Navegando por Assunto "Autismo em crianças"

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Atenção conjunta e repertórios verbais em crianças com autismo
(Universidade Federal do Pará, 2016-03-29) SILVA, Flávia Teresa Neves; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
This work brought together a literature review and two experimental studies in order to investigate the relationship between joint attention (JA) and verbal repertoires in children with autism. The first study reviewed studies based on Behavior Analysis methodologies and procedures that investigated the teaching of JA for children with autism, trying to describe and analyze the variables involved in teaching joint attention responses (JAR) and initiation of joint attention (IJA). The first experimental study investigated in three children with autism functional relationships that could be established between social conditional discriminative stimuli/reinforcers and JA, tact and mand. The second experimental study evaluated in three children with autism who had joint attention the relationship between expressive and receptive vocabulary. The literature review showed that Behavior Analysis provides efficient technologies to teach JAR and IJA, but that JAR is more easily installed than the IJA. The results of empirical studies 1) indicate that the JA is important for children with autism properly establish the object-name relationship displayed by adults and thus expand and generalize these learned verbal relations; and 2) have suggested the need for expansion of reinforcing community of this population and the intensive tact instruction in order to increase the opportunities that the child will recruit adult attention as a conditioned social reinforcer.
Acesso aberto (Open Access)
Avaliação das alterações no sistema somatossensorial como estratégia para o diagnóstico precoce e tratamento de pacientes com transtorno do espectro autista - TEA
(Universidade Federal do Pará, 2020-01-31) SANTA MARIA, Bruna Castro; Amira Consuêlo de Melo Figueiras; http://lattes.cnpq.br/6213115471891287; BASTOS, Gilmara de Nazareth Tavares; http://lattes.cnpq.br/2487879058181806
Autism spectrum disorder (ASD) is characterized by persistent deficits in communication and social interaction in multiple contexts and restricted and repetitive patterns of behavior, interests or activities. The most recent edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), presented the addition of "hyper and hypo-reactivity to sensory input or unusual interests in sensory aspects of the environment" as defining diagnostic characteristics of autism. Individuals with autism often report tactile sensitivities, such as stiffness or withdrawal when touched. Thus, the objective of this study was to identify changes in somesthetic sensitivity that may assist in strategies for early diagnosis and intervention of patients with autism. Clinical observations and questionnaires were carried out among the participants, where it was observed that children from control group showed minimal alterations in somesthetic reactivity when compared with the ASD group. It was found that 90% of the participants in the TEA group did not play with different consistencies; 70% do not play with gelatinous objects and materials of different textures, as well as showing an aversion to certain fabrics and / or clothing labels; 62% do not participate in games that get wet or smeared and walk or walked on tiptoe and 50% avoid hugging and / or physical contact, showing that in children with autism it is possible to notice early hypo or somesthetic hyperreactivity, which could support the diagnosis and early intervention strategies.
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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.
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Comportamentos de crianças com transtorno do espectro autista com pares nos contextos de educação musical e recreio escolar
(Universidade Federal do Pará, 2013-03-05) NASCIMENTO, Paulyane Silva do; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217; SILVA, Simone Souza da Costa e; http://lattes.cnpq.br/9044423720257634
The present study investigated personal characteristics, environmental and behavioral factors that may enable or impede/prevent the social interaction of children with ASD with their peers. Were analyzed the benefits of music education context as a promoter of this interaction. To organize the issuance of these forms of behavior, were elaborated the "Protocol observation of behaviors of children with Autism Spectrum Disorder (ASD) with their peers". The study investigated two children, male, diagnosed with ASD, of the Garden I, of the regular schools of the city of Belém/PA. The children were six and five years old, respectively, and were matriculated in percussion’ classes in Music’s School from Belem/PA. Three sessions were analyzed at regular school environment (during recreation), lasting 20 min each; and 8 sessions in the context of music education (lessons percussion), 30 minutes each. The results showed that the behaviors among children with ASD and their peers occurred in both contexts occurred in both contexts, however reaching higher frequency in the context free (regular school / recreation). As to the benefits of music education, The participant 1 (6 years), whose profile was marked by the acceptance of physical contact, and a search for persons, obtained the increase of functional initiative's behaviors and decreased of non-functional's responses. Observed it was also the occurrence of functional initiatives through repetitive behaviors, indicating that this peculiarity could do helping the child to approach and interact with peers. Already the participating 2 (5 years), with a profile marked by touch, emotional expression appropriate to the context, and social reciprocity (though occasionally), we observed a strong influence of the adult in the child's behavior. This influence was positive (to reduce the emission of non-functional behaviors) and negative (when had the high assist disregarding the child's strengths and hindering its interaction with peers). We conclude that given the low frequency of such behaviors, we cannot say that the changes are related exclusively to this environment, but only to the contiguity of the possibilities represented by the profile of the child and openness of each context for the expression and stimulation of these capabilities, as well as for the provision of tools to permit the seizure or reinforce behaviors conducive to social interaction.
