino de três topografias vocais de mando e um ao ensino de duas topografias. Um dos participantes aprendeu as três respostas de mando ensinadas em poucas sessões, enquanto dois participantes aprenderam apenas uma, em um número maior de sessões. No follow-up, realizado para dois participantes vinte dias após o encerramento do ensino, as respostas corretas se mantiveram. Discutese a importância de variáveis como motivação, repertório de entrada dos participantes, número de tentativas e periodicidade das sessões para a eficácia do ensino. Limitações como ausência do planejamento da generalização e número pequeno de participantes devem ser atendidas em estudos futurosCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/45345/Rodolfo%20Ribeiro%20Dib.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Psicologia Experimental: Análise do ComportamentoPUC-SPBrasilFaculdade de Ciências Humanas e da SaúdeAutismoComportamento verbalCrianças autistas - Modificação do comportamentoAutismVerbal behaviorAutistic children - Behavior modificationCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALO ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoicoTeaching vocal mand to children with Autism Spectrum Disorder: the effect of gradual delays in the echoic modelinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTRodolfo Ribeiro Dib.pdf.txtRodolfo Ribeiro Dib.pdf.txtExtracted texttext/plain160695https://repositorio.pucsp.br/xmlui/bitstream/handle/21030/4/Rodolfo%20Ribeiro%20Dib.pdf.txta5b29fa088bc4d90c0464cbf70c9afdfMD54ORIGINALRodolfo Ribeiro Dib.pdfRodolfo Ribeiro Dib.pdfapplication/pdf900356https://repositorio.pucsp.br/xmlui/bitstream/handle/21030/2/Rodolfo%20Ribeiro%20Dib.pdf7f176b28502e61b2ec2f325e3dde9649MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico |
dc.title.alternative.eng.fl_str_mv |
Teaching vocal mand to children with Autism Spectrum Disorder: the effect of gradual delays in the echoic model |
title |
O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico |
spellingShingle |
O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico Dib, Rodolfo Ribeiro Autismo Comportamento verbal Crianças autistas - Modificação do comportamento Autism Verbal behavior Autistic children - Behavior modification CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
title_short |
O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico |
title_full |
O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico |
title_fullStr |
O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico |
title_full_unstemmed |
O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico |
title_sort |
O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico |
author |
Dib, Rodolfo Ribeiro |
author_facet |
Dib, Rodolfo Ribeiro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gioia, Paula Suzana |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4249084Y6 |
dc.contributor.author.fl_str_mv |
Dib, Rodolfo Ribeiro |
contributor_str_mv |
Gioia, Paula Suzana |
dc.subject.por.fl_str_mv |
Autismo Comportamento verbal Crianças autistas - Modificação do comportamento |
topic |
Autismo Comportamento verbal Crianças autistas - Modificação do comportamento Autism Verbal behavior Autistic children - Behavior modification CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
dc.subject.eng.fl_str_mv |
Autism Verbal behavior Autistic children - Behavior modification |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
description |
Children with Autism Spectrum Disorder frequently experience delays in their vocal verbal behavior. Previous studies that have attempted to teach verbal mand to autistic children through the scope of Behavior Analysis have used different antecedents in the process of teaching as a means to facilitate and speed up the acquisition of this verbal operant. The present study investigates the effect of gradually delaying the echoic method, until completely removing it to teach vocal mand. Along with the addition of the echoic method, participants were deprived of an item whose topography had been previously taught. The echoic model corresponding to the mand topography taught was immediately repeated by the researcher after putting away the item of interest to the child inside a box and, gradually, the time for presentation of the echoic model was delayed. The intention was to investigate whether the motivating operation alone could control the verbal operant. Three children with Autistic Spectrum Disorder between three and four years old participated in the study. Two participants were taught three vocal mand topographies and one was taught two topographies. One of the participants learned all three mand responses in just a few sessions, while two participants learned only one over the course of additional sessions. At the follow-up session twenty days after being taught the mands, the participants still provided the correct responses. The importance of variables such as motivation, the participants’ starting repertoire, number of attempts, and frequency of the sessions is discussed from the perspective of the study’s efficacy. Limitations such as the lack of planning of a generalization process and the low number of participants should be addressed in future studies |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-11-10 |
dc.date.accessioned.fl_str_mv |
2018-04-19T10:14:49Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Dib, Rodolfo Ribeiro. O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico. 2017. 80 f. Dissertação (Mestrado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21030 |
identifier_str_mv |
Dib, Rodolfo Ribeiro. O ensino de mando vocal para crianças com Transtorno do Espectro Autista: o efeito do atraso gradual do modelo ecoico. 2017. 80 f. Dissertação (Mestrado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
url |
https://tede2.pucsp.br/handle/handle/21030 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Humanas e da Saúde |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
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Biblioteca Digital de Teses e Dissertações da PUC_SP |
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