Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento - PPGTPC/NTPC

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2332

O Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento (PPGTPC), que integra o Núcleo de Teoria e Pesquisa do Comportamento(NTPC) da Universidade Federal do Pará (UFPA), iniciou suas atividades em 1987 com o curso de Mestrado Acadêmico em Psicologia: Teoria e Pesquisa do Comportamento. O curso de Doutorado passou a ser oferecido a partir do ano 2000.

Navegar

Agora exibindo 1 - 20 de 22

Acesso aberto (Open Access)
Aplicação de tentativas discretas por cuidadores para o ensino de habilidades verbais a crianças diagnosticadas com autismo
(Universidade Federal do Pará, 2015-08-25) SILVA, Álvaro Júnior Melo e; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
The cases of Autism Spectrum Disorder (ASD) are characterized by persistent deficits in communication and social interaction in multiple contexts. The diagnosis of ASD also involves the presence of repetitive behavior and restricted interests. Considering the need of intervention and the lack of qualified professionals to implement intervention the purpose of this study was to verify the effects of parent-implemented teaching programs (VI) on the performance of children (VD). Participants included three children diagnosed with autism and their respective caregivers. Through a multiple probe design, the independent variable (IV) was selectively implemented on each of the teaching programs. Caregivers carried out the intervention at home and had their performance, and the performance of their children, was evaluated in sessions conducted in the room of the APRENDE Project/UFPA. Their performance was monitored during every session. Two or more programs were selected for each child. Participant 1 reached criterion for performance accuracy in the following programs: "Tact of Actions", "Mand with Autoclitic", and "Intraverbal of Personal Informations" after 7, 13, 19 sessions, respectively. Participant 2 needed 24 to 48 sessions and the Participant 3, 5 to 38 sessions to achieve accuracy in the programs. Data show that the intervention via caregiver, guided by a behavior analyst, can be effective and appropriate to the social-economic context of Brazil, characterized by lack of governm.
Acesso aberto (Open Access)
Aplicações da formação de classes de equivalência na intervenção analítico-comportamental ao autismo
(Universidade Federal do Pará, 2017-08-22) SILVA, Álvaro Júnior Melo e; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
The applied potential of the current knowledge on equivalence class formation has much to be explored. There are few studies reported in the literature involving, for example, equivalence of stimuli applied to autism. In this thesis, in addition to the application of stimulus equivalence technology, there is the search for approximation of two areas of study, equivalence of stimuli and verbal behavior, which, in different ways, have approached the phenomenon commonly called language. In the two studies here presented it was investigated the contribution of the equivalence stimulus for the emergence of intraverbal relations in children diagnosed with Autism Spectrum Disorder (ASD). Study 1 evaluated the emergence of intraverbal relations via equivalence-based instruction. Two children with ASD participated in the study. After the teaching of listener relations (AB) and tact (BC), the emergence of intraverbal relations (AC and CA) was verified. The data show that participant Lucia presented the immediate emergency of AC intraverbal relations and the other participant, Lucas, presented low accuracy of performance in the first session and maximum precision in the second session. Lucas’ performance pattern may be considered compatible with delayed emergence of intraverbal relations consistent with the equivalence class formation. At the same time, such data allowed us to question whether or not the observed performance was a result of rapid acquisition of the intraverbal relations due to the prompt provided during the test/training. Study 2 explored this issue, evaluating the acquisition of consistent and inconsistent intraverbal relations with equivalence class formation. The two children of the Study 1 participated in Study 2. After teaching of listener relations (A1B1, A2B2, A3B3, and A4B4) and tact (B1C1, B2C2, B3C3, and B4C4), participants were exposed to consistent intraverbal relations (A1C1, A2C2, C1A1, and C2A2) and inconsistent (A3C4, A4C3, C4A3, and C3A4) with formation of equivalence class formation. The data showed that there was only the acquisition of the consistent relations with class formation for the participant Lucia. For Lucas there was no difference in the acquisition of both types of relations in AC training and there was a slight difference in the acquisition of AC relations, so that consistent intraverbal relations with class formation were learned in fewer sessions or attempts. From Lucia's data, mainly, it can be concluded that an earlier history involving the stimuli of a current relation to be trained facilitates the acquisition of this case the previous contingencies have favored the relation between the stimuli as members of a set or class. Lucas’ data also confirm the initial assumption on the possibility of fast acquisition during test with programmed reinforcement and corrective prompting. The data obtained in this thesis not only prove the applicability of the equivalence of stimuli, but also can encourage new research to use stimulus equivalence as a behavioral technology.
