Nomeação Bidirecional e Nomeação Bidirecional Incidental: Revisão Sistemática Atualizada e Análise dos Efeitos do Bloqueio e Exigência de Ecoicos no Ensino por Múltiplos Exemplares

Abstract

Bidirectional naming (BiN – when the teaching of listener responses results in the emergence of speaker responses, and vice versa) and incidental bidirectional naming (Inc-BiN – the emergence of listener and speaker responses following incidental exposure to the name and its corresponding object) have been described as repertoires capable of producing accelerated gains in verbal development, consisting of the generalized integration of speaker and listener repertoires. Systematic reviews of studies on BiN and Inc-BiN have identified the most efficient procedures for inducing these repertoires, as well as the main gaps yet to be addressed. Considering these gaps, two independent studies were conducted in this dissertation. Study 1 consisted of an updated systematic review of 66 studies on the induction of naming. Studies included in previous reviews (Santos & Souza, 2020; Sivaman & Barnes-Holmes, 2023), as well as those identified in a new search conducted between 2022 and 2025, were analyzed with the aim of categorizing and examining participant characteristics, interventions, tests, and outcomes, as well as methodological rigor and intervention effect sizes. Most studies included autistic children with existing verbal repertoires as participants. The most frequently used independent variables were multiple exemplar instruction (MEI), stimulus pairing observation procedure (SPOP), and sequential listener and speaker training. The most common dependent variables were performance on auditory–visual matching-to-sample (AVMTS) and intraverbal tact tests. The results indicate procedural and methodological limitations, such as inconsistencies between the type of naming reported and that actually assessed, as well as weak methodological strength and mixed effect sizes. Study 2 evaluated the effect of echoic behavior during AVMTS tasks embedded in MEI on the induction of BiN and Inc-BiN in four children with autism spectrum disorder (ASD). Pretests consisted of BiN assessments (intraverbal tact training followed by AVMTS testing for one set; AVMTS training followed by intraverbal tact testing for another set) and Inc-BiN assessments (SPOP for one set followed by intraverbal tact and listener tests). In one experimental condition, a procedure to block echoic responses was implemented (MEIcb), whereas in another condition echoic responses were required (MEIce) during AVMTS tasks. The echoic-blocking procedure consisted of the child counting aloud from one to three following the presentation of the auditory sample stimulus. BiN and Inc-BiN tests were then re-administered. All participants demonstrated the emergence of listener responses following intraverbal tact training (listener unidirectional naming) in the pretests. The two participants exposed to MEIcb demonstrated BiN only in the posttests. One participant exposed to MEIce demonstrated both BiN and Inc-BiN, whereas the other did not demonstrate either repertoire in the posttests. The role of echoic behavior, the establishment of joint attention, and the reinforcing function of observing responses in the induction of BiN and IncBiN is discussed, as well as adaptations to the echoic-blocking procedure and the recording of echoic responses across all phases of the study.