Navegando por Assunto "Ensino intensivo de tato"

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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 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)
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.