Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Dorigon, Lygia T |
| Orientador(a): |
Andery, Maria Amália |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
|
| Departamento: |
Faculdade de Ciências Humanas e da Saúde
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/20286
|
Resumo: |
Joint attention is a term, used by cognitive and developmental literature, to refer to a set of behaviors (which could involve gestures and eye contact) that permits an individual to engage in triadic relations in between a social peer and an object of common interest, in order to share experiences. The presence of joint attention behaviors in babies has been correlated with the subsequent development of language and other symbolic behaviors. Deficit in joint attention behaviors has been considered a reliable marker of Autism Spectrum Disorder. The development of objective assessment measures is fundamental to the identification as early as possible of deficits in behaviors considered crucial to the infant human development. The absence of behavior analytic assessments, especially designed to investigation of joint attention behaviors let to the selection of an assessment instrument of prevocal behaviors, developed by developmental researchers and designed to the identifications of behaviors in babies before one year of age. The purposes of this study are (a) to analyze the contingencies involved in tasks of the assessment manual Early Social Communication Scale, (b) to investigate the development of joint attention behaviors in eight babies, between 9 to 15 months of age and (c) to propose a set of tasks to assess joint attention behaviors. The results of the instrument analysis indicated that tasks designed to the Initiation Joint Attention category presented less explicitly evocative conditions than to the Responding Joint Attention category and some of the behaviors assessed by the Initiation Joint Attention category didn’t accomplish the criterions to that inclusion. The performance of participants in the Responding to Joint Attention category progressively increased during the months assessed. And in the Initiation Joint Attention Category this data was identified only to the pointing behavior. To the others, it was not observed a regular pattern of behavior development, but it’s considered the influences of features related to the behavior classification and to the tasks. A set of tasks proposed considered the assessment of behaviors from the speaker and listener categories, with tasks that establish evocative conditions for all of behaviors in evaluation |
