Navegando por Área de Concentração "PSICOLOGIA EXPERIMENTAL"

Agora exibindo 1 - 20 de 106

Acesso aberto (Open Access)
Adesão ao tratamento em adolescentes com diabetes tipo 1: dois estudos de caso
(Universidade Federal do Pará, 2011-04-01) SILVA, Ingrid Ferreira Soares da; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
Diabetes mellitus type 1 (DM1) is a chronic degenerative disease of major impact on the quality of life of children and adolescents. The DM1 affects predominantly children and young adults under 30 years of age with peak incidence from 10 to 14 years of age. As a chronic disease it involves changes in daily habits, and rule following becomes a key behavior to achieve such changes. This study aimed to examine factors that influenced the behavior of following the rules prescribed for the treatment of adolescents diagnosed with DM1. These rules relate specifically to the measurement of the blood glucose, the usage of the diet plan in choosing the menu and the application of insulin. The study included two adolescents aged 14 and 17 years, diagnosed with DM1, which had difficulties in controlling the disease according to medical evaluation. Also included as participants of this study were those responsible for each adolescent. The following survey instruments were used: 1) Set of interviews with the parents; 2) Inventory of parenting styles; 3) Questionnaire to evaluate the quality of life of adolescents with DM1; 4) Set of interviews with the adolescents; 5) Diabetes social support questionnaire – family version; and 6) Self monitoring forms for Treatment Compliance Behavior. The data collection was performed in the households of the adolescents. The procedure involved the following steps: 1) Selection of participants; 2) Individual interviews with the parents/guardians; 3) Individual interviews with the adolescents, including applications for inventory on their support network, characterization of the baseline behavior of measuring blood glucose, tracking diet plan, and insulin administration, interviews with positive feedback, and final interview. The results from the analysis of compliance behaviors and from the environmental factors reported by each participant throughout the research identified that the participant which emitted compliance behaviors appropriately had a good quality of life, a good level of knowledge about DM1, his parents owned a positive parenting style, perceived support provided by family, besides having a social condition satisfactory to meet the needs of the family. But the participant with a low compliance, although demonstrating a good quality of life, his parents were using a lot of negative practices, despite their parenting style being also positive, the family support perceived by the participant was inconsistent and his social status was insufficient to provide all the tools necessary for his treatment compliance. Thus, it was possible to analyze the factors that influence compliance to treatment, however further research should be conducted using a larger number of participants and also have a longitudinal character, with long-term monitoring to verify the effect of the variables described in the research along the lives of the participants.
Acesso aberto (Open Access)
Análise comparativa da ansiedade relatada em surdos e ouvintes
(Universidade Federal do Pará, 2012-09-01) COSTA, Edilane Lourenço da; GOUVEIA JR, Amauri; http://lattes.cnpq.br/1417327467050274
The group of deaf people in Brazil is considered significant. Deafness can lead to emotional disorders, among them anxiety. Thus, the aim of this study was to measure anxiety reported among deaf and hearing people, with application of the Visual Analogue Mood Scale (VAMS) standard and adapted to Brazilian sign language. The sample consisted of 62 participants were divided into hearing group (n = 31) and deaf group (n = 31) mean age of 31 (±7.53) and 31 (±7.69) years, respectively, of both sexes, paired for age, sex, income and education level . The application of VAMS were individually and data were analyzed for factors: anxiety, physical sedation, mental sedation, other feelings and the total index scale. The data was preceded by the application of the normality test (Kolmogorov-Smirnov) and equal variance test. For data that obeyed these tests, we used the Student t test to compare the factors of VAMS; between groups, between male and female, within groups and between groups; at different income levels, within the groups and between groups; in different years of study, within groups and between groups. When it was not possible to satisfy the criteria of normality and homogeneity of variance test was used non-parametric Mann-Whitney (U). It was adopted a significance level of p ≤ 0.05. We analyzed the correlation in the variables, income, education level and age with each of the scale factors, in the hearing group and the deaf group. The results showed statistically significant difference between groups in the index of physical sedation, being lower in deaf than in the hearing group. In the analysis between groups, hearing and deaf, distributed by sex, was expressed statistically significant in the factor other feelings, being higher in the deaf, both females and males in relation to the male hearing group. In the variables income and education level were statistically significant differences in the components of VAMS, anxiety, mental sedation and physical sedation, between and within groups. In the correlation analysis, the hearing group, positive correlation was found in the variable income and education level versus physical sedation and positive correlation in the variable age versus anxiety. In the deaf group was a positive correlation in the variable age versus physical sedation. We conclude that the use of scales to assess anxiety is important and valuable for field research, and VAMS adapted to Brazilian sign language was sensitive to evaluate anxiety in deaf, it facilitates the inclusion diagnosis of this specific population, which is sometimes sub diagnosed.
