Navegando por Assunto "Transtorno do Espectro Autista (TEA)"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Uma análise de procedimentos para a indução de nomeação bidirecional
(Universidade Federal do Pará, 2020-10-06) SANTOS, Edson Luiz Nascimento dos; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The present thesis consists of a literature review and an experimental study with the aim of analyzing procedures that are used to induction of bidirectional naming (BiN). The theoretical study carried out a systematic review of experimental studies on BiN in order to identify and analyze, considering the new classification proposed by Hawkins, Gautreaux and Chiesa (2018), the profile of the participants, the subtypes of BiN that the studies sought to assess and the teaching procedures used, the procedures used to test the emergency of BiN, and the BiN effectively evaluated. It was observed that 16 studies were realized with participants with atypical development, and that the majority used (1) identity matching-to-sample with the experimenter tacting the sample stimulus (IDMTS+tact) training and tact and listener tests in the evaluation of ‘speaker unidirectional naming’; and (2) ‘multiple exemplar instruction’ (MEI) as procedures to induce ‘speaker unidirectional naming’. The experimental study aimed to verify the effectiveness of a MEI procedure to induction of BiN and to assess whether presenting joint bidirectional naming is sufficient to demonstrate incidental bidirectional naming in four children with ASD. One participant demonstrated joint bidirectional naming after MEI and joint incidental bidirectional naming with new stimulus. The second participant passed the tests of listener unidirectional naming and other two, who had joint bidirectional naming at the pre-test, also had incidental bidirectional naming. The results are discussed in the light of the current literature.
Acesso aberto (Open Access)
Aplicação de tentativas discretas por cuidadores para o ensino de habilidades verbais a crianças diagnosticadas com autismo
(Universidade Federal do Pará, 2015-08-25) SILVA, Álvaro Júnior Melo e; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
The cases of Autism Spectrum Disorder (ASD) are characterized by persistent deficits in communication and social interaction in multiple contexts. The diagnosis of ASD also involves the presence of repetitive behavior and restricted interests. Considering the need of intervention and the lack of qualified professionals to implement intervention the purpose of this study was to verify the effects of parent-implemented teaching programs (VI) on the performance of children (VD). Participants included three children diagnosed with autism and their respective caregivers. Through a multiple probe design, the independent variable (IV) was selectively implemented on each of the teaching programs. Caregivers carried out the intervention at home and had their performance, and the performance of their children, was evaluated in sessions conducted in the room of the APRENDE Project/UFPA. Their performance was monitored during every session. Two or more programs were selected for each child. Participant 1 reached criterion for performance accuracy in the following programs: "Tact of Actions", "Mand with Autoclitic", and "Intraverbal of Personal Informations" after 7, 13, 19 sessions, respectively. Participant 2 needed 24 to 48 sessions and the Participant 3, 5 to 38 sessions to achieve accuracy in the programs. Data show that the intervention via caregiver, guided by a behavior analyst, can be effective and appropriate to the social-economic context of Brazil, characterized by lack of governm.
Acesso aberto (Open Access)
O comportamento de crianças com Transtorno do Espectro Autístico no contexto de educação musical: estudo de caso
(Universidade Federal do Pará, 2012-04-03) ESPÍRITO SANTO, Lady Anny Araújo do; FREITAS JUNIOR, Aureo Deo de; http://lattes.cnpq.br/9902320223569217; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
The Autistic Spectrum Disorder (ASD) is a complex syndrome, with higher prevalence in males, where the difficulties are manifested before the age of three and focus on three main areas: qualitative deviations in communication, social interaction and repetitive and stereotyped behavior. Using the context of music education, this study aimed to describe the behavior of two autistic children in the context of music lessons (percussion). For this purpose, was developed the Observation of Protocol Child with Autistic Spectrum Disorder in the Context of Classroom Music (percussion) from the analysis of behaviors emitted by children in the moments before and during class, recorded on audio and video. The categories that make up this protocol include the main features of the frames of TEA, which were expressed during music lessons in moments of interaction with adults and with peers, as well as the answers given by the tasks. The behavior of each child were recorded, according to the categories proposed, noting the frequency with which they occurred. The results indicate that the child A, non-verbal, had a higher frequency to respond functionally to the initiatives of adult interaction, initiate functional interactions with adults and decline repetitive and stereotyped behavior, throughout the classes. Child B, verbal, showed higher frequency to initiate non-adaptative interactions with adults, to respond with non-adaptative answers to adults and maintenance of repetitive and stereotyped behavior in the course of lessons.