Navegando por Orientadores "SOUZA, Carlos Barbosa Alves de"

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Acesso aberto (Open Access)
Uma análise de procedimentos para a indução de nomeação bidirecional
(Universidade Federal do Pará, 2020-10-06) SANTOS, Edson Luiz Nascimento dos; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The present thesis consists of a literature review and an experimental study with the aim of analyzing procedures that are used to induction of bidirectional naming (BiN). The theoretical study carried out a systematic review of experimental studies on BiN in order to identify and analyze, considering the new classification proposed by Hawkins, Gautreaux and Chiesa (2018), the profile of the participants, the subtypes of BiN that the studies sought to assess and the teaching procedures used, the procedures used to test the emergency of BiN, and the BiN effectively evaluated. It was observed that 16 studies were realized with participants with atypical development, and that the majority used (1) identity matching-to-sample with the experimenter tacting the sample stimulus (IDMTS+tact) training and tact and listener tests in the evaluation of ‘speaker unidirectional naming’; and (2) ‘multiple exemplar instruction’ (MEI) as procedures to induce ‘speaker unidirectional naming’. The experimental study aimed to verify the effectiveness of a MEI procedure to induction of BiN and to assess whether presenting joint bidirectional naming is sufficient to demonstrate incidental bidirectional naming in four children with ASD. One participant demonstrated joint bidirectional naming after MEI and joint incidental bidirectional naming with new stimulus. The second participant passed the tests of listener unidirectional naming and other two, who had joint bidirectional naming at the pre-test, also had incidental bidirectional naming. The results are discussed in the light of the current literature.
Acesso aberto (Open Access)
Aprendizagem observacional em crianças com autismo: efeitos do ensino de respostas de monitoramento via videomodelação
(Universidade Federal do Pará, 2015-07-22) BRASILIENSE, Izabel Cristina da Silva; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Has been pointed that video-modeling seems to promote the observational learning in individuals with Autism, included verbal repertories. However individuals with Autism often exhibit difficulty to learn by observing the actions of others. One method to provide observational learning it is previous training of monitoring pair’s actions. Nevertheless, monitoring training studies has been accomplished in-vivo pairs, making them more expensive and committing experimental control. This study investigated the possibility of establishing monitoring response via video-modeling. Furthermore, investigated if observational learning of tacts and textual could emerge by acquisition of monitoring repertory. Two children with autism participated. Observational learning tests via video-modeling were performed. Then the tact monitoring training via videomodeling was implemented in three steps: (1) teaching of monitoring behavior; (2) attempt to the model’s responses and (3) attempt to the model’s response consequence, not knowing the objects’ tacts. Afterwards, tests for tacts and textual were conducted via video-modeling. Two children acquire monitoring repertory in four sessions, indicating that monitoring training via video-modeling can be an effective and economic alternative for monitoring training. The acquisition of monitoring repertory beneficed the acquisition of tact and textual via observational learning for one of the participants. It is discussed the potential effects of video-modeling to train precurrent behaviors necessary for observational learning and the necessity of continuing researchxii in this area for better comprehension of variables that influence the acquisition of observational learning.
Acesso aberto (Open Access)
Atenção conjunta e repertórios verbais em crianças com autismo
(Universidade Federal do Pará, 2016-03-29) SILVA, Flávia Teresa Neves; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
This work brought together a literature review and two experimental studies in order to investigate the relationship between joint attention (JA) and verbal repertoires in children with autism. The first study reviewed studies based on Behavior Analysis methodologies and procedures that investigated the teaching of JA for children with autism, trying to describe and analyze the variables involved in teaching joint attention responses (JAR) and initiation of joint attention (IJA). The first experimental study investigated in three children with autism functional relationships that could be established between social conditional discriminative stimuli/reinforcers and JA, tact and mand. The second experimental study evaluated in three children with autism who had joint attention the relationship between expressive and receptive vocabulary. The literature review showed that Behavior Analysis provides efficient technologies to teach JAR and IJA, but that JAR is more easily installed than the IJA. The results of empirical studies 1) indicate that the JA is important for children with autism properly establish the object-name relationship displayed by adults and thus expand and generalize these learned verbal relations; and 2) have suggested the need for expansion of reinforcing community of this population and the intensive tact instruction in order to increase the opportunities that the child will recruit adult attention as a conditioned social reinforcer.
