Dissertações em Teoria e Pesquisa do Comportamento (Mestrado) - PPGTPC/NTPC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2333

O Mestrado Acadêmico iniciou-se em 1987 e pertence ao 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).

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Desenvolvimento e avaliação de um sistema informatizado de instrução para a formação de conceitos
(Universidade Federal do Pará, 2009-03) MARQUES, Leonardo Brandão; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
Programmed Education, Teaching Machines and the Personalized System of Instruction (PSI) are behavior-biased approachs to education which guided the design of a computer-aided educational software based in choice tasks used to evaluate two instructional conditions: choices among definitions and choices among examples, with naive and experienced students. Tasks were built considering performances as training of intraverbal operants relatated to concepts and allowed to verify the decrease in errors after first block of trials in all four conditions. Performances in all four conditions were similar, naive and experienced students equally benefited of the program. Data indicated transfer of learning to a post-test categorization task. Comparisons between complex questions with multiple choices between examples and definitions must be cautious. Errors concentrated in the first block of questions of each concept indicated that samplecomparison relations transferred to questions presented in the next block. Parametric manipulation in future studies may generate more evidences on variables contributing to better learning of concepts in computer programmed choice tasks.
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Efeitos da exposição continuada a regras descritivas sobre o comportamento escolar de crianças
(Universidade Federal do Pará, 2009-09-09) CRAVEIRO, Cíntia Caroline Prado; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Children histories have been used as ludic-didactic resource in installation of behaviors. In this literature, these behaviors are usually described in a descriptive rules way, describing general relationships among events.The study analyzed the efects of continued exposure to the descriptive rules presented in children histories about the frequency and time of commitment in pro-study behaviors, in four 7 to 8-years old children. The study had three stages. In the first stage, semi-structured interviews with the children teachers were made to colect some reports about children performance in school activities. In the second stage, cursive registers of children behavior in the classroom were made to identify occurence and frequency of the behaviors reported by the teachers. Then, it was possible to select and categorize the main behaviors to be observed in the study. The selected behaviors were: to Copy and Answer the exercise and to Get visa. The third stage was a base line session and six phases. In the base line session, a register of the occurence of these behaviors were made with the objective to have a base line of the frequency and duration of them. The six phases consisted of reading a child history and a register session of the occurence of the main behaviors. In each phase, a different history was read. It had a descriptive rule describing positive consequences of the selected behaviors and negative consequences of behaviors that didn't match with the selected ones. The results showed that all participants, in the last register session, increased meaningfully the time spent in copying and answering the exercise activities, as well as, the number of times that these behaviors were emitted, in relation to the base line session.They all emitted the Getting visa behavior in the register session. These results sugest that the continued exposure to the descriptive rules in children histories contributed to install or increase the frequency of the Copying and Aswering the exercise and Getting visa, as well as to increase time of commitment of children in these activities.
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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.
