Aplicação de um programa de ensino de leitura e construção de sentenças para crianças com autismo

Abstract

Autism Spectrum Disorder (ASD) is characterized by significant disturbances in communication, social interaction and other children's behavior. These disturbances may restrict the development of equivalent stimulus classes, which may hinder the development of repertoires such as reading and writing. To prevent or remedy difficulties in developing these repertoires, behavior analysis studies have applied the Constructed Response Matching to Sample (CRMTS) procedure, in which is required pairing response to the model from the selection of stimuli that compose it. Using this procedure, a series of three studies were conducted with three children diagnosed with ASD, in which were gradually taught to build words and sentences of two to five components and tested the textual reading and reading with comprehension and, as well as the construction of new sentences. The stimuli used were visual and auditory responses and the observation and selection responses got along from the touch on the computer screen. Two children showed textual reading and comprehension, in addition to the widespread construction of three and five terms sentences, showing maintenance of the repertoire after fifteen and thirty days. One child showed textual reading and comprehension, and general construction of sentences with two terms. A fourth participant was exposed to the teaching procedure, which is applied by the mother, showing textual and comprehension reading, and general construction of sentences with five terms, also demonstrating maintenance. The data indicate that there was equivalence classes and ordinal classes formation, maintaining these repertoires even after a period without exposure to tasks for children diagnosed with ASD.