Integração dos repertórios de ouvinte e falante (naming) em crianças autistas: efeitos do ensino com objetos e figuras

Abstract

A current recommendation to induce Naming repertoire (integration of speaker and listener repertoire) in people with developmental disabilities is the procedure of multiple exemplar instruction (MEI). Studies suggest that there may be differences in Naming learning due to the type of stimulus used. The current study compared the use of twoand three-dimensional stimuli in a MEI procedure to install Naming repertoire in four autistic children. Phase 1 evaluated the baseline of Naming repertoire in two stages: training of identity matching-to-sample repertoire with the experimenter tacting the sample stimuli (IDMTS+tact) and test of MTS auditive-visual (AVMTS) and tact. Phase 2 trained IDMTS+tact, AVMTS and tact with new stimuli. After reaching criterion in Phase 2, Phase 1 was replicated to verify the emergence of Naming (Phase 3). Having observed Naming in Phase 3, Phase 1 was replicated with new stimuli to confirm the repertoire acquisition (Phase 4). One participant showed complete acquisition of Naming in Phase 4 with 2D stimuli and acquired the listener component of Naming with 3D stimuli. Another participant showed Naming in Phase 1 with 2D stimuli and acquired the listener component of Naming with 3D stimuli in Phase 4. The effectiveness of MEI procedure to install Naming in autistic children, the role of stimuli modality used, the interaction between speaker and listener repertoires, the generalization of Naming for other types/forms of stimuli and the applicability of study results are discussed.