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Emergência de leitura recombinativa de frases em crianças de escolas públicas
(Universidade Federal do Pará, 2010-03-05) VALE, Juliana Baía do; BAPTISTA, Marcelo Quintino Galvão; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
One of the main complaints in the academy concerns reading comprehension difficulty presented by a large segment of Brazilian students, at the various learning levels. Equivalence paradigm has contributed for the understanding of the behavior processes involved in the acquisition and understanding of the texts reading repertoires. This study, through systematic replication, aimed to: 1) verify the outcome of syllable discrimination teaching in textual reading emergency of words and teaching and recombined phrases; 2) investigate the effect of a teaching procedure of discrimination of dictated and printed words (AC) in reading emergency with understanding of words and teaching and recombined phrases; 3) program a teaching procedure capable of producing few or no mistakes at all; 4) improve the procedures used by previous studies, making them more efficient and economical with less performance variability among the participants. The stimuli were auditive, visual, and auditive - visuals (syllables, words, and spoken and printed phrases, as well as printed pictures). Conditional discrimination teaching was done between words/ spoken phrases and pictures (AB Relation) syllables/ words/ spoken phrases and printed stimuli AC relation). Six experimental phases were programmed. The reading unit was gradually expanded during the phases, and by Phase V they were composed of demonstrative pronouns, concrete nouns, adjectives and intransitive verbs. All participants showed textual reading of simple and complex syllables and immediate emergency with understanding of the teaching words. Most participants promptly showed the textual reading of the words. All participants, but for one, showed emergency of textual reading of all phrases with four words. Most participants promptly showed reading with understanding of words and phrases. On Phase III, most participants showed reading of phrases with two words during the first exposition, and one female participant read correctly in the second exposition. On Phase IV, five participants showed textual reading of phrases with three words during the first exposition while a female participant after the reading emergency with understanding. In the repertoire maintenance test, most participants read all study words and phrases, except for two participants during the reading of phrases with two and three words. The performance of the participants occurred during the reading of phrases with four words. These results indicate that if the discrimination between syllables were taught directly, recombinative generalized reading emergency of words and up to four components phrases will occur without establishing the partial control, meanwhile special learning procedures will not be felt necessary.
Acesso aberto (Open Access)
Emergência de relações diretas e indiretas após treino do tipo respondente em crianças com e sem autismo
(Universidade Federal do Pará, 2018-01-29) PEREIRA, André Abraçado; TONNEAU, François Jacques; http://lattes.cnpq.br/2917023797307669
Studies have been designed using methodological alternatives to the use of operant reinforcement in contexts of training of complex behavioral relations (e.g., Leader, BarnesHolmes e Smeets, 1996). One of these alternatives consists of the training of the respondent type, which consists of presenting stimuli in pairs without providing reinforcers. Although no explicit response is required in this procedure, indirect or equivalence relations are generated (Sidman, 1994). The present study aimed to compare the effects of training of the respondent type, involving previously known visual stimuli, on the performance of children with autism spectrum disorder and typical children in tests of direct and indirect relations between stimuli. A total of 15 children, five to eleven years old, participated in the study. Five children had previously been diagnosed with autism spectrum disorder (ASD) and ten children were typical. All participants were exposed to matching between stimuli of sets A and B, and between stimuli of sets A and C. Test phases consisted of matching to sample tests (without reinforcement) involving direct (BA and CA) and indirect (BC and CB) relationships. Most participants obtained results close to chance, but with systematic differences between direct and indirect pairs. We discuss these results based on methodological aspects and characteristics of the participants.
Acesso aberto (Open Access)
Emergência de relações numéricas em crianças surdas
(Universidade Federal do Pará, 2004-03) CARMO, Ruth Daisy Capistrano de Souza; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Studies focusing on the formation of ordinal classes have reported a number of experimental findings relevant to the comprehension of sequential stimulus relations. The aim of this investigation was to replicate previous findings obtained with normal children and adults (Study 1) using a training by chaining procedure in order to ascertain whether learning in deaf children could also be maintained under conditional control, using visual stimuli and chained motor responses (Study 2). In study 1, seven children with profound hearing impared degree, sign language naives, served as subjects. A programmed procedure was used to chain responses to three sets of stimuli: A = printed number names, B = numbers presented in Brazilian Sign Language and C = abstract forms in different quantities. The values assigned to the three stimulus categories varied from 1 to 6. In Study 2, five deaf children were subjected to the same teaching procedure, although with sequential variation. Each participant was to respond, in the presence of a green-colored stimuli, presented in a A1A2A3A4A5A6 sequence; and in the presence of a red-color stimuli in the 6A5A4A3A2A1 sequence. In both studies, after having responded correctly to each sequence, an animated figure appeared on the screen, and the experimenter praised each child with signed words signifying very good, correct, or great. When an incorrect response was emitted, the screen whitened for a second, and a new configuration of stimuli was presented randomly. The sessions were carried out in a classroom in a public school for hearing-impaired students. It was used a laptop computer with software designed to present the stimuli and record behavioral data. After each trial and a revised baseline for each response sequence, tests of transitivity and connectivity were administered in order to 16 evaluate the emergence of ordinal classes, in a non-adjacent paired stimulus array with substitutability. The results showed that the participants responded quickly in both studies. In conclusion, the procedure was efficient in facilitating the acquisition of numerical concepts, and showed that emergence of equivalent stimulus classes occurred outside the matching-tosample format in hearing-as well as deaf children.