Acesso aberto (Open Access)
Avaliação da adequação dos níveis de funcionalidade do VB-MAPP em uma amostra de crianças brasileiras.
(Universidade Federal do Pará, 2017-06-26) KEUFFER, Sara Ingrid Cruz; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is a criteria-based assessment tool that can be used as a curriculum guide and repertoire development monitoring system for children with autism and other developmental disorders. The three levels of VB-MAPP were established from typical child development milestones derived primarily from studies with US or European children. Considering the socioeconomic and cultural differences that exist between the United States/Europe and Brazil, this study analyzed the adequacy of VB-MAPP functional levels for the evaluation of verbal, social and motor repertoires of a sample of 61 Brazilian children with typical development, living in Belém do Pará, of both sexes and aged between one and five years. The results showed that the functional levels proposed in the VB-MAPP were adequate to evaluate repertoires of a sample of Brazilian children with typical development, increasing the data on the external validity of the instrument. Based on these results it is suggested the relevance of the use of VB-MAPP in the Brazilian context.
Acesso aberto (Open Access)
Avaliação de um sistema on-line de instrução personalizado na aprendizagem conceitual e procedimental de professores da educação especial
(Universidade Federal do Pará, 2025-01-30) COSTA, Malena Russelakis Carneiro; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Behavior-analytic procedures have been identified as effective for training teachers working in special education. However, most are implemented in a face-to-face and individualized manner, leading to a lower cost-benefit ratio compared to online training. This study evaluated the efficacy of a Personalized Online Instruction System (POIS) in teaching declarative knowledge about autism diagnosis, basic concepts of Behavior Analysis, and the implementation of three behavior-analytic procedures (Multiple Stimulus Without Replacement Preference Assessment, Brief Functional Analysis, and Functional Communication Training) to thirty-five special education teachers. All teachers completed the POIS modules, organized sequentially and individually, including video instruction, written material, and written and computerized feedback. Progression between modules was contingent on meeting minimum performance criteria in posttests. Nine participants underwent generalization tests to verify the practical application of procedural knowledge in simulated trials with confederates. These tests involved implementing the three learned behavior-analytic procedures, assessing the accuracy of correct responses. Results indicated that the POIS was effective in teaching declarative knowledge. However, in the generalization test, no participant met the criterion to independently implement the procedures, thus requiring additional training with feedback. This study contributes to the development of efficient and accessible teacher training methodologies, which highlights the importance of combining online instructional systems with in-person strategies to maximize learning and practical application of behavior-analytic repertoires in special education.
Acesso aberto (Open Access)
Avaliando e ensinando técnicas da taxonomia Lemov para professores do ensino fundamental
(Universidade Federal do Pará, 2017-06-26) MARTINS, Jade Cristine Trindade; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The literature on Behavior Analysis may contribute to the educational system, despite the little influence exerted in pedagogical practice. The performance of the students is functionally related to that of the teacher, making important the investment in professional training. The Lemov taxonomy cataloged teaching techniques based on the behaviors of teachers with students with excellent academic performance, presenting similarity with the behavioral perspective. The objective of this study was to evaluate the training of Lemov taxonomy techniques with four elementary school teachers. A pre and post-training record was made of the occurrences of the techniques in the classroom, and trained the techniques ‘No opt out’ and ‘Stretch it’, containing booklets and role-play with feedback, components of behavioral skills training. After intervention there were few occurrences of the trained techniques, but there was an increase in related techniques, indicating a partial effect on teachers’ behaviors. The need for in situ training, modeling and simplification of training criteria are discussed.
Acesso aberto (Open Access)
Avaliando o uso de reforçamento em um procedimento de correção no ensino de tato para crianças com autismo
(Universidade Federal do Pará, 2015-03-30) CARNEIRO, Ana Carolina Cabral; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
An important aspect of intervention for people with autism based on Applied Behavior Analysis is that procedures should be used to reduce errors while learning a repertoire, considering the effects that errors may have on the learning process. Some studies have investigated the effects of correction procedure that requires active student response after the repetition of a trial with error. Some intervention manuals recommend do not reinforce answers corrected in the correction procedure with active response to prevent the establishment dependence of prompt used for correction. This study investigated the effect of reinforcement in an active-response correction procedure during the tact training in four children with autism. In an intra-participant design an echoic to tact training was made (initial training with simultaneous echoic prompt and then with a 3 s. delayed prompt) with adapted alternating treatment - one condition with reinforcement after corrections and the other condition unreinforced. All participants needed less correction trials in condition with reinforcement than in unreinforced correction condition, and participant‘s performance was superior in training condition with reinforcement after correction in nine of the twelve stimulus sets used in the study. We discuss the effectiveness of the reinforcement after the correction procedure, the absence of reinforcement dependence in this procedure, and the applied implications of the results.