Acesso aberto (Open Access)
Aquisição de relações condicionais simétricas e não simétricas e formação de classes por Cebus apella
(Universidade Federal do Pará, 2010) SOARES FILHO, Paulo Sérgio Dillon; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Difficulty in documenting class formation in non-human participants may be due to the use of standard training and testing procedures developed in the context of research with human participants. Differences among testing and training situation may produce a decrease in performance during test. Using capuchin monkeys (Cebus spp.) as subject, this study intended to compare acquisition curve of a symmetrical with non-symmetrical conditional relation tasks, with different baselines for each conditional relation trained. This comparative analysis may provide us with some evidence of class formation without the need of the stimulus equivalence standard test protocols. Two male capuchin monkeys (Cebus spp.) participated: a young-adult (M09) and an adult (M12), both with history of simple and conditional discrimination training. Six pairs of bi-dimensional stimuli were used (A1-B1, A2-B2, A3-B3, A4-B4, A5-B5, and A6-B6). The procedure comprised three phases. In Phase 1, a “preparatory” 0-delay arbitrary matching to sample training was carried out (A1-B1 and A2-B2). In Phase 2, a "consistent" or “symmetrical” arbitrary matching to sample training was carried out (A3-B3, A4-B4, B3-A3, and B4-A4). In Phase 3, a "inconsistent" or “non-symmetrical” arbitrary matching to sample training was carried out (A5-B5, A6-B6, B5-A6, and B6-A5). Subject M12 finished all phases of the experiment. The comparative analysis between symmetrical and non-symmetrical acquisition curves (subject M12) shows easier acquisition of symmetrical task than non-symmetrical relations, suggesting that the arbitrary related events are members of class. This data suggest that the comparison between acquisition curves, such as it is described here, is a promising way to evaluate class formation in non-human participants. Subject M09 was removed from experiment because his performance did not reach the criterion in phase 3.1. M09 results pointed the need of a refined control relations analysis during the MTS task, making possible to improve the training procedure.
Acesso aberto (Open Access)
Avaliação de simetria por comparação de treinos de emparelhamento ao modelo sucessivo (go/no-go)
(Universidade Federal do Pará, 2013-09-16) PICANÇO, Carlos Rafael Fernandes; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Successive matching-to-sample (go/no-go) has been pointed out as an effective procedure to reduce stimulus control digressions in conditional relation training with non-humans. Other studies suggest the comparison between (symmetrical and non symetrical) conditional discrimination acquisition curves as a way to evaluate properties of equivalence relations. This study aimed to evaluate the potential of using both procedures above mentioned in evaluating the property of symmetry in four capuchin monkeys (Sapajus spp). Stimulus presentation, activation of devices, and response recording were automatically controlled by software. Subjects were maintained under conditions approved by IBAMA. By mean of an “ABAB” single subject design, the acquisition of symmetrical (A) and non-symmetrical (B) conditional discriminations were compared. In both Condition A and B, conditional relations A-B and B-A were simultaneously trained so that in every condition, four new arbitrary conditional discriminations (with new stimuli arbitrarily related) were presented. When symmetrical, positive combinations were A1-B1, A2 B2, B1-A1, and B2-A2, and negative combinations were A1 B2, A2 B1, B1 A2 and B2 A1. When non-symmetrical, positive combinations were A1 B1, A2 B2, B1 A2, and B2 A1, and negative combinations were A1 B2, A2 B1, B1 A1 e B2 A2. Two of the four subjects (Negão e Bongo) completed que acquisition of one (Bongo) or two (Negão) sets of conditional relations (Conditions A-symmetrical and B-non-symmetrical) for the evaluation of the viability of the procedure to verify the property of symmetry. Data demonstrate that the method here reported detected the presence of the property of symmetry in the conditional relations leraned by Negão and its absence in the conditional relations learned by Bongo. Data are inconclusive for the other two subjects. One detailed analysis of the performance of each subject and its measures is also presented.
