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Navegando por Autor "OLIVEIRA, Juliana Sequeira Cesar de"

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    Aquisição de repertório intraverbal via instrução baseada em equivalência em crianças com TEA
    (Sociedade Brasileira de Psicologia, 2018-09) SILVA, Álvaro Júnior Melo e; KEUFFER, Sara Ingrid Cruz; OLIVEIRA, Juliana Sequeira Cesar de; BARROS, Romariz da Silva
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    Discriminação auditiva-visual em deficientes auditivos pós-linguais com implante coclear
    (Universidade Federal do Pará, 2017-09) PEREIRA, Fabiane da Silva; LOBATO, Suelen Nicole da Silva; OLIVEIRA, Juliana Sequeira Cesar de; CORDEIRO, José Cláudio de Barros; GALVÃO, Olavo de Faria; YAMAGUCHI, Cyntia Tzue
    Aiming the evaluation of listener-behavior training on speaker-behavior, specifi cally if individuals with hearing impairment and cochlear implant would: (a) learn audio-visual conditional discriminations with conventional and non-conventional words; (b) form stimulus classes; (c) present generalized responses to other audio frequencies; and (d) transfer the acquired hearing competences to speaker repertoires, two adults with post-lingual hearing loss and cochlear implant were exposed to a seven phases’ matching to sample conditional discriminations teaching program consisting of: 1) Pre-training of auditory-visual tasks using fading out; 2) Pre-test of naming to evaluate the speaker behavior, 3) Teaching relations between dictated words and fi gures; 4) Teaching relations between dictated and written words, 5) Test of class formation; 6) Test of hearing generalization; 7) Post-test of naming. The participants learned the directly taught relations, demonstrated class formation and generalization. Comparing pre- and post-tests, they showed higher correspondence between their speaker behavior and verbal community’s speaker behavior. The possibilities of this methodology for speaking rehabilitation in this population is discussed.
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    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.
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