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

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

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

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Agora exibindo 1 - 8 de 8

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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)
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)
Construção e validação de um instrumento para avaliação de clima organizacional no contexto público sob uma perspectiva analítico-comportamental
(Universidade Federal do Pará, 2022-08-25) BARTH, César Augusto; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X; RAMOS, Camila Carvalho; http://lattes.cnpq.br/4681656913940932
The organizational climate is defined as a set of perceptions, shared among employees, about different aspects of the organizational environment. Traditionally, organizational climate assessments are carried out through instruments comprising questions that investigate different factors of the organization. Although these instruments are intended to investigate the shared perception of workers about the characteristics of the organizational environment, they usually assess both the worker's personal characteristics and the organization's characteristics, in addition to opinions and reports of behaviors emitted by the employee. Although the climate assessment presents valuable indicators, which can support decisions about investments in key aspects of the organization, there are problems related to the way to identify and process data in organizational climate assessments. Thus, more research is needed to improve the methods and instruments used to carry out the evaluations. In the field of public administration, the inadequacy of the instruments is even greater, considering that the instruments are, in general, developed for private organizations. In this context, the present study aimed to develop and validate an organizational climate assessment instrument aimed at public administration. For this, a review of the organizational climate assessment tools that were applied or developed in the last ten years was carried out, compiling all the items that composed these instruments. Subsequently, a new instrument was developed to assess the organizational climate for the public sector, for this, the construction of the instrument was implemented through the formulation of items from a behavioral perspective. Finally, pilot applications of the instrument were carried out and the results were submitted to analysis for instrument validation. The instrument resulting from the research consisted of five factors, composed of 39 indicators. New research will be able to apply the instrument in more public organizations, being able to confirm the stability of the instrument's structure in organizations with different characteristics.
Acesso aberto (Open Access)
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)
Uma interpretação intencionalista da imagem: Percepção e comunicação visuais humanas
(Universidade Federal do Pará, 2012-03-01) MOREIRA, Sylvio Allan Rocha; SILVA, José Benjamim Picado Sousa e; http://lattes.cnpq.br/9591194886381671; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The lines of investigation of human visual interactions have proposed different analytical and conceptual models, depending on the theoretical assumptions and specific objectives consistent with their focus of interest. They also have approached several aspects concerning production and reception of visual images, focusing the social aspects involved in the relations between individuals and visual images. The analysis of human visual interactions, however, also depends on ''expectations'' in reaching objectives when visually interacting with the environment. Some authors have analyzed theses expectations highlighting the concept of “intentionality” as to justify a referential property of certain mental states. They are, however, concerned mostly to human verbal interactions (e.g., verbal reading and communication) or human non-imagetic interactions (e.g., beliefs, desires, intentional actions, emotions etc.). On the other hand, the studies of human visual interactions generally use the concept of intentionality in a superficial manner, lacking an accurate conceptual treatment. The present paper aimed to evaluate the relevance of the concept of intentionality in analyzing human visual interactions, specifically, human visual perception and communication. Our objectives were: (i) to revise and present an alternative approach for the concept of intentionality; (ii) to describe historically relevant theories of human visual perception and communication, identifying their main assumptions and critics towards them; (iii) to analyze visual meaning within these theories, by adopting the categories “semantic externalism and internalism”; (iv) to analyze human visual perception and communication from the conceptual model presented in (i). We suggest that intentionality may be defined as a semantic mode of human interaction functioning that distinguishes itself from syntactic (structural and causal relations) and pragmatic (functional relations) modes of human interactions functioning. Therefore, we consider that traditional approaches of the concept of intentionality are impaired because of their attempt to reduce intentionality to syntactic and pragmatic levels of occurrence and description, instead of considering it in terms of semantic occurrence and description. Our intentionalist analysis of human visual perception distinguishes itself from traditional human visual perception theories for rejecting that perceptual meaning consists of perceptual objects: (a) apprehended in perceptual experiences (semantic internalism), or (b) functionally related to perceptual responses (externalism semantic). Alternatively, we suggest that perceptual meaning consists of “perceiving [how]”, instead of, “perceiving [what]”, becoming irrelevant to consider the existence of perceptual objects. For human visual communication, semantic analyses are impaired for admitting (i) an intrinsic or an acquired meaning to material forms of visual representation (representational hypothesis), or (ii) an intention to produce perlocutionary and illocutionary effects on audiences, by producing material forms of visual representation (communicational hypothesis). Alternatively, we suggest that visual communication means cultural-determined visual representation conditions, and visual representation means natural and cultural-determined psychological conditions (including, perceptual ones). In other words, the difficulties of coping with perceptual and communicational meaning concern of category mistakes committed by internalist and externalist semantic hypotheses of human visual perception and communication, when reducing semantic mode (intentionality) of human visual perception and communication functioning to their syntactic and pragmatic modes of functioning. An intentionalist perspective, as we have proposed in this paper, has the merit of allowing us to reconsider, firstly, the relevance of the concept of intentionality in analyzing several categories of human interactions, other than those traditionally defined as “mental states”; and, secondly, to reconsider the relevance of “meaning” in comprehending other modes of human visual interaction functioning, other than those traditionally attributed to sign systems.
