Navegando por Assunto "Bidirectional naming"

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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: efeitos da redução da intensidade na indução de nomeação bidirecional e incidental em crianças com autismo
(Universidade Federal do Pará, 2024-09-12) BASTOS, Isabelly Costa; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201; LOBATO, Andréa Fonseca Farias; http://lattes.cnpq.br/7074169433113207
The consolidation of the Bidirectional Naming (BN) repertoire as the generalized behavioral relation known as Incidental Bidirectional Naming (IBN) is considered fundamental for effective language development. Previous research demonstrated that an intensive tact training (ITT) procedure with 100 trials per day, implemented three times a week, successfully induced both IBN and BN in two autistic children. This study evaluated the effects of a ITT protocol with 50 trials per day, administered three times a week, on the induction of BN and IBN in three autistic children. The participants were exposed to: BN and IBN pre-tests; ITT teaching; BN and IBN post-tests; and BN and IBN generalization and maintenance tests. Results showed that, following ITT with up to three sets of stimuli, only one participant demonstrated BN emergence, while none demonstrated IBN emergence. This study highlights the need for further investigation into parametric variations in ITT implementation, such as the number of trials per day or week, and number of stimulus sets used, also considering aspects such as the participants' initial verbal repertoire, the reinforcing functions of antecedent and social consequence stimuli used, the reinforcing function of observation responses to stimuli, and the impact of requiring or restricting echoic responses.
Acesso aberto (Open Access)
Ensino por múltiplos exemplares e a emergência de nomeação bidirecional e incidental em crianças autistas
(Universidade Federal do Pará, 2024-09-13) CARDUNER, Bernardo Serruya; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Bidirectional naming (BN) is a behavioral repertoire characterized by the emergence of listener responses to objects/events after teaching speaker responses to those objects/events, and vice versa. The consolidation of this repertoire as a generalized behavioral relation leads to incidental bidirectional naming (IBN) — the emergence of both speaker and listener responses to objects/events after exposure to their names — which is considered a pivotal repertoire for language development. The multiple exemplar instruction (MEI) is a procedure that has been pointed out as capable of inducing IBN in autistic individuals. This study aimed to evaluate the effect of MEI with rotation of listener (auditory-visual match-to-sample-AVMTS) and speaker (intraverbal tact) trials, without echoic requirement, in inducing BN and IBN in two autistic children. Participants could be exposed to up to five experimental stages, depending on their performance: 1) BN and IBN pre-tests; 2) MEI; 3) BN and IBN post-tests; 4) BN and IBN generalization tests; and 5) BN and IBN maintenance tests. Results showed that MEI did not result in the emergence of BN and IBN, with participants displaying unidirectional listener naming since the pre-tests. Methodological aspects to be evaluated in future studies on the role of MEI in the induction of BN and IBN are discussed, including the effects of requiring or blocking echoics during MEI, establishing the reinforcing function of the social consequences used in teaching AVMTS and intraverbal tact, and the reinforcing function of observation responses to stimuli.
Acesso aberto (Open Access)
Nomeação bidirecional e incidental em crianças com autismo: efeitos da exigência de ecoicos no ensino por múltiplos exemplares
(Universidade Federal do Pará, 2024-09-12) SOUSA, Camila de Oliveira; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Bidirectional Naming (BN) is a behavioral repertoire that implies that teaching speaker responses to objects/events will result in the emergence of listener responses to those objects/events, and vice-versa. The establishment of this repertoire as a generalized behavioral relation results in Incidental Bidirectional Naming (IBN) (the emergence of speaker and listener responses to objects/events following incidental exposure to their names), which is considered a pivotal repertoire in language development. Multiple Exemplar Instruction (MEI) is a procedure that has been shown to be effective in inducing IBN in autistic individuals. The present study examined the effect of MEI consisting of randomized trials of auditory-visual match-to-sample (AVMTS) and intraverbal tact, with echoic requirement (MEIwec) and without echoic requirement (MEIwoec) in the AVMTS trials, on the induction of BN and IBN in four autistic children. Participants were exposed to up to five experimental stages: NB/NBI pre-tests; MEI (wec and/or woec); NB/NBI post-tests; and NB/NBI generalization and maintenance tests. It was found that two participants who were exposed to MEIwec, as well as one who was exposed to MEIwoec, presented NB and NBI in the post-tests. Another participant, who was first exposed to MEIwoec and then to MEIwec, did not present NB and NBI in the post-tests. The need to investigate the role of the reinforcing function of social consequence stimuli and the reinforcing function of observation responses to stimuli in the occurrence of echoic and listener responses as modulators of the effect of MEI in the induction of NB and NBI is discussed.