Acesso aberto (Open Access)
Avaliando procedimentos de treino de profissionais na aplicação do ABLA-R (Assessment of Basic Learning Abilities Revised)
(Universidade Federal do Pará, 2017-06-23) SILVA, Oriana Comesanha e; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The ABLA-R (Assessment of Basic Learning Abilities Revised) is a useful test for assessing the discriminative abilities of individuals with autism and other developmental disorders. The studies that evaluated the teaching of the application of the most recent version of the test presented opposite results: indicating the efficacy of the test self-instructional manual or the need for additional training components. Furthermore, these studies did not evaluate the effect of feedback in training, or the effect of training in to teach professionals to apply ABLA-R. This study evaluated the effect of three training components on ABLA-R teaching for six professionals that working with people with developmental disorders: ABLA-R self-instructional manual, video feedback and role-play. Using a multiple probe design between pairs of participants, the efficacy of each component was evaluated separately and the efficiency of different combinations of these three components was evaluated. No component when used as the first training resulted in an accurate application of ABLA-R. In turn, the three training sequences of the three components used in the study proved to be effective in establishing accurate performance in applying the test to a confederate and a child with developmental disorder. The combination of the self-instructional manual with the video feedback resulted in the best performances. The importance of feedback for ABLA-R application training and ways to integrate manual and feedback use into more efficient forms of the test application training were discussed.
Acesso aberto (Open Access)
Discriminação simples auditiva em Macaco-prego (Cebus apella)
(Universidade Federal do Pará, 2009-03-11) MACHADO, Francisco José Freitas; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The acquisition of generalized discriminative relational repertoires represents a complex discriminative capability in the interaction on any species with its environment, having, for much time, being considered to be exclusively human. There are few researches on this capability in non-human primates in the auditory modality, and even less about their multimodal discriminatory repertoire, which characterizes much of the complex discriminative human behavior. This study investigated the possibility of a capuchin monkey (Cebus apella) to learn to respond appropriately to different acoustic stimuli by the use of a simple discrimination procedure. The subject was exposed to five pairs acoustic stimuli: each pair was always composed of one sound with a predominance of high frequencies and another of low frequencies; one of them with a function of positive stimulus (S +) and the other of negative stimulus (S-). The criteria adopted for the presentation of a new pair of stimuli was the achievement of a rate of response for the (S-) equal of inferior more than 25% of the rate for the (S +), for five consecutive sessions. The subject reached the criteria for all five pairs of stimuli. The effects of learning set and the physical properties of the stimuli are discussed, as well as procedural differences in regard to previous studies. These results suggest the possibility of using capuchin monkey as an animal model in research on complex discriminative repertoires.
Acesso aberto (Open Access)
Discriminação simples com mudanças sucessivas na função dos estímulos em bebês
(Universidade Federal do Pará, 2008-03) SILVA, Flávia Teresa Neves; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
This study investigated with three infants, 10 to 14 months-old at the beginning of the experiment, the acquisition of successive shifts of simple discrimination (SSSD), considering that this repertoire can facilitate the identity matching-to-sample (IDMTS) learning, a potential prerequisite for the development of more complex symbolic repertoires. The task consisted of presenting GIFs figures on a touchscreen with a display simulating an IDMTS training: in a simple discrimination trial, first one stimulus alone (SA) was showed and responses to it produced its disappearance, reinforcement and simultaneous presentation of two or three stimuli, one of them the SA, the correct stimulus (S+). Eight trials were programmed by session. The training was intended to initiate by simple discrimination with two stimuli with successive shifts until three different stimuli had functioned once as S+ and once as S- once. Afterwards, simple discrimination training with three stimuli was carried out, until each stimulus had functioned as S+ and S- (one SSSD training cycle). Later, the same procedure would be repeated with a decrease of 50% in reinforcement of the SA presentations for each training cycle, until its total withdraw. Infants reached only the first stage of SSSD training: two participants have learned SSSD with two stimuli and one simple discrimination with two stimuli. The replacement of the stimulus sets throughout the training seems to have generated the best results between the several manipulations intended to favor infants engagement in the task as well as the acquisition of the discriminations. That manipulation, characterized as multiple-exemplar training of certain discriminative repertoire, could be used to teach IDMTS to infants.
