A correspondência verbal entre o fazer e o dizer de crianças com Transtorno do Espectro Autista sob diferentes contingências

• Ano de defesa: 2020
• Autor(a) principal: Silva, Larissa de Aguirre
• Orientador(a): Pereira, Maria Eliza Mazzilli
• 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: Correspondência verbal; Transtorno do Espectro Autista (TEA); Exposição a grupo; Comportamento verbal; Análise do comportamento
• Palavras-chave em Inglês: Verbal correspondence; Autism Spectrum Disorder (ASD); Group exposure; Verbal behavior; Behavior analysis
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/32591

Verbal correspondence is commonly defined in literature as a relation between the verbal behavior and the non-verbal behavior of an individual. Investigations of conditions which affect the description about self-behavior have been conducted by behavior analysts, however there are few studies about individuals with atypical development. This study investigated if and how different setups of contingences affect the correspondence between the verbal and the nonverbal in children with autism diagnostic. The study was conducted with four children ages four to eight years old with an ASD diagnostic. The experimental design approach was the single subject, with multiple elements. In all sessions there were two phases, one for play and another for report; the play period remained the same throughout the study while the report phase varied according to these five experimental conditions: baseline, individual play report reinforcement, group play report reinforcement, corresponding group report reinforcement, and reinforcement without contingence. Results demonstrated that children with ASD may require more exposure to the group to modify their reports, the children under the control of peer reports, after an increase in the number of group sessions altered the report of two participants; one of them, which in the baseline and reinforcement phases of individual games was not issued unrequited reports, began to undergo a reinforcement phase with group games; the other individual, who issued only reports of play, also issued reports of not playing during the group phase. Based on the data analyzed on this study, researchers could control the group to achieve different goals related with verbal (and possibly nonverbal) behavior of children with ASD