Acesso aberto (Open Access)
SAÚDE MENTAL DE ADOLESCENTES COM E SEM INDICADORES DO TRANSTORNO DO DÉFICIT DE ATENÇÃO/HIPERATIVIDADE
(Universidade Federal do Pará, 2023-02-06) TAVERNARD, Edimeire Pastori de Magalhães; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634; CASADO, Carla de Cássia Carvalho; http://lattes.cnpq.br/7836418506338392
Human development is a dynamic process marked by advances, stability and setbacks, a continuum in the evolution of the individual. Adolescence is one of the stages of this vital cycle, permeated by many changes that transcend chronological and biological aspects and is related to social, cultural, historical and psychological aspects that can constitute risk factors for mental health, especially for adolescents who have Attention Deficit/Hyperactivity Disorder. In this sense, investigating variables that may act as protective and risk factors can help in the development process and preserve their emotional health. The general objective of this thesis is to evaluate the levels of stress, self-perception and expectations for the future of adolescents, with and without ADHD indicators, high school students from a public school and the impact of these variables on mental health in adolescence. Four methodologically differentiated yet complementary studies were carried out. The first study aimed to characterize the instruments used to assess the construct of self-perception in research with the adolescent public, through a Systematic Literature Review - RSL. The review pointed to a variety of instruments aimed at assessing the construct of self-perception, with the Self Perception Profile of Adolescents (SPPA) being the most frequent in the investigated studies. Of the 29 (twenty-nine) instruments present in this RSL, 14 (fourteen) were validated, however, none was validated in studies carried out in Brazil. The second study compared the intelligence profile and attentional patterns of 322 adolescents with and without ADHD indicators, from a public high school. It was observed that students with and without characteristics of the disorder showed similarities in the intelligence profile, being classified with lower than average intelligence, with attention patterns oscillating between average and deficit. This emphasizes the need for investigations that allow understanding the factors that act in the cognitive development of adolescents. With the same sample, the third study compared the association between the behavioral profile (ADHD indicators) and the levels of stress, self-perception and future expectations of adolescents from a public high school. The association of variables was pointed out, in a relationship that the negative self-perception of subjects with ADHD indicators is congruent with the high levels of stress revealed in this sample. The study also revealed that the social and academic demands placed on adolescents who do not have the resources to meet them generate mental suffering that is expressed in high levels of stress and insecurity about the future. The fourth study examined the mental health of high school adolescents with and without ADHD indicators and its relationship with behavioral (ADHD indicators) and sociodemographic variables, based on a mental health index (MSI). The data revealed an association between low levels of mental health in adolescents and ADHD indicators. Additionally, it was observed that adolescents with ADHD indicators, who were enrolled in regular and technical secondary education, had low levels of mental health.
Acesso aberto (Open Access)
Treinamento de pessoas no desenvolvimento de habilidades de intervenção analítico-comportamental ao TEA
(Universidade Federal do Pará, 2024-12-16) CASTRO, Ravi Moreira Lima de; MARTINS, Tatiana Evandro Monteiro; http://lattes.cnpq.br/7616890300950792; https://orcid.org/0000-0002-5270-1912; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X
Autism Spectrum Disorder (ASD) is characterized by persistent deficits in communication and social interaction, alongside repetitive and restricted patterns of behavior, interests, or activities. The refinement of diagnostic tools for ASD has led to a rise in the prevalence of cases, creating a growing demand for qualified professionals to support this population. However, the supply of trained professionals has not kept pace with demand, resulting in inadequate access to quality care. There is a pressing need to assess the effectiveness of various training methods (both in-person and remote) for professionals and family members who work with individuals on the spectrum. A key first step is to identify the diverse training formats that have been utilized. Subsequently, it is important to evaluate the effectiveness of these methods and the specific skills they aim to teach. This doctoral dissertation aimed to map the different training procedures that have been empirically researched for teaching professionals and parents to implement Applied Behavior Analysis (ABA)-based interventions for individuals diagnosed with ASD (Study 1). Additionally, an experimental study was conducted to assess the effectiveness of a remote training model, Interactive Computer Training (ICT), specifically for teaching Descriptive Functional Assessment—a skill that is relatively underexplored in remote training (Study 2). Study 1 systematically reviewed literature on training methods for professionals and caregivers to apply behavior-analytic interventions for ASD. The findings indicated that all modalities analyzed—such as in-person, hybrid, remote, and manual-based training—were effective in teaching evidence-based ABA procedures. However, remote and manualbased training formats demonstrated the best outcomes, with remote technologies showing the highest efficiency. While Study 1 found that both manual and ICT-based training models are effective, it highlighted the need for further research to explore additional repertoires relevant to clinical behavior analysis in ASD. Therefore, Study 2 expanded the investigation by focusing on ICT's effectiveness in teaching the Descriptive Functional Analysis repertoire. Participants included four undergraduate psychology students and one dental professional. The data indicated that ICT was effective in teaching the target repertoire, with all participants meeting the learning criterion by the end of the study. Two participants required additional feedback to reach the criterion. These findings reinforce previous research, suggesting that ICT-based training is effective, but that professional supervision from a behavior analyst remains essential to ensure proper assessment and support during training.

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