Navegando por Assunto "Naming"

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Acesso aberto (Open Access)
Contribuições da análise do comportamento para reabilitação verbal de crianças usuárias de implante coclear
(Universidade Federal do Pará, 2017-06-27) PEREIRA, Fabiane da Silva; VERDU, Ana Claudia Moreira Almeida; http://lattes.cnpq.br/3777028853675653; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
This study is characterized by a research portfolio, which involves Behavior Analysis, linguistic behavior and cochlear implant. It got together a study of the literature review, and two experimental studies that tried to verify the effect of Multiples Examples Instructions (MEI) procedures, which started with different methods, and also with a list of deaf children naming and cochlear implanted children. The naming concept and the method used on the last 20 years were reviewed. The study 1, experimental, investigated on three children that are cochlear implanted, the effect of the Multiples Examples Instructions procedures on the repertory integration of hear and speak. The study 2, experimental, evaluate in a child that was late cochlear implanted the effect of teach only of the listening repertory about naming, and the MEI about naming repertory. The literature review showed that the naming concept uses like described by Horne and Lowe (1996) has increased on the Behavior Analysis literature. And three procedures have been used during 20 years: hand sorting, MEI and Pairing naming. The study 2 results indicated that the MEI procedure was essential to the hearer and speaker repertory integration, which reduced the performance differences between speak and listen people. And the study 3 results showed that were necessary extra exposes to MEI to naming emergency. It discuss the possibility of new procedures at speak and hear abilities of cochlear implanted children.
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.