Acesso aberto (Open Access)
Avaliando a alteração da função de faces via equivalência de estímulos e pareamento de estímulos tipo respondente (ReT) em crianças com TEA
(Universidade Federal do Pará, 2020-04-28) BORDA, Gisell Andrea Díaz; SILVA, Álvaro Júnior Melo; http://lattes.cnpq.br/8960291779730857; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X
Children with atypical development may have deficient face observation behavior. This deficit may explain, in part, some of their difficulties in social interaction and acquisition of complex behavior such as the verbal repertoire. The present dissertation explored the effect of two types of procedures: equivalence-based instruction and stimulus pairing, on the alteration of face functions measured by preference tests for human faces figures and duration of human face observation responses in social tests. The behavioral processes involved in face observation responses in children diagnosed with Autism Spectrum Disorder (ASD) were researched in the two studies presented here. Experiment I, evaluated the effect of equivalence-based instruction on the potential transfer of function from preference figures items to figures of human faces and properly human faces. Three children diagnosed with ASD participated in the study. A Pre-test and post-test design was used, with multiple baseline temporal controls, divided into three phases: a) Pre-test: assessment of the choice responses and face observation, b) Intervention: equivalence class formation via identity matching with class-specific consequences, c) Post-test: repetition of measurements made in Pre-test phase. Results demonstrated that, despite the difficulty in documenting the emergence of conditional relations that prove properties of equivalence relations (only symmetry was obtained for two of the three participants), changes in choice responses to figures of human faces was evidenced in two participants. One of the participants showed also changes in social tests. However, in the reinforcement phase of the conditional relations of this study, there was pairing between stimuli: access to a high magnitude preference item is preceded by the presentation of a visual stimulus (figures of human faces). Therefore, Study II assessed the possible effect of this pairing alone on the function of faces in children diagnosed with ASD. Two children who did not participate in Study I took part in Study II. An intra-subject design comparing Pre-test and Post-test measures was implemented, organized in a multiple probe schedule between participants, divided into three phases: a) Pre-test; b) Intervention: respondent-type (ReT) pairing between pictures of faces and highly preferred item and between an abstract figure and a lower preferred item, and c) Post-test: repetition of Pre-test measures as described in Study I. Study II, therefore, was complementary to Study I. The results in Study II show alteration of responding to faces in preference tests and social tests for one of the two participants. The data obtained in this dissertation add basic research knowledge to identify behavioral processes involved in the human facial observational responses, as well as provide relevant information to the area of Applied Behavior Analysis to the intervention of children who have difficulties in attention to faces. The procedures explored point to the use of methodological strategies to alter the function of the faces and show the potential of the stimulus equivalence paradigm in altering observation responses.
Acesso aberto (Open Access)
Classes de equivalência e expansão de repertórios verbais autoclíticos em crianças com diagnóstico de autismo
(Universidade Federal do Pará, 2015-03-26) KATAOKA, Katarina Dias; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
The possible identity between equivalence relations and functional classes is consistent with the proposal that all elements arbitrarily related in the contingence can participate in the classes. This proposal makes it feasible obtaining equivalence relations properties via three-term contingencies. Additionally, the applied potential of class formation procedures in advancing verbal repertoires in children diagnosed with autism remains underexplored. The present dissertation includes two studies. Study 1 investigated stimulus class formation (via procedure of repeated reversals of simple discrimination [RRDS] using compound class-specific consequences) and the junction of classes formed via RRDS with classes formed via MTS. In Study 2, RRDS and MTS procedures with compound class-specific consequences, were used to produced formation/expansion of arbitrary classes "female / male" and the productivity of verbal relations including linguistic coordination of gender. Participants were two children diagnosed with autism. In Study 1, RRDS training with ABC and BCD stimulus sets was performed, besides “tests for functional class formation”; “test for equivalence relations AD, BD and DC”, “arbitrary MTS training DE and tests for ED and EC relations”; “tests for functional class formation BCDE”. Both participants showed evidence of class formation. The data obtained with both participants confirm the expansion of classes. This set of data suggests that findings documenting functional and equivalence classes reflect the same behavioral phenomena (substitutability of arbitrarily related elements) via different procedures. In Study 2, the stimuli were pictures of objects and stimuli "a" and "o" which were related to the classes "masculine" and "feminine". RRDS were processed with stimulus sets ABCDE, besides “MTS AF”, “tests in the context of simple discrimination with stimulus sets BCDEF”, and “generalization tests” (tasks that simulated the educational context) to check the formation of classes in other contexts and with new stimuli. The results showed the establishment and incorporation of new stimuli in classes "masculine" and "feminine" and expansion of classes. The accuracy of results in productivity test was above 90%, indicating that performance obtained in class formation procedure remained accurate when stimulus control tasks were presented in new ways, more similar to academic tasks. This type of result encourages the use of such procedures in the construction of complex stimulus control of education programs with children diagnosed with autism.