Acesso aberto (Open Access)
Discriminações auditivo-visuais e a emergência de tatos em crianças com Transtorno do Espectro Autista: uma replicação sistemática
(Universidade Federal do Pará, 2021-09-08) CARVALHO, Rhayssa Fernandes da Silva; SILVA, Flávia Teresa Neves; http://lattes.cnpq.br/9875105389453993; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Establishing auditory-visual conditional discriminations is a key step in protocols for teaching children with Autism Spectrum Disorder (ASD). However, there is a variety of procedures that have been used for teaching this repertoire. Recently, Fisher et al. (2019) showed that procedure package (which included 'conditional only' discriminative training, use of echoic response as a differential observation response, identity-match prompt with progressive delay, and error correction) favored the learning of auditory-visual discriminations in four children with ASD, and the emergence of tacts of the visual stimuli for two of them. The present study performed a systematic replication of Fisher et al. (2019), removing initially the requirement for echoic responses from the procedure package, in order to evaluate the role of this component in the acquisition of auditory-visual discriminations and tacts in children with ASD. A multiple baseline across stimuli design was used. The results showed that echoic response requirement was necessary for the participants to learn most of the auditory-visual discriminations, and that two participants presented emergence of tacts to some of the visual stimuli. The procedure package efficiency on teaching listener responses, possible treatments interference effects, component analysis, and the role of echoic on the emergence of tacts are discussed.
Acesso aberto (Open Access)
Efeitos do número de pareamentos no uso do procedimento de observação de pareamento de estímulos para ensinar tato e resposta de ouvinte para crianças com autismo
(Universidade Federal do Pará, 2017-06-23) TRINDADE, Eduardo Nascimento; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Two procedures have been proposed as alternatives to matching to sample as ways to induce the emergence of repertoires not directly taught: 1) multiple exemplar instruction (MEI); and 2) stimulus observation pairing (SPO). MEI implies the rotation of teaching different responses to a stimulus (ex, tact and listener response), which favors the incidental learning of these types of responses to new stimuli from the teaching only one type. In the SPO is only required the observation of stimuli presented next to each other, without differential reinforcement. The results of some studies suggest that a higher frequency of pairings could lead to the emergence of tact and listener responses not taught directly, and that the stimuli pairings may affect the MEI. The present study evaluated the effect of SPO with a higher frequency of pairings by trials on the emergence of tact and listener responses in three children with autism, and the effect of SPO in teaching these responses through MEI. For two participants, the SPO with more pairings by trials favored the emergence of the listener repertoire. These participants only learned tact responses after MEI. SPO had a facilitating effect on MEI training. The role of MEI and intensive tact training for the emergence of tact and listener repertoires is discussed, as well as the types of stimulus control that the SPO seems to favor, and the possibility of investigating the SPO in more natural situations that may favor the learning of tact without direct training.
Acesso aberto (Open Access)
Ensino de linguagem receptiva para crianças com autismo: comparando dois procedimentos
(Universidade Federal do Pará, 2014-03-30) COSTA, Glaucy Oliveira; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Receptive language has been taught to children with autism in professional practice context, basically through two procedures: Simple-Conditional Discrimination (SCD) – the teaching begins with visual simple discrimination and evolves to auditory-visual conditional discrimination (AVCD); and Conditional Discrimination (CD) – the teaching begins directly with AVCD. Recent results suggest that CD procedure seems to be more effective to establish the repertoire. However, in a basic research context, it has been suggested that a less gradual SCD procedure can be more effective to teach receptive language. This study compared training effectiveness of two procedures that had the objective to teach receptive language to three children with autism: 1) the SCD procedure which employed blocks of trials, with the size of the blocks decreasing gradually until sample presentation was randomized, and 2) traditional CD procedure defined by sample randomization of the trials since the beginning of the training. Three different sets of three figure-spoken word relations were used for each one of the two types of procedure. CD training was more effective to establish receptive language but SCD training was more effective to maintain the repertoire. The implications of these results for the applied area and directions for further research are discussed.