Acesso aberto (Open Access)
Ensino de discriminações de palavras com Onset/Rime e a emergência da leitura recombinativa em inglês da simbologia braille e do alfabeto romano em relevo em cegos
(Universidade Federal do Pará, 2009-08-31) LEITÃO, Graça Maria Evangelista; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
Recent studies have documented that the explicit teaching of discrimination of syllables promotes the emergence of reading of syllables of teaching and syllables with recombination of the letters of the syllables of teaching. It also readily promotes the reading of words formed by the syllables of teaching and recombined. Studies have shown the reading of new words with recombination of onset and rime as facilitator factor when the English language is taught as mother tongue. The learning of English by blind people have been documented as a factor of inclusion. This study investigated whether the teaching of discrimination of words with segmentation onset/rime facilitates the reading of new words in English, as foreign language, using Braille symbols and the Roman alphabet in raised letters. Three blind women, fluent Braille readers, participated. The study comprised three stages. Stage Ia (auditory/Braille), Stage Ib (Braille/Roman alphabet in raised letters) and Stage Ic (auditory/Roman alphabet in raised letters). In Stage I the participants were exposed to a pretest, teaching of conditional discrimination and textual reading test of training and generalization words. In Stage Ic it was applied a test of conditional discrimination. In Stages II and III were applied tests of textual reading of recombined simple (Stage II) and compound (Stage III) words and naming of objects. It was tested the relations between spoken words and objects (AB), spoken words and printed words (AC), objects and printed words (BC) and printed words and objects (CB) which documented the comprehension reading of the words in Braille and Roman alphabet in raised letters, and the emergence of copy and dictation. The three participants reached the criterion in all phases of all stages. The results showed that the teaching of discrimination of words with segmentation onset/rime facilitated the emergence of recombinative reading in English, as foreign language, with blind speakers of Portuguese, using Braille and Roman alphabet in raised letters, it also showed the emergence of reading with comprehension with the equivalence of stimuli procedure. These results indicate that new technologies for teaching, that enable greater inclusion of blind people in community, can be generated.
Acesso aberto (Open Access)
Ensino de leitura a partir de unidades mínimas a jovens e adultos
(Universidade Federal do Pará, 2002) SANTOS, Ana Cláudia Cunha dos; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
The Experimental Analysis of Behavior has contributed expressively to the production of knowledge applied to human problem solving. The behavior analysts have been producing a variety of studies that investigate the basic processes involved in the acquisition of reading and writing performances, and teaching procedures that may develop these repertoires. Some studies have obtained positive results using procedures that establish the control by minimal units of reading, syllables, starting teaching macro units, words. However, it may be possible to teach reading using other alternative procedures. This study investigates the efficacy of a teaching program that starts teaching reading from minimal units and then macro units, using behavioral technology. Four of six participants finished the program. All participants learned to read the taught words. One participant showed generalized reading when first tested, the other three participants needed repeated tests. Two participants developed construction of dictated taught and recombined words. Results indicate control by minimal units. Further research concerning stimulus control of writing dictated words, one important relation to be learned to achieve functional literacy, is necessary.