Acesso aberto (Open Access)
Análise da escolha individual na distribuição livre ideal: comparando diferenças e razões
(Universidade Federal do Pará, 2016-01-13) SILVA, Thaís Tavares da; TONNEAU, François Jacques; http://lattes.cnpq.br/2917023797307669
Optimal foraging theory, as a way of understanding foraging behavior, provides a foundation for the Ideal free distribution theory, which seeks to explain the choices of subjects under the condition of group competition. However, although many experiments have been performed to assess the Ideal Free Distribution (IFD), deviations have been observed in relation to the predictions of the IFD, both in other species and in humans. Sokolowski et al. (1999) have proposed an explanation for such deviations in terms of equalizing differences (nG-WG)-(nRWR) instead of ratios (WG/nG-WR/nR). Here we proposed an experiment in which individuals conducted their choices with a software that simulated the choices of subjects in a group. The software was developed in order to clarify the role of respective equations (ratioor difference-based) or choices strategies, fitting the data with a sigmoidal function. The dependent variable was the choice of every subject while being presented with artificial situations. The results showed that subjects performed their choices under the control of the two strategies, as well as others. This study brings relevant contributions to the study of individual choices, in addition to providing data that deserve to be analysed in more detail by future research.
Acesso aberto (Open Access)
Análise da formação de classes ordinais sob controle condicional
(Universidade Federal do Pará, 2010-08-20) NUNES, Ana Letícia de Moraes; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Studies have shown that the formation of ordinal classes emerge from separate sequence training. The reversal of ordinal functions becomes an important variable when a sequence is subjected to conditional control. The development of ordinal classes under conditional control has been verified when a chaining procedure was used to establish the original contingencies. The training of overlapping paired sequences (e.g. A1->A2, A2->A3, A3- >A4, and A4->A5) may lead to the true emergence of intra-sequential transitive relations. There have been no conclusive results when using an overlapping procedure with conditional control. This study investigated the emergence of ordinal relations in children when overlapping paired stimuli were employed in three experiments. The experimental sessions were conducted in a room located in an educational institution. An REL software program (Version 5.0 for windows) was utilized for stimulus presentation and response recording. The experimental task required sequential responses simultaneous stimuli displayed on the monitor, and correct responses received differential reinforcement during the training session. The purpose of the pilot study was to ascertain whether ordinal relations emerged when training involved overlapping two-stimulus sequences and functional reversals (e.g. when a green square elicited an A1->A2 response, or if a red square elicited an A2->A1 response). Three preschool children participated in the study, and the visual stimuli were cardinal numbers (Sequence “A”), written names of numbers (“B”), and quantities (“C”). The emergence of transitive relations was observed in two participants, and another exhibited ordinal class formation under conditional control. Subsequently, Experiment 1 analyzed the emergence of ordinal relations in eight additional children, following overlapping twostimulus sequence training (e.g. A1->A2, A2->A3 and so forth). Two sets of visual stimuli were used (numbers and quantities). All participants formed transitive relations and in most of them, ordinal class formation was observed as well as novel performance on a generalization test. Furthermore, five children from Experiment 1 participated in Experiment 2, and were exposed to overlapping two-stimulus sequence training on one set of stimuli (“A”) involving conditional control of color discrimination. The aim of this experiment was to investigate the effects of conditional control on ordinal relations. In all of these participants the emergence of transitive relations and ordinal class formation was verified. Three children produced pairs of the second sequence (“B”) under conditional control without direct training. However, performance on the sequence probes varied, apparently as a result of unprogrammed stimulus control. Finally, the discussion focused on the prerequisites for sequential responding under conditional control and its implications for the development of number concepts in children.
