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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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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)
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)
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)
Discriminações auditivo-visuais e a emergência de tatos em crianças com Transtorno do Espectro Autista: uma replicação sistemática
(Universidade Federal do Pará, 2021-09-08) CARVALHO, Rhayssa Fernandes da Silva; SILVA, Flávia Teresa Neves; http://lattes.cnpq.br/9875105389453993; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Establishing auditory-visual conditional discriminations is a key step in protocols for teaching children with Autism Spectrum Disorder (ASD). However, there is a variety of procedures that have been used for teaching this repertoire. Recently, Fisher et al. (2019) showed that procedure package (which included 'conditional only' discriminative training, use of echoic response as a differential observation response, identity-match prompt with progressive delay, and error correction) favored the learning of auditory-visual discriminations in four children with ASD, and the emergence of tacts of the visual stimuli for two of them. The present study performed a systematic replication of Fisher et al. (2019), removing initially the requirement for echoic responses from the procedure package, in order to evaluate the role of this component in the acquisition of auditory-visual discriminations and tacts in children with ASD. A multiple baseline across stimuli design was used. The results showed that echoic response requirement was necessary for the participants to learn most of the auditory-visual discriminations, and that two participants presented emergence of tacts to some of the visual stimuli. The procedure package efficiency on teaching listener responses, possible treatments interference effects, component analysis, and the role of echoic on the emergence of tacts are discussed.
Acesso aberto (Open Access)
Efeito da punição com timeout de uma resposta alternativa na ressurgência de um comportamento previamente extinto
(Universidade Federal do Pará, 2024-08-09) VANDERLEY-CARDOSO, Ana Paula; CARVALHO NETO, Marcus Bentes de; http://lattes.cnpq.br/7613198431695463; SOARES FILHO, Paulo Sérgio Dillon; http://lattes.cnpq.br/8647259688931170
Resurgence is the behavioral phenomenon of reappearance of a target response, previously extinguished, after devaluation of an alternative. Traditionally, the alternative response has its maintenance conditions changed by extinction procedures, however, little is known about the effects of using other devaluation procedures such as timeout, a form of negative punishment used in applied situations. The present work aimed to evaluate the effect of punishing the alternative response with timeout on the resurgence of the behavior. Two four-phase experiments were performed. Experiment 1: In Phase 1, a target response was reinforced in a 10 s VI. In Phase 2, the target response was extinguished while an alternative response began to produce reinforcers in a VI 10 s. In Phase 3, a timeout contingency (50 s) was superimposed on the reinforcement contingency in force. In Phase 4, both responses were extinguished. Experiment 2: phases 1, 2 and 4 were similar to those of Experiment 1, with the only difference being that the sessions started with a blackout period and had a reduced timein time from the end of phase 2. In phase 3, a timeout contingency (30 s) was superimposed on the alternative reinforcement. The results indicated that the timeout devalued the alternative option in both experiments and induced resurgence for all (Experiment 1) and the majority (Experiment 2) of the subjects. Possible variables that may have led to these results are discussed.
Acesso aberto (Open Access)
Efeito de um grupo terapêutico sobre estresse, sobrecarga e habilidades sociais de cuidadores primários de crianças autistas
(Universidade Federal do Pará, 2017-09-10) SOUSA, Ana Paula Martins; MENEZES, Aline Beckmann de Castro; http://lattes.cnpq.br/8107199720875369; CARVALHO NETO, Marcus Bentes de; http://lattes.cnpq.br/7613198431695463
The process for diagnosis and treatment of children with Autistic Spectrum Disorder (ASD) usually demands changes in routine of their families and/or caregivers, especially by the parents of those children. Many of those parents have high levels of caregiver burden and stress and social isolation, possibly due to the accumulation of activities related both to caring for their children with ASD, to relationships with their partners, to caring for other children, to domestic and professional activities, for example. Based on that, this study has as it’s main objective to analyze and compare the effect of two therapeutic group of analytical-behavioral approach on the levels of caregiver burden and stress and social skills of primary caregivers of children with ASD. Eight primary caregivers of children with ASD participated in the study, four of whom participated in the Group 1 and four in the Group 2. The procedure was divided in three stages: 1) Pre-test, with application of psychological instruments and a sociodemographic form; 2) Group 1, composed of 18 sessions of approximately two hours per week, being initially in space of reception and listening, in order to create an environment and a routine similar to the group 2, inserting the intervention from the 12th session, and Group 2, consisting of eight sessions of approximately two hours per week, being the therapeutic intervention from the first session, working with the variables to be analyzed; 3) Post-test, with reapplication of the instruments used in the pre-test. In the results, a possible influence of intervention on stress levels was observed, with decrease of levels and symptoms, however, in relation to the general results of caregiver burden and social skills, there was a permanence or little change in the levels in the three applications done. In this way, we find necessary to increase the number of meetings and influence of the adherence in the therapeutic process to obtain greater results in the variables caregiver burden and social skills.
