Emergência de leitura em crianças com fracasso escolar: efeitos do controle por exclusão

Abstract

Studies on the control relations identified a phenomenon, described in Behavior Analysis, as a response to exclusion. This type of control has been studied for their effects on the teaching of reading. The arrangements that program the teaching of new contingent relations for control by relation rejection have been regarded as a resource to promote the development of reading in various populations. This phenomenon has been observed in choice tasks according to the model in procedures which one called exclusion. In this procedure the participant, when presented to an unknown model stimulus, rejects the comparison stimulus-known (which functions as S-) and selects unknown stimulus (which acts as S +). According to discussions of the data available in the literature, it is understood that the control by exclusion is a form of control that enables the acquisition of new relations in less time. However, there is an agreement among experts on this phenomenon that it is still necessary to better clarify the control variables involved and the effects of control by rejection the new arbitrary relations teaching. Joining efforts in the research of this phenomenon this present study aimed at: (1) applying the exclusion procedure the teaching of words in a joke context, (2) recording the effects of this procedure on the acquisition of repertoire for reading the teaching words after a single attempt and, (3) testing the efficacy of this procedure for developing generalized reading of words formed by recombining the instruction words. The study included five children aged between 8 and 9 years old with a school failure history. The results showed that all participants chose by exclusion, all new learned conditional relations between words written and spoken words after a single exclusion attempt and all participants were able to read some of the words of the test generalization. These results show the effectiveness of the procedure that involves a choice to exclusion the teaching of new conditional relations and, that kind of choice allows the formation of equivalence classes and control the syllabic units. In this study, the time required for the teaching of new dictated word/written word relations varied dependently on the control type, in other words, after a single attempt to choose-S-model one could to develop pre-requisites needed for the acquisition of new repertoires, including the not directly reinforced ones. However, the non-occurrence of general reading all the words to the test of generalization suggests the choice of exclusion to be effective, but not more than the choice of selection. In addition, the possibility of occurs control by S + and S- must be investigated with a view to strengthening the relations of control by exclusion occurred later in successive exposures in which the subject chosen by selection.