Exigência de ecoicos no ensino por múltiplos exemplares: efeito na emergência de nomeação bidirecional em crianças com autismo

Abstract

Naming can be characterized as a high order bidirectional behavioral relationship which integrates listener and speaker functions through learning of tact, echoic and listener behaviors that occurs during early stages of children's development. Once established in individual’s repertoire, Bidirectional Naming allows the emergence of a skill from direct teaching of other. The present study investigated, using alternating treatment design, the effects of multiple exemplar instruction (MEI) on the emergence of Bidirectional Naming with and without echoic response requirement during MEI’s listener trials for three children with autism. Results show that MEI was effective in inducing Bidirectional Naming for two children (P1 and P3), and that condition with echoic requirement produced more rapidly independent tact and listener responses for two children (P2 and P3) during MEI. However, P1 presented a high percentage of echoics even in the non-requirement condition. Effectiveness of MEI for each participant, their performances in conditions with and without echoic requirement and possible influence of these conditions on Bidirectional Naming’s emergence as well as limitations and suggestions for future studies are discussed.