Acesso aberto (Open Access)
Ensino de leitura de frases com compreensão a alunos de 2ª série de escolas públicas de Belém
(Universidade Federal do Pará, 2004-10-22) BASTOS, Elizabeth Cristina de Menezes; BAPTISTA, Marcelo Quintino Galvão; http://lattes.cnpq.br/5106423103112681
Researchers using the stimulus equivalence paradigm have succeeded in teaching reading comprehension in human subjects of all ages with or without a history of school failure. The present study was conducted for the same purpose with five second graders, four females and one male in the 8 to 11 age range, all presenting reading problems. The following stimulus sets were employed: (1) spoken and printed syllables; (2) spoken and printed words; (3) pictures representing the words; (4) spoken and printed sentences, and (5) pictures representing these sentences. Different experimental phases were programmed involving pre-tests, training conditional relations, tests of emergent relations for equivalence and generalization, and post-tests. Syllables, words, sentences and novel words and sentences constituted the experimental stimuli. A conditional discrimination format was used, where the sample stimulus (word, printed sentence or picture ) was positioned on the left side of a rectangular card, and the comparison stimuli (three words, printed sentences or pictures) where located on the right side, separated by a vertical line. The card was used in all activities by the experimenter, who was, in turn, accompanied by an independent observer. Instructions were given verbally, and there were differential consequences for corect and incorrect responses. The control in all phaes of the activity was manual. The learning criterion was set at a 100% correct response rate. Each session lasted about 40 minutes.Equivalence tests were administered only once. On the generalization tests, wrong answers were followed by a repetition of the learning trials. Conditional relations involving spoken words, printed words and pictures (mixed AB and AC) were learned successfully. A majority of the children formed the BC equivalence relationship between the pictures and printed words, and all mastered the inverse CB equivalence relation. In addition the participants successfully named the pictures corresponding to the words (BD), read the words (CD), and were able to read new words (CD). Subsequently they succeeded in making conditional relations between spoken words and printed pictures (AC), and on trained relations between spoken and printed sentences (mixed AC). Whereas only two children formed the BC equivalence between pictures and printed sentences, the majority formed the inverse CB equivalence. Also a majority named the drawn sentences (BD), all read these sentences (CD) as well as new sentences containing recombined words (CD), and all read other novel sentences containing recombined syllables (CD). Thirty days afterwards, all of the children maintained the same level of word reading performance, and most read the same or recombined sentences. Results from this study made it possible to identify the principal prerequisites necessary to teach reading and assess comprehension involving verbal units and simple sentences based on the equivalence paradigm. It was suggested that in future investigations the verbal units might be further extended to encompass more complex sentence structures, which, aside from nouns and adjectives, would include pronouns, verbs and adverbs, among others.
Acesso aberto (Open Access)
Ensino de leitura de frases com compreensão a crianças de segunda série do ensino fundamental
(Universidade Federal do Pará, 2007-10-05) ALBUQUERQUE, Eliana dos Santos; BAPTISTA, Marcelo Quintino Galvão; http://lattes.cnpq.br/5106423103112681
The aim of this study was to verify the efficiency of teaching reading comprehension using sentences containing three types of words (a pronoun, a noun, and an adjective), based on the equivalence paradigm, and thereby extending verbal units utilized in a previous investigation. The sample was composed of five second grade children with reading difficulties from public schools in Belem, Para. There were five experimental phases including, pretests, teaching, intermediate and post-tests. The AB and AC relations were taught by use of syllables, words and sentences according to a specific stimulus modality: verbalized by the experimenter, pictorial and printed. The following equivalence relations were assessed, verbal naming and generalized word reading (Generalization I); two-word sentences (Generalization II and III), and three-word sentences (Generalization IV). The criterion for success was 100% correct responses in each trial block, with differential consequences. After the last phase the number of correct and incorrect responses without differential consequences was evaluated. The students responded consistently to the teaching criterion method. On Generalization Test I, three participants responded readily to new words. On Generalization Tests II and III, all of the participants read each new twoword sentence. On the Generalization Test IV, only two participants read all of the newly presented three-word sentences. After 30 days, of the four participants that remained in the experiment, two maintained the same level of generalized two-word sentences, whereas only one read consistently the generalized three-word sentences. In comparison with a previous study that used only two-word sentences, these results demonstrated the positive effect of the procedure. In theoretical, methodological and social terms, the findings may have educational relevance and make significant contributions to the teaching of reading comprehension. Future research using the facilitating procedures implicit in verbal unit reading, as based on the stimulus equivalence paradigm, appears especially promising.
