Navegando por Assunto "Ecoico"

Agora exibindo 1 - 3 de 3

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)
Exigência de ecoicos no ensino por múltiplos exemplares: efeito na emergência de nomeação bidirecional em crianças com autismo
(Universidade Federal do Pará, 2021-09-10) QUEIROZ, Adriane Gomes; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Naming can be characterized as a high order bidirectional behavioral relationship which integrates listener and speaker functions through learning of tact, echoic and listener behaviors that occurs during early stages of children's development. Once established in individual’s repertoire, Bidirectional Naming allows the emergence of a skill from direct teaching of other. The present study investigated, using alternating treatment design, the effects of multiple exemplar instruction (MEI) on the emergence of Bidirectional Naming with and without echoic response requirement during MEI’s listener trials for three children with autism. Results show that MEI was effective in inducing Bidirectional Naming for two children (P1 and P3), and that condition with echoic requirement produced more rapidly independent tact and listener responses for two children (P2 and P3) during MEI. However, P1 presented a high percentage of echoics even in the non-requirement condition. Effectiveness of MEI for each participant, their performances in conditions with and without echoic requirement and possible influence of these conditions on Bidirectional Naming’s emergence as well as limitations and suggestions for future studies are discussed.
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.