Acesso aberto (Open Access)
Efeito do ensino de discriminação condicional de sentenças sobre a emergência de relações sintáticas para deficientes auditivos.
(Universidade Federal do Pará, 2015-08-31) SANTOS, Rafael Ernesto Arruda; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The growing contingent of deaf people in human society has a fundamental basic reading academic behavior in social inclusion policies. The proposed study seeks to observe the teaching of conditional discrimination sentences on the emergence of syntactic relations, from the construction of sentences in the affirmative and negative assertions in deaf children. Pre-tests verify the repertoire readings in LBS and Portuguese. The study used three sets of stimuli: A - Signs in LSB, B - words written in Portuguese and C - figures. The conditional relations AB and AC were taught and BA relations, CA, BC and CB tested with no differential feedback. The procedure adopted was matching-to-sample (MTS) to teach reading words. After training and testing, the participant was exposed to the constructed-response matching-to-sample (CRMTS) of affirmative and negative sentences. The participant should write sentences in the presence of a model (LBS signals or written sentences), from words written in Portuguese (or LBS) to compose the affirmative sentences and negative sentences. Next, specific tests for CRMTS evaluated the formation of new sentences, including a recombination test.
Acesso aberto (Open Access)
Efeito do ensino por resposta construída simultânea e com atraso sobre a produção e leitura de sentenças
(Universidade Federal do Pará, 2015-02-27) BANDEIRA, Taynan Marques; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Studies have used procedure constructed response matching to sample (CRMTS) to teach spelling of words. In this procedure the answer is constructed by selecting individual components presented as comparisons stimuli conditionally to the sample stimulus. It can be performed to the presence of the sample (simultaneous constructed response matching to sample ou SCRMTS) or after its removal (delayed constructed response matching to sample or DCRMTS). This study compared the effectiveness of training by SCRMTS and DCRMTS in the production and reading of sentences, as well as the maintenance of the repertoire after 20 days. Participants were seven children with a minimum repertoire of naming letters, syllables and some words. In Pre-tests none of the participants answered textually or correctly constructed sentences and only one score textual behavior of 73% of the words of the study. Each participant underwent the teaching of words that had errors using CRMTS. With a single-subject design of alternating treatment, all participants were submitted to both teaching procedures, with two different sets of sentences. The test results show that all learned to construct sentences and maintained the repertoire with the two procedures, and emitted a textual behavior and reading with comprehension on the teaching and recombined sentences. The two procedures can be used for teaching and maintenance of syntactic repertoire, although DCRMTS was more effective training. Important variables in using these procedures are discussed and directions for future studies.
Acesso aberto (Open Access)
Efeitos de instrução com justificativas sobre seguimento de regras nutricionais em adultos com sobrepeso
(Universidade Federal do Pará, 2014-10-20) BARRADAS, Tania Socorro de Moraes; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
In recent decades, Brazil has undergone several political, economic, social and cultural changes that showed changes in quality of life, especially regarding health. The main diseases affecting the Brazilians no longer became acute and chronic non-transmitted diseases. The modification of nutritional habits accompanied that change, greatly influencing the Brazilians’ diet. The dissemination of propaganda by the Brazilian media and modern labor activities stimulates the consumption of foods high in fats, sugars and carbohydrates, contributing to the increase in the percentage of overweight and obese individuals in the world. According to the Ministry of Health the overweight’s Brazilian population percentage increased from 42.7% to 48.1% in five years. It is considered that Body Mass Index (BMI) between 25.0 and 29.9 means overweight. Studies in Applied Behavior Analysis to the Health emphasizes techniques, especially focused on increasing the rate of adherence to treatment. On the Nutritional area, these techniques help to identify the environmental variables under which feeding behavior is under control. The emphasis on self-observation and self-description provide the analysis and research of control variables by the individual himself. Thus, the present study aimed to evaluate the effectiveness of the presentation of justifications, in the form of a printed manual, on report of adherence to nutritional instructions in overweight adults, as well as observing the maintenance of this report through follow-up. Participated in this sample, nine individuals enrolled in the Multiprofessional Project of Patients with Nutritional Disorders, attended in the Hospital Universitário Bettina Ferro de Souza (HUBFS) of the Universidade Federal do Pará (UFPA). These participants were divided into three study conditions: Condition 1 (weekly monitoring with application of a manual containing justifications for the following nutritional rules), Condition 2 (weekly application with accompaniments 24-hours recall), Condition 3 (inquiry the medical records of patients with unique monitoring by the HUBFS’ nutrition service. Have been associated anthropometric data, body fat percentage and body folds to the Index of Reporting of Adherence (IRA). Results showed that there was no difference in the indexes of Adherence Reports obtained by participants of Condition 1 and condition 2. However, we observed an increase in the IRA after intervention (compared with values observed in baseline) and reduction in monitoring, regardless of the condition to which the participant was exposed. Thus, the rates of reported adherence did not depend specifically on how the allegations were presented, which were in written form and orally.