Acesso aberto (Open Access)
Ensino de Mandos para Autistas: Revisão Sistemática e Análise da Relação com Nomeação Bidirecional e Incidental após Ensino Intensivo de Tato
(Universidade Federal do Pará, 2025-06-30) MARTINS, Jade Cristine Trindade; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Applied. Applied Behavior Analysis has sought to develop instructional technologies for teaching verbal behavior, with the mand being the most studied verbal operant. Verbal behavior may be absent or poorly developed in the repertoire of autistic individuals, especially when considering learning in natural environments. Mand training promotes functional communication and reduces interfering behaviors, as demonstrated by the growing body of research on the subject. Although still underexplored, the emergence of generalized mands may be related to the establishment of the integration of listener and speaker repertoires, characterized as the bidirectional naming behavioral relation. Considering gaps identified in both the reviews of mand training and the investigations on the emergence of mands and their relationship with listener-speaker integration, two independent studies were designed. Study 1 consists of a systematic review of 176 studies on mand training for autistic individuals, published up to 2020, aiming to categorize and analyze the relationships among participant profiles, intervention components, and outcomes. Most studies were conducted in school settings, included participants up to 10 years old with pre-existing verbal repertoires. The most frequently used independent variables (IVs) were differential reinforcement and prompting for response emission, manipulation of the motivating operation, and functional communication training. The most frequent dependent variable was item-specific mand. Studies on the emergence of mands without direct training were scarce. Different procedures for mand induction were cataloged, with the presentation of the reinforcer being the most commonly used. Most studies were at least partially effective in promoting mand acquisition. A more detailed analysis of the relationship between participant profiles and the effectiveness of the IVs is recommended. Study 2 investigated the effects of Intensive Tact Instruction (ITI) on the nduction of mands, bidirectional naming (BN- where teaching listener responses results in the emergence of speaker responses, and vice versa), and incidental bidirectional naming (IBNwhere incidental exposure to the names of objects/events results in the emergence of listener and tact responses for those stimuli). It also aimed to analyze potential relationships among these repertoires. ITI involved 100 teaching trials per session for three stimulus sets from five categories, including images of preferred items. Mands, BN, and IBN repertoires were tested before and after ITI for each stimulus set. All participants demonstrated mands; two participants demonstrated both BN and IBN, while one demonstrated BN and the listener component of IBN. The relationship among these repertoires is discussed, as well as the need for more detailed studies on this topic.
Acesso aberto (Open Access)
Ensino intensivo de tato e a indução de comportamento verbal em crianças com Transtorno do Espectro Autista
(Universidade Federal do Pará, 2023-12-04) KEUFFER, Sara Ingrid Cruz; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The present doctoral thesis consists of: 1) a systematic literature review that analyzed experimental studies evaluating the effect of Intensive Tact Instruction (ITI) on the induction or increase of verbal repertoires, and 2) an experimental study that investigated the effect of ITI on the induction of Full Naming (FN - emergence of speaker and listener responses to objects/events after mere incidental exposure to their names) and Bidirectional Naming (BN - speaker responses to objects/events are taught, and listener responses to these objects/events emerge, and vice versa) in children with Autism Spectrum Disorder (ASD). The systematic review analyzed 10 studies, describing the participants' profiles, environment, and experimental design, parameters of independent variable implementation, results, effect size of the independent variable (Tau-U), and the methodological quality (MQ) of the studies. It was found that the majority of studies: a) were conducted with children with ASD in schools with an analytical-behavioral basis, using a multiple-probe design between participants; b) implemented ITI with 100 daily tact trials (5 times per week), with five sets of stimuli; c) showed positive results for the induction/expansion of tacts (with Tau-U from moderate to strong), mixed results for intraverbals (with Tau-U from weak to moderate), and no effect for mands (small Tau-U); and d) had adequate MQ. No study adequately assessed the effect of ITI on the induction of NC or BN. Three children with ASD participated in the experimental study. After implementing ITI with three sets of stimuli, two children showed emergence and generalization of BN and FN (one of them maintained both repertoires, and the other maintained BN). The third child showed emergence of BN and the listener component in FN tests. The results are discussed in light of the current literature.
