Navegando por Assunto "Psicologia: pesquisa experimental"

Agora exibindo 1 - 4 de 4

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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)
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 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.