Acesso aberto (Open Access)
Efeitos de instrução e de automonitorização sobre seguimento de regras para aplicação de insulina em crianças com diabetes Tipo 1
(Universidade Federal do Pará, 2014-08-22) MOREIRA, Alana dos Anjos; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
Diabetes mellitus type 1 (DM1) is a metabolic disease characterized by loss of the ability of the pancreas to produce insulin, which causes an increase in blood glucose (blood sugar), leading to acute and chronic complications. This research was conducted in two stages: in Stage 1, the objective was to characterize children with DM1 treated at an university federal hospital (UH) for the treatment of diabetes; and, in Stage 2, the objective was to analyze the effects of instruction and self-monitoring, according to their order of presentation, among the behavior of rule-following for the use of insulin in children with DM1, relating to family support reported by these children. Eleven children with DM1 participated in this study (n = 11) in Stage 1 and two (n = 2) in Stage 2 with their caregivers at this stage, all aged between 9 and 12 years. In Stage 1, the data collection was held in the waiting room of the Endocrinology clinic of the UH, and in Stage 2, it was held at the residence of the child. The instruments used for data collection were: Game of Treatment Adherence (GTA); Interview Guide on Insulin; Inventory of family support for treatment; Protocol for analysis of medical records; 24h recall; Manual with instructions on applying insulin; Game of application of insulin; and forms of selfmonitoring. The results obtained in Stage 1 showed that the sample size was too small and that the majority were female. However, in Stage 2, only two male participants agreed to continue the study. The GTA showed that the most participants learned the correct way to order the images of the game, indicating that these participants had access to the rules for the use of insulin at breakfast. It was also observed that children did not have a good glycemic control, according to data from medical records, since the majority presented results of the examination of glycated hemoglobin above 8%, regardless of the time of diagnosis. The most participants stated that Stage 1 was only using the pen to apply insulin. It was found that the majority (n = 8) of participants reported Stage 1 autonomy regarding the behavior of glycemia and insulin apply. In Stage 2, it was observed that, in both cases, the measurement of blood glucose was monitored by caregivers more than the actual application of insulin. Another result found was that the majority of children (n = 8) learned to measure blood glucose and to apply insulin with a family member - especially the mother. It was noted that family support did not appear to be a variable directly related to to the knowledge about insulin and its form of application by the patient. According to the results of Inventory of family support for treatment, the participants reported that perceived family suport treatment, especially emotional, followed by social support for diet and for taking blood glucose tests. In Stage 2, regarding the use of insulin, it was observed that the values of pre-prandial glycemia were not used by both participants as tips to select the rapid insulin unit to be used before meals. These results suggest that both the Manual with instructions on applying insulin as the forms of self-monitoring, as well as 24h recalls, produced no changes in the behavior of participants on this aspect. In this study, it was observed that the time of diagnosis of the participants of the Stage 2 showed a direct relation with the understanding of treatment rules. Therefore, it is expected that this research has contributed to the literature on treatment adherence in children with DM1 and the rule-following of the application of insulin, suggesting the use of instructions as justifications, followed by forms of self-monitoring as a behavioral technique in promoting behavioral treatment adherence in this population.
