Identificação de brincadeiras e jogos como consequências de comportamentos de escolha para crianças

• Ano de defesa: 2015
• Autor(a) principal: Sacramento, Beatriz Coletti do
• Orientador(a): Goyos, Antônio Celso de Noronha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• País: BR
• Palavras-chave em Português: Educação especial; Análise do comportamento; Preferência; Reforçamento
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/3181

Social behavior can be defined as the behavior of two or more people, one over the other, or all together through a common environment. The aim of this study was to identify if the pictures that represent plays and games could function as reinforcers to typical children and also for children with deficits in social behavior and learning problems. In the first experiment, the participants were six children with deficits in social behavior and learning problems. The experimental stimuli were two geometrical figures and 12 pictures of two adults playing. Daily preference assessments were made, and then, the participants performed a task in which they had to chose between two geometrical figures, a square or a circle, with one of the figures assigning with a S+ function while the other with a S- function. After the participants select one of the two geometrical figures they could have the opportunity to engage in play represented picture considered the most preferred on the previous preference assessment phase. In the second experiment, the participants were three children with typical development and the experimental stimuli were the same geometrical figures used in the first experiment, and new pictures that representing games (apps) for Tablet. Following the preference assessment, after selecting a geometrical figure, was given to the participants the opportunity to engage in the game with the Experimenter 2, represented in the most preferred picture of them. The dependent variable was the percentage of times that the participant chose a particular geometrical figure per session. The results of this study demonstrate that play and games as a reinforcing function can be identified using a preference assessment with pictures. This procedure can be conducted quickly and with relatively low cost response. This research demonstrated the importance in of offering opportunities for choice and contact with plays for typical children and also children with deficit in social behavior and learning problems shown that plays and games were reinforcers.