Acesso aberto (Open Access)
Análise do efeito de histórias experimentais e de consequências relatadas na regra sobre o comportamento de seguir regras
(Universidade Federal do Pará, 2012-12-17) CARVALHO, Nayra Cristine Alves de; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
The present study aimed to compare the effects of the presentation of a rule that specifies small and immediate reinforce, with a rule that specifies large and delayed reinforce, manipulating the order of presentation of these rules, their presentation form (isolated or concurrently), the form of distribution of points obtained in the study and the time interval to exchange these points for money. 32 undergraduate participated in the research, divided equally into two experiments that differed only by the form of distribution of points earned and the time interval to exchange these points for money. Each experiment consisted of four conditions. It was used a matching-to-sample procedure; the task consisted in pointing to each one of the comparison stimuli in a given sequence. In both experiments, the Conditions 1 and 3 consisted of four experimental sessions. In Sessions 1 and 3, rules were presented separately and at the Sessions 2 and 4 concurrently. The Conditions 2 and 4 were composed of three sessions. In Sessions 1 and 3, rules were presented concurrently and in Session 2 separately. The order of presentation of the rules was manipulated in each condition. In Condition 1 the order of presentation was - RI / RIRA / RI / RIRA, in Condition 2 - RIRA / RI / RIRA, in Condition 3 - RA / RARI / RA / RARI and in Condition 4 - RARI / RA / RARI. In Experiment I, the delay was limited to distribution points during the session, following the rule RI produced points during the sessions and following the rule RA produced points only at the end of the session, the exchange points for money was at the end of research. In Experiment II, following RI and RA produced points during the sessions, but the exchange points for money for following RI would occur at the end of the research and for following RA, the exchange would occur a week later. In Experiment I , 15 of the 16 participants and in Experiment II 13 of the 16 participants followed the rule RA, independent of a prior history of reinforcement for following the rule RI and independently of the rule RI producing points immediately, exchanged for money at the end of research. The results of both experiments indicate that the control by the rule that described consequences of greater magnitude, but delayed (RA), prevailed over the control by the rule that described consequences of smaller magnitude, but immediate (IR), even when the exchange points obtained in the sessions for money was postponed for a week. These results suggest that the probability of occur following rules may depend, in part, on the type of consequence related in the rule, namely, of the formal properties of the rule, and not exclusively for reinforcement history for rulefollowing Behavior.
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)
Aplicação de um programa de ensino de leitura e construção de sentenças para crianças com autismo
(Universidade Federal do Pará, 2016-09-28) PAIXÃO, Glenda Miranda da; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Autism Spectrum Disorder (ASD) is characterized by significant disturbances in communication, social interaction and other children's behavior. These disturbances may restrict the development of equivalent stimulus classes, which may hinder the development of repertoires such as reading and writing. To prevent or remedy difficulties in developing these repertoires, behavior analysis studies have applied the Constructed Response Matching to Sample (CRMTS) procedure, in which is required pairing response to the model from the selection of stimuli that compose it. Using this procedure, a series of three studies were conducted with three children diagnosed with ASD, in which were gradually taught to build words and sentences of two to five components and tested the textual reading and reading with comprehension and, as well as the construction of new sentences. The stimuli used were visual and auditory responses and the observation and selection responses got along from the touch on the computer screen. Two children showed textual reading and comprehension, in addition to the widespread construction of three and five terms sentences, showing maintenance of the repertoire after fifteen and thirty days. One child showed textual reading and comprehension, and general construction of sentences with two terms. A fourth participant was exposed to the teaching procedure, which is applied by the mother, showing textual and comprehension reading, and general construction of sentences with five terms, also demonstrating maintenance. The data indicate that there was equivalence classes and ordinal classes formation, maintaining these repertoires even after a period without exposure to tasks for children diagnosed with ASD.