Acesso aberto (Open Access)
Educação musical e o ensino de violino para crianças autistas: Uma vivência com o método de Edgar Willems.
(Universidade Federal do Pará, 2024-07-10) PINHO, Vivian Ferreira.; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217
In the legislative sphere, Law No. 12,764, of December 27, 2012, is in force, which establishes the National Policy for the Protection of the Rights of Persons with Autism Spectrum Disorder (ASD) and in its article 3 establishes that access to education and vocational training are its rights. From this perspective, teachers need to be prepared to take on the challenges of teaching to this audience. This study aims to contribute to this issue by addressing methodological strategies for music education and violin teaching to autistic children, inspired by the pedagogical-musical proposal of Edgar Willems and consequently provides guidelines for teachers who intend to specialize in the field of music education for inclusive classes with autistic children. The general objective of this research is to investigate the contributions of the Edgar Willems method to the process of musicalization and teaching of the violin in inclusive classes with autistic children. This objective unfolds specifically in two, which are: to propose musical activities, through literature review, based on the Willems method; and to verify the musical learning of autistic students achieved through an evaluation scale. To this end, a literature review was carried out in articles, dissertations, theses and books in Portuguese and Spanish, available on online platforms, to identify what the literature deals with music education, from the perspective of inclusive education directed to people with ASD, involving themes such as inclusive legislation, inclusive music education, autism, relations between music education and psychomotricity in the inclusive perspective, music education and violin teaching and music education for Edgar Willems. This is action research, with a qualitative approach and has an exploratory character. The participants of this research come from the Research Group on Developmental Disorders and Learning Disabilities (GP-TDDA), in activity at the Federal University of Pará (UFPA), as a collection technique the participant observation was carried out and an evaluative scale was structured based on the pillars of the pedagogical musical proposal of Edgar Willems, they are: the song, the rhythm, the sound movement (pitch of the sound) and the hearing. There were 11 classes and 3 evaluations, the classes were previously planned and based on the pillars of the method revealed in the literature review. The learning results of the autistic children collected in the evaluations were expressed in graphs and the description was carried out through the participatory research of the musical advances and the behavior of all the participants. The study revealed that the class, both autistic and typical students, evolved. The autistic children demonstrated resourcefulness and understanding of musical practices, experimented with musical elements and autonomously transferred this knowledge to the study of the violin.
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)
Emergência de relações auditivo-visuais via treino por CRMTS para crianças diagnosticadas com TEA
(Universidade Federal do Pará, 2017-02-10) CALADO, Jacqueline Iukisa Faustino; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Considering that people diagnosed with autism may have difficulties on auditory stimuli discrimination, making training with auditory specific consequences feasible may help on this repertoire acquisition. This study verified the emergence of auditory-visual control relations after visual-visual training through CRMTS with auditory consequences. Four children diagnosed with ASD with 12 Sentences Reading and Writing previous repertoire participated of this study. Auditory-visual relations with those sentences were tested during baseline (melodies or voices as sample stimuli for sentences construction). Then a visual-visual training was performed (animations as sample stimuli for construction of four from 12 sentences) with auditory consequences (melodies or voices). By the end of each training session, auditory consequences were presented as sample stimulus for 12 sentences construction. Two of four children showed a performance above 80% to auditory-visual relations. Results demonstrate the effectiveness of using CRMTS with auditory consequences for the emergence of auditoryvisual relations with people diagnosed with ASD. Also, they go forward by ensuring classes expansion using specific consequences, high cost responses and sentences.