Acesso aberto (Open Access)
Cognição animal: identidade generalizada e simetria em macaco-prego (Cebus apella)
(Universidade Federal do Pará, 2003-02-14) SANTOS, José Ricardo dos; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Complex behavioral repertories, such as generalized identity matching and equivalence classes, have been easily found in normal humans, children, and youngsters with learning deficits. However, it is not easy to find such a positive results with non-human subjects. Symmetry is one of the most difficultly found defining properties of equivalence in nonhumans. It might happen because symmetry involves sample-comparison function reversals as well as modification in the sequence and position of stimuli presentation. The negative results in obtaining generalized identity matching and equivalence class formation in non-humans subjects may be related to incoherence between the SCT (Stimulus Control Topography) planned by the experimenter and the SCT presented by the subjects. So it suggests the necessity of a more specific methodological development. The present study proposed to apply the training and testing experimental procedures to obtain generalized identity matching and to verify the possibility of emergence of symmetry after arbitrary matching to sample training, through sample stimulus control shaping procedure and in the absence of correlation between the function and the positions of the stimuli. One capuchin monkey (Cebus apella) served as subject. He was young-adult and naive. Two experiments were executed. In the Experiment I, we carried out simple discrimination reversals training, conditional discrimination training, with an identity matching to sample procedure, and generalized identity test in extinction. The results showed that the procedure used to train simple discrimination (and reversals) was efficient as well as the procedure to train identity matching. All generalized identity tests reached positive results. In the Experiment II, we carried out arbitrary matching to sample training, with a sample stimulus shaping procedure in 8 steps, and one BA symmetry test. This study aimed to verify if elements positively related in conditional discriminations (AB training, for example) might be recombined by the subject without additional training. The performance of the subject in the BA symmetry test reached 100% of correct choices, showing that it is possible to obtain the property of symmetry in arbitrary conditional discriminations with non-humans subjects. The data also suggest that additional research has to be carried out in order to contribute to specifying the necessary conditions to obtaining complex repertory such as equivalence class formation in non-human subjects.
Acesso aberto (Open Access)
Construção e validação de um instrumento para avaliação de clima organizacional no contexto público sob uma perspectiva analítico-comportamental
(Universidade Federal do Pará, 2022-08-25) BARTH, César Augusto; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X; RAMOS, Camila Carvalho; http://lattes.cnpq.br/4681656913940932
The organizational climate is defined as a set of perceptions, shared among employees, about different aspects of the organizational environment. Traditionally, organizational climate assessments are carried out through instruments comprising questions that investigate different factors of the organization. Although these instruments are intended to investigate the shared perception of workers about the characteristics of the organizational environment, they usually assess both the worker's personal characteristics and the organization's characteristics, in addition to opinions and reports of behaviors emitted by the employee. Although the climate assessment presents valuable indicators, which can support decisions about investments in key aspects of the organization, there are problems related to the way to identify and process data in organizational climate assessments. Thus, more research is needed to improve the methods and instruments used to carry out the evaluations. In the field of public administration, the inadequacy of the instruments is even greater, considering that the instruments are, in general, developed for private organizations. In this context, the present study aimed to develop and validate an organizational climate assessment instrument aimed at public administration. For this, a review of the organizational climate assessment tools that were applied or developed in the last ten years was carried out, compiling all the items that composed these instruments. Subsequently, a new instrument was developed to assess the organizational climate for the public sector, for this, the construction of the instrument was implemented through the formulation of items from a behavioral perspective. Finally, pilot applications of the instrument were carried out and the results were submitted to analysis for instrument validation. The instrument resulting from the research consisted of five factors, composed of 39 indicators. New research will be able to apply the instrument in more public organizations, being able to confirm the stability of the instrument's structure in organizations with different characteristics.
Acesso aberto (Open Access)
O efeito de vídeos de alimentação saudável sobre as escolhas de alimentos em crianças
(Universidade Federal do Pará, 2014-04-10) SOUZA, Gilvandro Figueiredo; KATO, Olívia Misae; http://lattes.cnpq.br/3612219210222465; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Videos about of nutrition education, publicity, advertising and entertainment are widely used as a means of communication. Many of them are used to encourage the consumption of foods. However, most of the time, the videos that talk about such consumption, focus on the development of broad dissemination of high in fat, sodium and sugar foods, in excess, are harmful to health. All this disclosure just promoting an increase in the consumption of unhealthy foods and, consequently, reducing the practices of good nutrition education. Based on this fact the Study 1 was conducted to evaluate the effect of videos about healthy food choices healthy food for children. What was to present, through educational videos, the various types of foods consumed by man. As participants in this study among children aged between 10 and 11 years old that might among the various types of food make your own choice. Participated in Study I, 24 children between 10 and 11 years of age, of both sexes, regularly enrolled in elementary school. The study I was divided into three stages. In the Stage I the appointment of foods was assessed with appropriate phase correction. In the Stage II, children were exposed to pre - test selection of healthy and unhealthy foods, the videos of healthy foods, the assessment of understanding of test videos, and finally again to test food choices. In the Stage III consisted only in the testing of food after a week of intervention. The results indicate that the videos showed effect on most healthy choices for children. But, this effect was temporary. In Study II, a questionnaire was applied to verify the food preferences of children in the same study 1 and 164 other children of the same grade and age. The results indicate that there is a slight preference for unhealthy foods, but in general, preference is given at a ratio of 1/1. Studies investigating the control variables of feeding behavior are extremely important for preventing obesity, promoting healthy habits and discussion of public policy Nutritionally, Industrial, Commercial and Consumer Behavior.