Acesso aberto (Open Access)
Ensino Intensivo de Tato: efeitos da redução da intensidade na indução de nomeação bidirecional e incidental em crianças com autismo
(Universidade Federal do Pará, 2024-09-12) BASTOS, Isabelly Costa; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201; LOBATO, Andréa Fonseca Farias; http://lattes.cnpq.br/7074169433113207
The consolidation of the Bidirectional Naming (BN) repertoire as the generalized behavioral relation known as Incidental Bidirectional Naming (IBN) is considered fundamental for effective language development. Previous research demonstrated that an intensive tact training (ITT) procedure with 100 trials per day, implemented three times a week, successfully induced both IBN and BN in two autistic children. This study evaluated the effects of a ITT protocol with 50 trials per day, administered three times a week, on the induction of BN and IBN in three autistic children. The participants were exposed to: BN and IBN pre-tests; ITT teaching; BN and IBN post-tests; and BN and IBN generalization and maintenance tests. Results showed that, following ITT with up to three sets of stimuli, only one participant demonstrated BN emergence, while none demonstrated IBN emergence. This study highlights the need for further investigation into parametric variations in ITT implementation, such as the number of trials per day or week, and number of stimulus sets used, also considering aspects such as the participants' initial verbal repertoire, the reinforcing functions of antecedent and social consequence stimuli used, the reinforcing function of observation responses to stimuli, and the impact of requiring or restricting echoic responses.
Acesso aberto (Open Access)
Ensino por múltiplos exemplares e a emergência de nomeação bidirecional e incidental em crianças autistas
(Universidade Federal do Pará, 2024-09-13) CARDUNER, Bernardo Serruya; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Bidirectional naming (BN) is a behavioral repertoire characterized by the emergence of listener responses to objects/events after teaching speaker responses to those objects/events, and vice versa. The consolidation of this repertoire as a generalized behavioral relation leads to incidental bidirectional naming (IBN) — the emergence of both speaker and listener responses to objects/events after exposure to their names — which is considered a pivotal repertoire for language development. The multiple exemplar instruction (MEI) is a procedure that has been pointed out as capable of inducing IBN in autistic individuals. This study aimed to evaluate the effect of MEI with rotation of listener (auditory-visual match-to-sample-AVMTS) and speaker (intraverbal tact) trials, without echoic requirement, in inducing BN and IBN in two autistic children. Participants could be exposed to up to five experimental stages, depending on their performance: 1) BN and IBN pre-tests; 2) MEI; 3) BN and IBN post-tests; 4) BN and IBN generalization tests; and 5) BN and IBN maintenance tests. Results showed that MEI did not result in the emergence of BN and IBN, with participants displaying unidirectional listener naming since the pre-tests. Methodological aspects to be evaluated in future studies on the role of MEI in the induction of BN and IBN are discussed, including the effects of requiring or blocking echoics during MEI, establishing the reinforcing function of the social consequences used in teaching AVMTS and intraverbal tact, and the reinforcing function of observation responses to stimuli.
Acesso aberto (Open Access)
Ensino por Múltiplos Exemplares: Revisão sistemática de estudos experimentais
(Universidade Federal do Pará, 2020-08-28) LIMA, Lucas Cabral Aranha de; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The multiple exemplar instruction procedure (MEI) is characterized by the rapid and randomized rotation of training of different verbal repertoires in consecutive trails and has been used in the investigation of induction of 'bidirectional naming' (BiN) and promotion of interdependence between verbal repertoires (IVR). This work performed a systematic review of experimental studies that have used MEI in the conditions mentioned above, with the aim of identify and analyze the profile of the participants, tests’ structure and tested repertoires, the aim and structure of the MEI training, and the obtained results. A search in the databases Wiley, PUBMED, SciELO, Web of Science and Scopus, using the term 'multiple exemplar', resulted in 24 articles selected for analysis (12 of them used MEI to induce BiN and 12 to promote IRV). In general, it was observed that: (1) the majority of participants were children with atypical development; (2) the most used test structures were: pre/post-test through training identity matching to sample with the tact of the sample stimulus by the experimenter (IDMTS+tact) up to performance criteria, followed by tests of auditory-visual matching to sample (AVMTS), pure and impure tacts (for BiN), and pre/post-test of the repertoires trained in the MEI (e.g., tact, mand) and pre/post-test through training a repertoire with one set and testing of another repertoire with the same set, and vice versa (for IRV); and the main tested repertoires were 'speaker unidirectional naming', mand and pure tact; (3) the most used MEI structure were: the rotation of trials with IDMTS+tact, AVMTS, pure and impure tacts (for BiN), and rotation of trials with mands and pure tact (for IVR); and (4) the results were generally positive for establishing IVR and ‘speaker unidirectional naming’. It is argued that adequate tests of ‘joint bidirectional naming’ or ‘incidental bidirectional naming’ have not been conducted, and research is suggested to overcome this limitation and to advance knowledge about IVR.