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)
Integração dos repertórios de ouvinte e falante (naming) em crianças autistas: efeitos do ensino com objetos e figuras
(Universidade Federal do Pará, 2014-03-14) SANTOS, Edson Luiz Nascimento dos; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
A current recommendation to induce Naming repertoire (integration of speaker and listener repertoire) in people with developmental disabilities is the procedure of multiple exemplar instruction (MEI). Studies suggest that there may be differences in Naming learning due to the type of stimulus used. The current study compared the use of twoand three-dimensional stimuli in a MEI procedure to install Naming repertoire in four autistic children. Phase 1 evaluated the baseline of Naming repertoire in two stages: training of identity matching-to-sample repertoire with the experimenter tacting the sample stimuli (IDMTS+tact) and test of MTS auditive-visual (AVMTS) and tact. Phase 2 trained IDMTS+tact, AVMTS and tact with new stimuli. After reaching criterion in Phase 2, Phase 1 was replicated to verify the emergence of Naming (Phase 3). Having observed Naming in Phase 3, Phase 1 was replicated with new stimuli to confirm the repertoire acquisition (Phase 4). One participant showed complete acquisition of Naming in Phase 4 with 2D stimuli and acquired the listener component of Naming with 3D stimuli. Another participant showed Naming in Phase 1 with 2D stimuli and acquired the listener component of Naming with 3D stimuli in Phase 4. The effectiveness of MEI procedure to install Naming in autistic children, the role of stimuli modality used, the interaction between speaker and listener repertoires, the generalization of Naming for other types/forms of stimuli and the applicability of study results are discussed.
Acesso aberto (Open Access)
Intervenção ao autismo via ensino de cuidadores
(Universidade Federal do Pará, 2014-07-16) BORBA, Marilu Michelly Cruz de; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X
Autism Spectrum Disorder is a developmental disorder highly prevalent in the world population. Behavior-Analytic Intervention to autism is being pointed internationally as one of the most effective ways of intervention, provided that it is individualized, intensive, early, and extensive. Under such conditions, although highly effective, Behavior-Analytic Intervention is inaccessible to most of the affected population in Brazil. Having said that, intervention via caretakers may result as an efficient and viable alternative. Nevertheless, research on the efficacy of such ways of indirect intervention are rare, particularly in Brazil. The purpose of the present work was to develop an intervention program via caretakers and evaluate its efficacy to teach basic skills (“sit down”, “wait”, “greeting”, “attend when called by name”, “visual tracking”, “imitation with and without objects”). Six children diagnosed with ASD (with ages up to six years old) participated together with their respective caretakers. The caretakers were given conceptual and practical teaching and were supervised one a week. The teaching programs were carried out mainly by discrete trial. The results show efficacy of the intervention via caretakers, with the teaching programs being well succeeded to develop the above mentioned basic repertoires. Also, this research documented maintenance and generality of the taught repertoire. Additionally, the present dissertation includes other two components that are reports of basic research on the acquisition of tacts and mands, carried out in the context of the caretaker-based intervention program reported in the first component. The viability of such subsequent studies shows that a well-designed environment to deliver behavior-analytic services is also adequate to the development of basic research on procedural variables implied in the acquisition of specific repertoires.
Acesso aberto (Open Access)
Nomeação bidirecional em crianças com autismo: efeitos dos procedimentos de observação de pareamento de estímulos e instrução com múltiplos exemplares
(Universidade Federal do Pará, 2019-04-05) LOBATO, Juliana Lima; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
There is evidence that Multiple Exemplar Instruction (MEI) and Stimulus Pairing Observation Procedure (SPOP) can induce bidirectional naming (integration of speaker and listener responses) in people with Autistic Spectrum Disorder (ASD). We compared the relative efficacy of MEI and SPOP for establishing bidirectional naming in four children with ASD. We also assessed the relationship between occurrence of echoic responses and naming responses. Only one participant showed emergence of complete bidirectional naming after having undergone the two experimental treatments (first SPOP, then MEI). Two participants demonstrated emergence of the listener component after undergoing SPOP treatment. During the final naming test, the listener component emerged for two participants and one participant increased responses in both components, relative to baseline. Echoic responses showed no relationship with emergence of naming repertoires during bidirectional naming probes, nor with the number of sessions to reach learning criterion. We discuss the added efficacy of presenting both treatments in sequence and the importance of using reinforcing stimuli in procedures aimed at teaching bidirectional naming.