Acesso aberto (Open Access)
Efeitos da manipulação do número de escolhas sobre o desempenho em tarefas de discriminação simples em macaco-prego (Cebus cf. apella)
(Universidade Federal do Pará, 2010-11) QUEIROZ, Lidianne Lins de; BRINO, Ana Leda de Faria; http://lattes.cnpq.br/9930065472602966; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
There are several variables that can affect the precision of repertoire acquisition in discrimination training. The number of choices presented in the discrete trials is still one variable little explored in the context of verifying in which situations the discriminative control is more easily established. The general objective of the present work is to describe the effects of the manipulation of the number of choices on performance in simple discrimination tasks in capuchin monkeys (Cebus cf. apella). In Experiment I, the subjects were given a discriminative training with three types of trials (2, 4, and 9 choices). A stimulus control test assessed if the acquired repertoire could be maintained when the stimuli used in the three types of trials were then presented in the two-choice fashion. Additionally, in Experiment II, we evaluated if the correct responses in previous discrimination training occurred due to selection of the S+, rejection of the S-, or mixed control (selection and rejection). This evaluation was carried out through a mask procedure. The results in Experiment I suggest that the exposure to a larger number of choices is an efficient strategy to establish the discriminated responses since the performance was accurate even when the number of choices was reduced to two. The results obtained in Experiment II show different data for the two subjects. M30 showed control by rejection and preference for mask and M31 showed mixed control. The present research shows a path to a more complete analysis of stimulus control in studies on the manipulation of the number of choices and indicates that this variable may be an efficient way to reduce the difficulty in acquisition of discriminations in applied context.
Acesso aberto (Open Access)
Efeitos de pareamento estímulo-estímulo sobre respostas a vozes e faces em crianças diagnosticas com autismo
(Universidade Federal do Pará, 2015-03-06) MOREIRA, Jenifer Léda Muniz; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Children diagnosed with Autism Spectrum Disorder (ASD) may have, among other deficits, low frequency of visual contact (look at the face of another person) and little interest in human voices. This can affect the social development and acquisition of verbal repertoire. This study aimed to evaluate the effect of stimulus-stimulus pairing procedure on: (1) the preference for human faces and voices of two children diagnosed with autism and (2) the performance of such participants in a set of social tests. The procedure was divided into two phases: 1) face conditioning and 2) voice conditioning. Phase 1 comprised baseline evaluation (multiple measures of responding to face figures and face itself) and face conditioning (“face-figure/reinforcer” pairing and “face/reinforcer” pairing). Phase 2 consisted of assessment of preference for voices, followed by voice conditioning, in which the reproduction of recorded voices was paired with the reinforcers. Frequency and duration of attend to voices and faces were measured in pre and post tests. The results show that measures based on response time were more appropriate to assess the effects of manipulation, with more evident effect of “voice-reinforcer” pairing than visual pairing. This study describes advances with respect to operant repertoires (observing responses) that result in exposure to human faces and voices in children diagnosed with autism. It is suggested that future studies explore possible functional relation between voice and face conditioning on the acquisition of other repertoires such as joint attention response, joint attention initiation, as well as verbal repertoires, such as tact and mand.