Acesso aberto (Open Access)
Aplicação do procedimento de decomposição comportamental para a descrição de competências no contexto público federal
(Universidade Federal do Pará, 2015-06-18) RAMOS, Camila Carvalho; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The Competency Management model was introduced in Brazil through Decree 5,707 / 2006 to guide the development of personnel in the Federal Public Administration. Although many organizations seek to implement this new management model, little attention has been given to the description of ompetencies. According to previous researches, teaching objectives or, in this study, competence, need to specify the concrete behavior of a professional who should be learned or improved from the training activities. The objective and exact specification of these competencies is a crucial first step in the whole process of management. The aim of this study was to apply the behavioral decomposition procedure to improve the description of competencies a federal public institution. To do so, they were prepared and analyzed five problematic conditions of the descriptions of competencies which could hinder its operation. The study was conducted in a federal public institution was divided into the following phases: 1) Competency Mapping, 2) Categorization; 3) Analysis of the descriptions of competencies and behavioral decomposition. As a result of mapping it has identified 191 competencies. The decomposition results showed that 93.20% of skill descriptions presented at least one of the five problematic conditions. In addition, when analyzing and decomposing mapped competencies have been identified behavioral 1,168 units. The results confirm the suitability of the decomposition procedure to improve the description of competencies. The categorization of failures formulation, developed in the educational context, proved useful to the organizational context. Subsequent studies should explore the possible impact of the procedure here about the effectiveness of subsequent stages of management by competencies such as setting priorities for training activities for the institution to achieve its strategic objectives.
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)
Aprendizagem por exclusão: análise de um procedimento de ensino em crianças diagnosticadas com autismo
(Universidade Federal do Pará, 2017-02-22) OLIVEIRA, Thayline; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Behavioral analysts have developed a number of methodologies, especially from the stimulus equivalence paradigm, to investigate reading skills in children with learning disabilities. However, few studies involving exclusion have proposed to investigate reading teaching in individuals with atypical development. When it comes to children with autism spectrum disorder (ASD), study has not been identified in the literature. Therefore, this research aims to investigate whether the exclusion procedure combined to CRMTS is effective to establish arbitrary relationships between figures and printed words for children with ASD; if the naming of printed words emerges after training; and finally, if the reading of new words occurs. The data indicate that the training involving the exclusion and CRMTS procedures were effective to establish arbitrary relations between figures and printed words with little exposure to errors and to generate the reading of the dissyllable words in the naming tests. However, the procedure was not sufficient to emerge the recombinative reading of the new words.
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 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)
Avaliação de um procedimento de aproximação sucessiva sobre a seleção de uma prática cultural complexa
(Universidade Federal do Pará, 2013-09-23) PAVANELLI, Sergio; TOURINHO, Emmanuel Zagury; http://lattes.cnpq.br/5960137946576592
The investigation of cultural selection has become more consistent theoretically and empirically in the Behavior Analysis especially after Sigrid S. Glenn proposed and developes the concept of metacontingencies. At the level reached by empirical investigations, a challenging issue relates to the complexity that cultural phenomena usually present. Cavalcanti (2012) evaluated the possibility of increasing the probability of complex interlocked behavioral contingencies (IBCs) by means of a successive approximation procedure (analogous to modeling operant response) involving a task of choosing rows of a matrix by group members. This study was conducted at the Laboratory of Social Behavior and Cultural Selection of this University (LACS / UFPA) and consisted of a replication with two microcultures, of Cavalcanti's first experiment with addition of the following changes in the procedure: a) introduction of generational change, b) steady order of choice by members of the lineages in the microculture and c) The use of two sets of criteria for the production of cultural consequence (one with each microculture). Study participants were undergraduate students from various courses, excluding psychology, distributed in two microcultures (A and B) consisting of 4 participants positioned in 4 different lines (L1, L2, L3 and L4). In each microculture 4 participants worked simultaneously sending individual responses (choice of lines in a 10x10 matrix) which produced individual consequences (exchangeable chips for money) every time the operant contingencies in place (choice of odd lines) were met. Regardless of operant contingencies was also the release of reinforcing cultural consequence in the form of figures stamped on a card which were exchanged for school items to make up a kit at the end of the experiment. The experimental session consisted of cycles of attempts (moves made by the microcultures) and generations of participants. Each generation corresponded equivalent to 20 cycles of trying. In each generation a new participant was inserted to replace the one with more time in the study. Substitutions made occurred within each specific strain. The general objective of the study was to evaluate the effects of the gradual increase in environmental complexity procedure (criteria required for the production of cultural consequences) on the "modeling" of cultural practices in the context of sucessive generations. For the two microcultures data suggest the efficacy of the procedure of gradual increase in environmental complexity in the production of complex IBCs and provide greater generality to the results found by Cavalcanti. However, the study provided no comparison of microcultures exposed of gradually increasing complexity with continued exposure of a microculture to the more complex environment. For this reason, it is clear that the procedure analogous to modeling was effective in producing complex IBCs, but not that it was more effective than the continuous exposure of a microculture, for the same number of cycles, to the more complex environment.