Acesso aberto (Open Access)
Equivalência monetária em crianças surdas
(Universidade Federal do Pará, 2010-01-15) MAGALHÃES, Priscila Giselli Silva; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
In the teaching of monetary skills the procedures of matching to sample (MTS) and constructed response matching to sample (CRMTS) have proven effective. However, there is a controversy about the importance of prerequisites. Experiment 1 aimed to investigate the effect of teaching on the monetary equivalence in deaf children with different mathematical repertoires. A total of ten children participated. They were enrolled in a specialized school for deaf students, where the sessions were carried out and were distributed in two groups: Children with greater mathematical repertoire (Group I) and children with lower mathematical repertoire (Group II). A computer was used with software (REL 5.3.3 for Windows). Initially, the participants were exposed to pre-test and a pre-training identity. Then, the teaching of conditional relations in MTS between monetary value in Brazilian Signal Language (LIBRAS) and decimal numerals (AB), monetary value in LIBRAS and figures of coins (AC) and the monetary value in LIBRAS and figures of paper money (AD), followed by tests of symmetry and transitivity. In both groups, there was emergence of relations for most of the participants. Also a CRMTS teaching figures of paper money and decimal numerals (DB') was conducted, followed by tests of symmetry and transitivity. In the tests there was variability in responses in both groups. Post-tests and maintenance tests showed consistent performance with training. Experiment 2 aimed to replicate the results of experiment 1 verifying that changes in procedure would produce monetary equivalence in deaf children. Three deaf children participated. The experimental environment, materials and equipment were the same of Experiment 1. The procedure was similar to that used in Experiment 1, but with the introduction of some experimental phases: 1) randomized trials in the training, teaching numerical components and pre-training CRMTS. Results indicate the emergence of relations for the three participants in MTS and the emergence of a few relations in CRMTS. In both experiments the complexity of the task was one of the possible explanations of the performance and the prerequisites not interfered with the learning of this type of task.
Acesso aberto (Open Access)
Estrutura e dinâmica de famílias com um filho com necessidades educacionais especiais
(Universidade Federal do Pará, 2009-06-15) FREITAS, Hilda Rosa Moraes de; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
In the Brazilian context, research on the special educational needs focuses on the study of the difficulties and possibilities for inclusion of these students in regular classes of instruction, emphasizing the processes of teaching and learning. Few studies, in Brazil, see the family as the object of analysis, while not questioning its importance in child development. Thus, based on the bioecological model and the structural systemic theory, admitting to the family as a field of development common to all members it is necessary to know how it is structured to meet the demands arising from the special needs of your child and the effects of this dynamic in the group. From this it was aimed to describe the structure and dynamics of families of children with special educational needs, in addition to: analyze the interactions and relationships established within each subsystem (family, parent, sibling) and between them, and identify the organization family, from the mechanisms of cohesion and hierarchy in accordance with the structural systemic model. As the search strategy used the study of multiple cases, two families of children with special educational needs, a deaf girl, of ten years, and a boy, of twelve years old, with learning difficulties. The tools and techniques applied were: Roadmap for Semi-Structured Interview, Inventory of Routine (IR), Systematic Observation, Diary of Field, Family System Test (FAST) and Genogram. The scores obtained in the FAST were consistent with the results of IR, demonstrating greater cohesion in parent-child dyad that the father-child dyad, the two families, and the flexibility of borders in general, the perception of family was of border rigid, in systems, family, parent and sibling, and that the distribution of hierarchy was perceived by the parental dyad, in the two families, as a sign of preference for the sibling subsystem, and domination, for the parent subsystem, which interfered in the structures relational perceived by members. In assessing the sibling subsystem, the lack of power, represented by parents and representation by the children of this variable resulted in differences of perception in the group. Therefore, this study has, through the identification of relations and perceptions of members of families, to understand its dynamics and influence of, in developmental trajectory of children and the group, from, the demands arising from the diagnosis and strategies peculiar to each family to address the special needs of their children. Realizes that the family, the school's main partner in education, must be seen as a relational system whose strategies are fundamental for the child to have stimulated their skills and, thus, overcome their difficulties.