Acesso aberto (Open Access)
Efeitos de videomodelação instrucional sobre o desempenho de cuidadores na aplicação de programas de ensino a crianças diagnosticadas com autismo
(Universidade Federal do Pará, 2015-03-25) BARBOZA, Adriano Alves; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Caregiver teaching has been a promising methodology to face the arising demand of individuals diagnosed with developmental delays, especially those with Autism Spectrum Disorders (ASD). This study aimed to develop and evaluate the effect of a package of instructional videomodeling on the performance accuracy of caregivers in implementing teaching programs to children diagnosed with ASD. The videos used had, as essential elements: exhibition of multiple exemplars, subtitles, narrations, and visual cues throughout the video. A multiple-baseline design across participants was used to measure the effect of the videomodeling procedure on the performance accuracy of the caregivers. Three parents of children diagnosed with TEA participated: Alice, Cassio, and Fernanda, who presented, respectively, 6%, 25%, and 45% average accuracy throughout baseline measures. After videomodeling procedure, performance accuracy reached 83%, 88%, and 80% average accuracy. Considering such results, we believe that the procedure of instructional videomodeling is promising to disseminate behavioranalytic intervention, in a less resource demanding way. Subsequent research should improve the intervention package here described, in order to obtain better results and provide a tool to disseminate behavior analytic intervention to wider portions of the affected population.
Acesso aberto (Open Access)
Ensino de relações arbritárias e busca de simetria em Cebus apella
(Universidade Federal do Pará, 2010-02) FONSECA, Abraão Roberto; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
For some theorists, the lack of control over procedural variables has made difficult documenting equivalence classes in nonhuman subjects or human participants with developmental disabilities. The present research was divided in two experiments. The Experiment I aimed to evaluate the combined use of procedures such as “specific reinforcement”, “variations of S-“, “blocks of trials gradually smaller”, and “omission of previous S+ on the next trial block” in arbitrary relations training and symmetry test. A young male capuchin monkey (Cebus apella), Guga, served. The procedure comprised the following phases: pre-training, simple discrimination training, arbitrary relation training (A1B1 and A2B2), and symmetry test. The results show that Guga finished the arbitrary training in 39 sessions. The results of symmetry test show accurate performance for one relation and chance level accuracy for the other, with accurate performance in the first test trial for both relations. In Experiment II, two new relations (A3B3, A4B4) were added to the baseline (A1B1, A2B2). The results of the symmetry test for the new relations show accurate performance concerning to one relation and 75% of accuracy for the other. The present study encourages the development of procedures to reduce stimulus control incoherence and reinforces the possibility that the difficulty to document equivalence class formation in nonhumans relays on procedural variables.
Acesso aberto (Open Access)
Estudos sobre controle de estímulos em macacos-prego
(Universidade Federal do Pará, 2011) CRUZ, Ilara Reis Nogueira da; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
In stimulus control studies with non-humans, incoherence between the planned control relations and the actual stimulus control established in training is frequently found. For that reason, the Experimental School of Primates develops different teaching procedures, aiming to make easy the establishment of conditional relations in capuchin monkeys. The present work consists of one collection that comprises three research reports formatted as papers. Chapter 1 describes a study, comprising two experiments, evaluating the stimulus shaping procedure to establish arbitrary conditional relations. In Experiment I, two monkeys, M12 and M15, quickly acquired the discriminations, and a third subject (M09) required long train. In Experiment II, the procedure was modified and a new train was carried out with subject M09, resulting in a better performance. Stimulus control digression was however found, making difficult concluding the stimulus shaping process. Two capuchin monkeys participated in the study presented in Chapter 2, with the purpose of evaluating, through the blank comparison procedure, the stimulus control relations (selection of S+, rejection of S- or both – mix control) during identity matching training. Subject M09 firstly presented reject control, for one of the identity relations and mix control for the others tested relations. Subject M16 presented mix control for all tested relations with the blank comparison. Still on stimulus control, Chapter 3 presents a study to verify if the use of specific reinforcer stimuli in identity conditional relations is enough to make such reinforcement stimuli function as nodal in equivalence class formation with capuchins monkeys. The study demonstrated that specific reinforcement was not enough for class formation. Its possible that similar proprieties between stimuli belonging to different potential classes have made difficult the training, besides the fact that the specific reinforcers used may have not been enough distinct to function as nodal.