Acesso aberto (Open Access)
Procedimento de observação de pareamento de estímulos e a emergência de nomeação completa em crianças com autismo
(Universidade Federal do Pará, 2019-05-17) BRASIL, Michelle Abdon; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223; https://orcid.org/0000-0002-6548-2544; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Full naming is a higher order behavioral relationship in which the individual responds to a class of objects and/or events by combining the listener and speaker functions without direct training. More recently, the Stimulus Pairing Observation Procedure (SPOP) has been shown to be an alternative to develop bidirectional naming in individuals who do not have such ability yet. The SPOP consists of successive presentations of pairs of stimuli where the only response required from the individual is the observation response. At the same time, no response emitted by the individual is differentially reinforced. The present study investigated the effect of SPOP on the induction of full naming in four children with autism spectrum disorder with limited verbal repertoire. It was also evaluated the effects of the presence or not of listener unidirectional naming in the eventual acquisition of full naming. The experiment used the multiple probe design across participants. The procedure was composed for 1. Assessment of words articulation, 2. Pretests for tact and object selection, 3. Listener unidirectional naming test, 4. Full naming probes, 5. Baseline and 6. SPOP with more pairings. Results demonstrated that in addition to being effective in establishing tact and listener responses, SPOP was effective in establishing full naming for one of the participants. The data also suggest that the induction of this behavior in this population can be facilitated by the previous presence of listener unidirectional naming in the verbal repertoire of the individuals.
Acesso aberto (Open Access)
Procedimento de observação de pareamento de estímulos: Efeitos da alternância de pareamentos e testes na aquisição de resposta de ouvinte e tatos em crianças com autismo
(Universidade Federal do Pará, 2019-06-17) Ó, Lorraine Calandrini Araújo do; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Many of the opportunities for verbal repertoire learning occur in everyday interactions as children listen to other people talking about objects/events without demanding responses from them. A procedure that resembles this type of interactions is the Stimulus Pairing Observation Procedure (SPOP). The SPOP has recently been used to investigate verbal repertoire learning. Some studies have suggested that alternating SPOP and verbal repertoire tests (SPOP-test cycles) could favor the acquisition of verbal repertoires in children and adolescents with autism. The present study investigated, through a multiple probe design among participants with alternating treatments, the efficiency of the SPOP-test cycles compared to the SPOP implementation with tests only after a number of pairings equivalent to the pairings performed in the cycles, in the acquisition of tact and listener response in children with autism. The results demonstrated the efficacy of SPOP to induce the emergence of these repertoires in children with autism and that SPOP-test cycles are more efficient compared to SPOP implementation alone. The role of alternating pairings and tests on the effectiveness of SPOP and the importance of performing pre-tests of the different naming repertoires of individuals prior to SPOP implementation are discussed.
Acesso aberto (Open Access)
Procedimento de observação de pareamentos de estímulos com e sem exigência de resposta ecoica: efeitos na emergência de intraverbais em crianças com autismo
(Universidade Federal do Pará, 2019-04-04) COSTA, Malena Russelakis Carneiro; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The teaching of intraverbals is mainly studied through procedures that involve differential reinforcement such as tact training and listener training. However, another procedure called ‘Stimulus Pairing Observation Procedure’ (SPOP) emerged as an alternative to verify the emergence of verbal repertoires. This procedure consists of observation of stimuli presented contiguously, where the only response required is the observation and does not involve differential reinforcement of any responses. Studies have shown that verbal operants can be established through SPOP, and have also emphasized the role of echoic behavior as an mediator in tact, listener, and intraverbal responses emergence. The present study compared the efficacy of the SPOP with and without requirement of echoic response in emergence of intraverbals in three children with autism. A multiple probe design with alternating treatment between participants was used. The procedure had seven phases: 1) Evaluation of syllable articulation; 2) Initial Intraverbal Probe; 3) Tact Training; 4) Baseline; 5) Implementation of treatments; 6) Generalization test; 7) Maintenance test. The results showed the SPOP’s efficacy for intraverbals induction and suggested a facilitating role of the echoic. Possible carry-over effects of treatments, extinction of responses in the experimental context and the use of conditioned reinforcers as part of the SPOP are discussed.