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)
Habilidades metafonológicas e desenvolvimento de leitura e escrita recombinativas em crianças com diagnóstico de dislexia
(Universidade Federal do Pará, 2007-09-25) ARAÚJO, Márcia Wilma Monteiro de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525; http://lattes.cnpq.br/2218504886013525
The present work aimed the implementation of a model integrating the training of phonological awareness and the stimuli equivalence paradigm, using the network of conditionals relations to produce recombinative reading and writing with comprehension in children and teenagers with phonological dyslexia. Three subjects took part: RP, 9 years old, 3rd grade; JR, 13 years old, 6th grade and LV, 15 years old, 7th grade, all students of a public school in Belém, diagnosed with dyslexia by phonoaudiologists and recommended by them to this project. The program was conducted in 8 phases. Pre-tests were applied to verify the basic requisites to the reading and writing abilities and the repertoire of equivalence, loud reading, dictation and phonological awareness. The training and tests of equivalence classes were interchanged with the training of phonological awareness (awareness of words and syllables) generating the possibility of verifying the effect of each training over the participants performance. The results showed a significant improvement in the ability of reading with comprehension and writing of words and pseudo words as well as reading of picture signs (silent dictation), what made evident the need of explicit teaching of metaphonological abilities to the competent reading skill, and specially of writing, what indicates the efficiency of this model. We also came to the conclusion that the only neurological cause found in the definition of dyslexia is insufficient and inadequate since the exposition of these subjects to environmental events, in this case, specific trainings for conditional discrimination were effective to the improvement of their performance.
Acesso aberto (Open Access)
Percepções de adolescentes de escola pública e de escola privada na cidade de Belém-PA acerca de saúde e doença mental
(Universidade Federal do Pará, 2011-09-09) LUZ, Priscila Carla Costa; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
From the analysis of studies on mental health in adolescence can be considered as a relevant issue, because this age group, and establish itself as a large portion of people who need and do not seek care, is identified as a vulnerable age group and risk. So, do you need to think of more effective forms of intervention, considering the family context, cultural and social these individuals. The purpose of this study was to investigate conceptions of adolescents and their caregivers about health and mental illness, including stereotypes and accessibility to mental health services offered in the city of Belém-PA, as well as major networks of support and care strategies used by adolescents. The study included 60 adolescents of both sexes, and their caregivers. The teenagers were aged between 12 and 17 years, 30 students from public school located in a suburb, and 30 private school located in a neighborhood considered noble in Belem-Para The caregivers were female, with aged 25 to 57 years. Of the total sample of 60 adolescents were interviewed families of diverse family configuration through home visits. The instruments were used: field diary, interview script familiar script of an interview with the coordinators of the schools and self-reported questionnaires on health and mental illness. The questionnaire results were analyzed preferably by Chi-Square and G test for independent samples. All statistical processing was carried out in BioEstat software version 5.2. For the field diary and interview scripts used the content analysis. The results showed these two instruments and socioeconomic risk factors and protection of teenagers in the family. The questionnaire results showed that perceptions of public school students about mental health were associated with not be as sensitive / fragile and think positive, be optimistic. While in private school was associated with balanced feel and be very important. As the conceptions of mental illness in the public school was related to when the body is not good and professional advise when a treatment in the private school was injured and have feelings is not something you notice right away. Regarding the origin of ideas there was no real difference between the groups. Regarding religion, there was disagreement only with respect to cure mental illness. As a coping strategy was associated in the public school to speak to someone about the problem while in the private school did not seek help. The mother was identified as the principal for help in public school, private school in the main reference was the family doctor. The main barrier to public school students access to mental health service was not knowing what the psychologist / psychiatrist will do with it, and in the private school was not wanting to be taken / mocked. In both groups the main problems were reported mental health problems in school and behavior. The private school adolescents responded that they only sometimes feel alone and happy, while in the public schools have always been in good spirits and satisfied with life.