Acesso aberto (Open Access)
Formação de classes de equivalência através de reforçamento específico em crianças com dificuldades de aprendizagem
(Universidade Federal do Pará, 2007-08-01) PORTO, Allana Ribeiro; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
In Behavior Analysis, several studies have been carried out in order to understand how behavior can be productively controlled by arbitrarily related events, through equivalence class formation. The inclusion of reinforcer stimuli in the classes has been pointed as a possible facilitator of their formation. The present study aimed to evaluate the formation of equivalence classes mediated by reinforcer stimuli with children with mild learning difficulties. By using normally developing children and in a larger number we intended to obtain data with less across subject variability, which is commonly found in this kind of research. It was used specific reinforcement with fourteen children that showed mild learning difficulties at school (Experiment 1). The experiment comprised 10 phases. In all phases, there were specific reinforcers (fruit or toys) to each of the potential classes. Initially we carried out an identity matching-to-sample procedure with the stimuli of the sets A (A1 and A2), B (B1 and B2) and C (C1 and C2) in a continuous reinforcement schedule, followed by an intermittent reinforcement schedule. Then, tests for emergent relations ABBA, ACCA, and BCCB were carried out. Before each test, we returned to the baseline training. Data from Experiment 1 show great across subject variability. The Experiment 2 was to investigate the effect of two different kinds of pre-training on the performance in tests for class formation. Six children participated and they were divided into two groups. Group 1 was trained with identity matching-to-sample and Group 2 with arbitrary matching-to-sample. The results confirm partly the hypothesis that arbitrary MTS as pre-training may reduce across subject variability in this kind of research, because high rates of variability were found in this study. Further research will explore this possibility more systematically.
Acesso aberto (Open Access)
Formação de classes de equivalência via consequências específicas em crianças com autismo
(Universidade Federal do Pará, 2014-02-25) SANTOS, Eugênia Andréa Leão; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Some previous studies, reporting equivalence or functional class formation with classspecific consequence procedures, found inter-subject variability due to loss of reinforcers efficacy. In the present study, we evaluated (1) the efficacy of introducing variations of events (within a category) as class-specific consequences and (2) the inclusion of such consequences into the equivalence classes. Two children diagnosed with autism participated. They were given identity matching to sample training (stimulus set A) and simple discrimination reversal training (stimulus set B). A variety of videos of a same theme plus a variety of food within the same category (such as sweet or salty) were used as class-specific consequences. Probe trials tested for the emergent arbitrary relations AB and Consequence-A relations. Both participants showed 100 percent of accuracy in baseline discriminations after four 24-trial training sessions. The accuracy criterion for performance in test blocks, to consider that the tested relations emerged, was (a) choose the stimulus S+ in the first test trial of each tested relation and (b) choose the S+ on at least five out of six trial in the test block. Performance of both participants reached the criterion and showed the inclusion of the classspecific consequences in the classes. The data reported here (1) show that the use of classspecific consequences comprising a variety of elements was efficient to maintain reinforcement efficacy; (2) confirm theoretical predictions on the inclusion of reinforcers into the equivalence classes, and on the possibility of equivalence relations in three-term contingencies; (3) encourage the use of similar procedures in applied context.
Acesso aberto (Open Access)
Intervenção ao autismo via ensino de cuidadores
(Universidade Federal do Pará, 2014-07-16) BORBA, Marilu Michelly Cruz de; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X
Autism Spectrum Disorder is a developmental disorder highly prevalent in the world population. Behavior-Analytic Intervention to autism is being pointed internationally as one of the most effective ways of intervention, provided that it is individualized, intensive, early, and extensive. Under such conditions, although highly effective, Behavior-Analytic Intervention is inaccessible to most of the affected population in Brazil. Having said that, intervention via caretakers may result as an efficient and viable alternative. Nevertheless, research on the efficacy of such ways of indirect intervention are rare, particularly in Brazil. The purpose of the present work was to develop an intervention program via caretakers and evaluate its efficacy to teach basic skills (“sit down”, “wait”, “greeting”, “attend when called by name”, “visual tracking”, “imitation with and without objects”). Six children diagnosed with ASD (with ages up to six years old) participated together with their respective caretakers. The caretakers were given conceptual and practical teaching and were supervised one a week. The teaching programs were carried out mainly by discrete trial. The results show efficacy of the intervention via caretakers, with the teaching programs being well succeeded to develop the above mentioned basic repertoires. Also, this research documented maintenance and generality of the taught repertoire. Additionally, the present dissertation includes other two components that are reports of basic research on the acquisition of tacts and mands, carried out in the context of the caretaker-based intervention program reported in the first component. The viability of such subsequent studies shows that a well-designed environment to deliver behavior-analytic services is also adequate to the development of basic research on procedural variables implied in the acquisition of specific repertoires.
