Variáveis de procedimentos no ensino de discriminações condicionais monetárias para surdos

Abstract

In teaching monetary conditional discrimination the procedures of matching to sample (MTS), exclusion and constructed response matching to sample (CRMTS) have proven effective for economic training and emergency of many new relations derived of the direct training. However, it is necessary to evaluate different procedures for teaching those behaviors. Another variable to be investigated about learning of monetary relations is the importance of the prerequisites. Therefore, the aim of this study is to compare different procedures for teaching monetary skills to deaf children and check if there was emergence of new relations without any direct training in children with mathematic prerequisites and without them. This research was conducted in a Unit of Specialized Education for deaf and was used a notebook with software (Proler 5.0 for Windows). Three experiments were programmed. In the experiment 1 six deaf children participated divided into two experimental groups (with and without mathematical prerequisites). They were taught via MTS about values in Brazilian Sign Language (LIBRAS) and their relations to: prices (AB), pictures of coins (AC) and facsimile of Brazilian Real bills (AD), followed by tests of symmetry and transitivity. Most participants showed emerging of equivalence relations. Teaching via component-matching-training involved relations between facsimile of Brazilian Real bills and prices (DB) and facsimile of Brazilian Real bills and pictures of coins (DC), followed by tests of symmetry, transitivity and generalization (simulation of buying and selling). There was a difference in performance between the participants in Groups I and II, which confirm the importance of mathematic prerequisites to learn monetary relations. In the experiment 2 involving other six deaf children divided into two experimental groups (with and without mathematical prerequisites). The participants were exposed to match, in an MTS procedure, values in LIBRAS and: prices (AB), pictures of coins (AC) and facsimile of Brazilian Real bills (AD), followed by exclusion probes the same relation with the values untrained. Equivalence tests between prices and pictures of coins (BC) and inverse (CB) were performed. In exclusion probes in both groups, conditional relations between monetary values have emerged. In the experiment 3, other six deaf children (with and without mathematical prerequisites) were taught via CRMTS about values in Brazilian Sign Language (LIBRAS) and their relations to: prices (AB) and pictures of coins (AC), followed by testing in symmetrical relations (BA and CA) and tests between prices and pictures of coins (BC), the inverse (CB), facsimile of Brazilian real bills and prices (DB), between pictures of coins (CC) and pictures of facsimile of Brazilian real bills (DD). In tests, in both groups, there was the emergence of conditional relations between prices and monetary values in LIBRAS (BA) and between pictures of coins and monetary values in LIBRAS (CA). In general, studies indicate that regardless of the initial repertoire of the participants there was learning this type of conditional monetary relations consistent with the training and that the three teaching procedures were equally effective in teaching monetary conditional relations.