Acesso aberto (Open Access)
A recombinação de letras no ensino e emergência da leitura generalizada recombinativa em crianças da pré-escola
(Universidade Federal do Pará, 2007-01-10) MAUÉS, Alfredo de Souza; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
Some studies have demonstrated the reading of words formed by recombined syllables in pre-school children. However, the restricted control through syllables has occurred in those studies, making the generalized reading more difficult. The present study investigated the effect of the teaching of conditional discriminations among syllables in the emergence of the textual reading of those syllables and the new ones recombined by the letters of the teaching syllables, avoiding the establishment of the restricted control. It also verified the emergence of the textual and comprehensive reading of meaningful and meaningless words formed by the teaching and recombined syllables. Five pre-school children participated of the study that was divided in three Stages. In Stage I, the syllables NO, BO, NA, DO and NE were taught through a matching-to-sample procedure, and the recombined syllables BA, DA, DE and BE were tested. In Stage II, it was verified the textual and comprehensive reading of the meaningful words DADO, DEDO, BEBÊ and BOBO. In Stage III, it was verified the textual and comprehensive reading of the meaningless words NEBA, NODE, BEDO and DABO. All the participants presented the emergence of the textual reading of the taught and recombined syllables. The five participants readily presented the comprehensive reading of all the meaningful and meaningless words, documented through the equivalence relations between pictures and written words and spoken words. In Stage II, four participants demonstrated the immediate emergence of the textual reading of all the meaningful words before the comprehensive reading of them, and one participant demonstrated it after the emergence. After the reading of the taught and recombined syllables in Stage I, the reading of all the meaningful words (Stage II) and meaningless words (Stage III) occurred. The restricted control, that has been related in some studies, was not established in this present study. The recombinative reading occurred without applying the special procedures. These results indicate that if the discriminations among syllables are taught directly, the emergence of the recombinative generalized reading will occur without the establishment of the restricted control and without the application of teaching special procedures.
Acesso aberto (Open Access)
Transtorno de déficit de atenção e hiperatividade e educação musical: três estudos no programa cordas da Amazônia
(Universidade Federal do Pará, 2011-04-15) NOBRE, João Paulo dos Santos; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
Attention Deficit Hyperactivity Disorder (ADHD) is a specific developmental disorder of high prevalence observed in children and adults, including impairments in behavior inhibition, sustained attention, resistance to distraction and regulating the activity level of individual facing some situations, being frequent the excessive motor behavior and inadequate. Due these characteristics, students with this disorder have accumulated impairments in several areas of life mainly in relation with the academic development. This has encouraged research as a way of developing behavioral technology to minimize the impact of this disorder in an individual’s life. Researchers in the field of music education have interested in this area objecting acknowledge in the way how music education can help students with ADHD to develop strategies to minimize the cost of learning for them. Thus, the purpose of this study was to investigate whether the music education can serve as an intervention tool to promote changes in the behavior repertoire of students with characteristics of risk to the disorder. The research was divided in three studies: screening prevalence of the disorder, analysis behavioral changes in students with characteristics of risk to ADHD and assessment of music learning. The results indicate that within of the sample studied (N=320), 52,18% presented score of compatible characteristics with the disorder. Regarding behavioral changes, we observed expansion of the repertoire of appropriate behaviors and reduction in the repertoire of inappropriate behaviors. When was established the assessment of learning music and comparison with a student with typical development, we observed that both students had a similar development.

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