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)
Bem-estar de macacos-prego no cativeiro: engenharia comportamental no enriquecimento ambiental e análise da dinâmica espacial.
(Universidade Federal do Pará, 2014-03-25) LESSA, Miguel Angelo Monteiro; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075; https://orcid.org/0000-0001-9912-3833
Capuchin monkeys (Sapajus ssp.) in captivity have few opportunities to perform characteristics skills of these monkeys in the natural environment. The responsibility for the welfare of the capuchin monkeys living in the Experimental School for Primates poses the task of finding healthier living conditions. The objective is to build captive environment conditions functionally similar to the natural environment, using physical, foraging, cognitive and social environmental-enrichment techniques. Aditionally, interested in knowing about the social relations within the spatial interactions it is proposed to describe the relationships in terms of inter-individual spatial proximity and preferred heights in different groups of Sapajus spp. kept in captivity. Fourteen individuals of four groups of three institutions were observed in three different contexts: before, during and after feeding. The positions of each individual were recorded using the scan sampling method. The results showed a pattern of inter-distance between different dyads of animals in study groups. The monkeys were closer after feeding and far before and during feeding. Differences among preferred places were also observed. The dominant monkeys spent more time in places that were most attractive. The subordinate monkeys spent more time on the opposite and less attractive places in relation to the place occupied by the dominant. The overall pattern of interindividual spacing was similar to that observed in nature, male capuchin monkeys showed a characteristic avoidance and no approximation.
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)
Comportamento suicida: sociedade, assistência e relações comportamentais
(Universidade Federal do Pará, 2015-12-14) BRANDÃO, Whashington Luiz de Oliveira; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
This work was built by means of three studies, a theoretical and two empirical ones. The first study aimed at relating the human development indicators (HDI) in the Northern capitals of Brazil, in particular the city of Macapá-AP, with conditioning aspects for suicidal behavior (CS). For that purpose, we accessed national and international publications that described epidemiological aspects of CS and evaluation of HDI. The data indicate that there is a relation between HDI dimensions - income, longevity and education - with suicide rates. The second study aimed at describing the knowledge that 28 psychologists working in assistance to public mental health have on the suicide phenomenon in the city of Macapá-AP, as well as identifying their procedures in the care of the people involved, through application of a self-administered questionnaire. The results indicate that, considering a perspective on CS knowledge, the professionals reported minimal knowledge, but individually incipient compared to what is described in the literature and, in particular, in manuals and public policies that emphasize on prevention and management of cases. In the third study, we aimed at describing the report about the life cycle (childhood, adolescence and current context) besides the suicide attempt episode lived by seven people (five women and two men). It was observed in the report of the life cycle that there are both events involving situations of cohesion and family conflict; sexual abuse situations, difficulty in dealing with the consequences of sexual orientation. Suicide attempt can be analyzed as a self-control strategy with escape and avoidance function. The study of suicidal behavior is a complex and dense area, which can motivate researchers to pursue further efforts in order to provide a better assistance to those involved.