Acesso aberto (Open Access)
Equivalência de estímulos com procedimentos combinados e consciência fonológica na aquisição da leitura generalizada
(Universidade Federal do Pará, 2006-05-02) CAMELO, Mislene Lima; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Equivalence class formation among pictures and spoken and printed words promotes reading with comprehension, but it does not establish the discriminative control by all the units of the word (letters and syllables). The application of combined special procedures (copy, dictation and oralization - fluently and spelled) while the teaching the conditional relations between dictated words and printed words (AC) favors the establishment of discriminative control by units smaller than the word and the textual and comprehensive reading of the words formed by recombination of those units. The explicit training of syllabic discriminations has been adopted as one of the procedures in the studies on phonological consciousness, with satisfactory results in reading tests. The purpose of the present was to investigate the effect of the two procedures on the acquisition of recombinative reading in preschool children. Three children were exposed to the equivalence and combined special procedures during the acquisition of AC relations (with the words MALA, PATO and BOCA), and four to the explicit training of syllabic discriminations in tasks of rhyme, alliteration, addition and subtraction of syllables, and graphosyllabic correspondence. After a Pre-test, participants of the first group were exposed to the test/training of AB relations (spoken words-figures), and then to AC training with combined procedures and, BC (figures - printed words) and CB tests. During AC training each trial of this relation was followed by a trial of combined procedures of spelled copy, dictation and oralization, and other fluent trial. After the emergence of equivalence relation (BC/CB), children were tested on textual reading of syllables, trained- and generalized- words (formed by the recombination of the syllables of training words). When participants performance reached the minimum of 90% of accuracy in generalized reading test, in the next day a Post-test was carried out. Otherwise, the same procedure was applied again with three generalization words (BOLA, LAMA, and CAPA). The children of the second group were initially exposed to tasks of syllabic recognition and then to tasks of rhyme, alliteration, addition and subtraction of syllables, and graphosyllabic correspondence (with syllables MA, LA, PA, TO, BO, and CA). The participant was only exposed to the training of another syllable if his/her performance reached 100% of accuracy in the task of graphosyllabic correspondence and in the experimental items of the other activities. In the next day, after the conclusion of this training phase, the Pos-test was carried out: three participants of the equivalence group and one of the phonological consciousness presented recombinative reading of some words, but none of them presented generalized recombinative reading. It is suggested that other variables may have interfered in the participants performance: the pre and extra-experimental history, the acquisition of code-related concepts (e.g. left-to-right reading) and the number of training trials. It is also suggested that, when teaching Portuguese reading skills, the combination stimulus equivalence procedures and syllabic discrimination / correspondence is an efficient method to teach recombinative reading. It is proposed that new studies evaluate the effects of the combination of these procedures in the teaching of reading skills.
Acesso aberto (Open Access)
Escola experimental de primatas: análise da coerência entre pressupostos e práticas empíricas
(Universidade Federal do Pará, 2011-06-20) NAGAHAMA, Milena Monteiro; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The development of animal models for the study of problems in human cognitive development requires, as a main factor, the existence of behavioral processes homology in repertories of the model and the humans. The Experimental School for Primates (ESP) has used the capuchin monkey (Cebus spp.) as an animal model to investigate the acquisition of generalized relational repertoires in humans. This study evaluated the empirical studies of the ESP in order to verify the consistency between their theoretical and empirical practices, especially the assumption of homology of behavioral processes among capuchin monkeys and humans. When analyzing a) the origin of the objectives and procedures of the studies (most come from animal studies), 2) if the expected results were achieved or not (in general, positive results in relation to the proposed objectives) and 3) if in studies of ESP the issue of animal model and/or applicability of the procedures used in studies to humans is discussed (it is not), it was noted that there are no empirical data supporting the homology proposal in theoretical proposition of the ESP. These results demonstrate that the scientific practice of ESP has advanced as basic research on the learning of generalized relational repertoires in capuchin monkeys, however, without providing transfer to study this phenomenon in humans. It is suggested that the way forward may be: 1) develop empirical studies that validate the homology of behavioral processes among some repertoires of human and capuchin monkeys, and 2) start implementing the findings of basic research of ESP in developing procedures for teaching relational repertoires for people with delayed cognitive development.