Acesso aberto (Open Access)
Intervenção implementada por profissional e cuidador a crianças com TEA
(Universidade Federal do Pará, 2017-08-28) OLIVEIRA, Juliana Sequeira Cesar de; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Applied Behavior Analysis (ABA) has been shown to be effective in intervention for people with autism. In Brazil, analytical-behavioral services are not accessible to a large portion of the population, which does not have the financial means to afford high intervention costs. More accessible intervention can be through by caregivers teaching. There is a considerable amount of studies in the international and national literature showing that parents may be able to apply teaching accuracy to children with autism. In this sense, a question arises: how comparable is the result of intervention implemented by caregivers and professionals? Thus, the objective of the present study was to compare the application of the caregiver application in relation to the application by professionals in training with children with autism. Three children with autism, their caregivers and five professionals participated in the study. The sessions happened at UFPA and at the children's home. The experimental design used was the use of multiple probes between teaching programs with alternation between treatments (implementation by caregivers and by professionals). The dependent variable was the percentage of accuracy of performance of the child in each teaching program. The results show no critical difference between caregiver and professional implementation. An average number of attempts for Lucila to archive criterion in the teaching programs was 78 trials (professional) and 58 trials (caregiver), with a standard deviation of 11.3 and 18.7 respectively. An average number of trials for which Lucas to archive the criteria of 49.9 trials (professional) and 58.8 (caregiver), with the standard of 19.9 for both interventions. For Daniel, the intervention was interrupted to start a specific training of inappropriate behavior management for the caregivers. The results of this study are the beginning of a major research line on ABA concerning to autism and it suggests that caregiver implementation can be as efficient as the professional implementation.
Acesso aberto (Open Access)
Procedimentos para determinação e identificação de relações de controle em tarefas de IDMTS em Cebus apella
(Universidade Federal do Pará, 2008) BEZERRA, Débora da Silva; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Obtaining Type S and Type R control relations in Identity MTS (IDMTS) tasks may make possible the development of an accurate observing repertoire towards all the stimuli (S+ and S-). In this work, a sequence of procedures was used to generate or identify possible stimulus control relations present in IDMTS training and tests. The purposes of the present work were: a) verify the viability of the use of the mask procedure (blank comparison procedure) to identify or determine stimulus control relations in IDMTS tasks with capuchin monkeys, and b) evaluate the efficacy of this procedure to test for stimulus control relations. Two male capuchin monkeys (Cebus apella) with previous experimental history participated. An experimental chamber equipped with a PC and touch screen monitor was used for stimulus presentation and response recording. In Experiment I, the subjects were given two-choice IDMTS training, mask procedure training, and biasing procedure training with the purpose of generating Type S and/or Type R stimulus control relations. Then, tests for stimulus control relations with mask procedure and new stimulus procedure were carried out. In Experiment II, we trained four-choice IDMTS tasks and tested for stimulus control relations via mask procedure. The results from Experiments I and II suggest that mask procedure was not effective to produce Type S and Type R stimulus control simultaneously, as well as the biasing procedure was partly effective to generate the expected Type S stimulus control. Forthcoming research, including better preparation for the blank comparisons effectively function as masks, has to be carried out. Research on this topic may bring up procedural variables that occasionally may be implied in the difficulty to obtain, for example, equivalence class formation in non-human subjects.
Acesso aberto (Open Access)
Reversões repetidas de discriminações simples e formação de classes funcionais em animais
(Universidade Federal do Pará, 2008) COSTA, Thiago Dias; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Methodological aspects may be direct or indirectly responsible for the difference between data obtained with non-human subjects and human participants when submitted to studies on class formation. The present study investigated the effect of the use of repeated reversals of simple discriminations on the acquisition of behavior compatible with functional class formation with captive Cebus apella. In Experiment I, two capuchin monkeys (Cebus apella) were given simultaneous simple discrimination training and reversals with six pairs of visual stimuli in the context of foraging. Responses to the stimuli (differently colored wooden boxes) assigned as S+ were reinforced with food available in the boxes. One different kind of food for each potential stimulus class was used as reinforcer. After repeated reversals in the contingencies between the two stimulus groups, tests for functional class formation were carried out. Each test consisted of a contingency reversal with four (two of each potential class) out of the six stimuli (with the remaining two stimuli kept absent) and later reinsertion of the absent stimuli, after highly accurate performance on the reversed discriminations. The first choice response to the reintroduced pair of stimuli was analyzed: if this response was consistent with the reversed contingencies, this was considered as an evidence of class formation. Multiple tests were carried out, each time with one different stimulus pair being removed. Evidence of class formation was found in all tests. In Experiment II, one of the subjects was given simultaneous simple discrimination training with shifts of the stimulus positions between sessions and class-specific reinforcer was removed: a third reinforcer was employed in both classes. The same tests described in Experiment I were conducted but with shifts of stimulus positions between sessions and no class-specific reinforcer. Evidence of class formation was found, again, in all tests.