Uma análise de procedimentos para a indução de nomeação bidirecional

Abstract

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.