Acesso aberto (Open Access)
Efeitos de pareamento estímulo-estímulo sobre respostas a vozes e faces em crianças diagnosticas com autismo
(Universidade Federal do Pará, 2015-03-06) MOREIRA, Jenifer Léda Muniz; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
Children diagnosed with Autism Spectrum Disorder (ASD) may have, among other deficits, low frequency of visual contact (look at the face of another person) and little interest in human voices. This can affect the social development and acquisition of verbal repertoire. This study aimed to evaluate the effect of stimulus-stimulus pairing procedure on: (1) the preference for human faces and voices of two children diagnosed with autism and (2) the performance of such participants in a set of social tests. The procedure was divided into two phases: 1) face conditioning and 2) voice conditioning. Phase 1 comprised baseline evaluation (multiple measures of responding to face figures and face itself) and face conditioning (“face-figure/reinforcer” pairing and “face/reinforcer” pairing). Phase 2 consisted of assessment of preference for voices, followed by voice conditioning, in which the reproduction of recorded voices was paired with the reinforcers. Frequency and duration of attend to voices and faces were measured in pre and post tests. The results show that measures based on response time were more appropriate to assess the effects of manipulation, with more evident effect of “voice-reinforcer” pairing than visual pairing. This study describes advances with respect to operant repertoires (observing responses) that result in exposure to human faces and voices in children diagnosed with autism. It is suggested that future studies explore possible functional relation between voice and face conditioning on the acquisition of other repertoires such as joint attention response, joint attention initiation, as well as verbal repertoires, such as tact and mand.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Efeitos do número de pareamentos no uso do procedimento de observação de pareamento de estímulos para ensinar tato e resposta de ouvinte para crianças com autismo
(Universidade Federal do Pará, 2017-06-23) TRINDADE, Eduardo Nascimento; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Two procedures have been proposed as alternatives to matching to sample as ways to induce the emergence of repertoires not directly taught: 1) multiple exemplar instruction (MEI); and 2) stimulus observation pairing (SPO). MEI implies the rotation of teaching different responses to a stimulus (ex, tact and listener response), which favors the incidental learning of these types of responses to new stimuli from the teaching only one type. In the SPO is only required the observation of stimuli presented next to each other, without differential reinforcement. The results of some studies suggest that a higher frequency of pairings could lead to the emergence of tact and listener responses not taught directly, and that the stimuli pairings may affect the MEI. The present study evaluated the effect of SPO with a higher frequency of pairings by trials on the emergence of tact and listener responses in three children with autism, and the effect of SPO in teaching these responses through MEI. For two participants, the SPO with more pairings by trials favored the emergence of the listener repertoire. These participants only learned tact responses after MEI. SPO had a facilitating effect on MEI training. The role of MEI and intensive tact training for the emergence of tact and listener repertoires is discussed, as well as the types of stimulus control that the SPO seems to favor, and the possibility of investigating the SPO in more natural situations that may favor the learning of tact without direct training.
Acesso aberto (Open Access)
Elaboração de um manual de orientações para crianças e adolescentes com lúpus eritematoso sistêmico juvenil
(Universidade Federal do Pará, 2014-10-17) GUIMARÃES, Maria de Lourdes Leite; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
Systemic Lupus Erythematosus (JSLE) is a chronic inflammatory disease, autoimmune and multisystemic, diagnosed in children and adolescents, which treatment requires the following of complex rules, difficult to adhere. This study describes the process of elaboration and evaluation of a guidelines manual for patients with JSLE. It was attended by eleven healthcare professionals and three children with JSLE and their mothers in four manual evaluation steps, which was prepared after professional literature analysis. In the first step, performed with four rheumatologists, 70% of the text has changed. In the second, carried out with four psychologists, 65.5%. In the third, with three other psychologists, text and illustrations were evaluated together, checking the comprehensibility and clarity of the material. The results showed that five of the 12 subjects (41.66%) achieved 100% agreement among the participants in all evaluated criteria. The data obtained in this step showed good acceptance of the material by the participants, since even in subjects who did not obtain 100% agreement on all items, disagreement percentage was low. In the fourth stage, performed with three children and their caregivers, participants achieved 100% accuracy when answering questionnaire after reading the manual, even demonstrating ignorance of the disease. The result was a final version of the manual with clear and objective text, easy to understand having as target children and adolescents.
Acesso aberto (Open Access)
Emergência de controle condicional sobre a construção de sentenças em crianças
(Universidade Federal do Pará, 2015-08-28) TENÓRIO, Analu da Costa; BRINO, Ana Leda de Faria; http://lattes.cnpq.br/9930065472602966; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
This study searched for teaching conditions for produce and keep repertoire of sentences construction on the active and passive voice, under colors conditional control, in six children that have learning problems at school. The construction of four pairs of sentences (active and passive) under conditional control was taught as a baseline. Then there were repeated tests for emergence of conditional control on the construction of new sentences in active and passive voice, composed by recombinations of the baseline sentences. Finally, a maintenance performance test was applied 45 days after the end of the study. For each pair of sentence, three children were subjected to the training of sequence in the active order followed by the sequence in the passive order, and so on, and the other three children were subjected to the reverse training. All the children learned to construct the baseline sentences under conditional control, requiring more exposition on passive sentences training to reach the learning criteria. In the repeated tests for emergence of conditional control on the construction of new sentences, the number of correct constructions in the active (92,4%) was greater than in the passive (31%), regardless of the teaching order of sentences. In the maintenance test, the performance increased, with 78,9% correct in passive and 80,3% in active. In this study a better performance in the maintenance test was observed in relation to previous studies, suggesting that the training of greater number of baseline sentences is a favoring condition for maintenance of the repertoire.