Avaliação do ensino remoto de comportamentos precorrentes em tarefas de memória em pessoas com deficiência intelectual e autismo
| Ano de defesa: | 2022 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): |
Postalli, Lidia Maria Marson
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| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus São Carlos |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Especial - PPGEEs
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://repositorio.ufscar.br/handle/20.500.14289/17530 |
Resumo: | The present research consists of two studies, each with a systematic review and an experimental study. Both experimental studies were conducted remotely and investigated, using different procedures, remembering and precurrent behaviors. Study 1A aimed to identify and report studies that used delayed matching to sample (DMTS) to investigate the remembering behavior of participants with intellectual disabilities and autism. We identified 377 studies, three of which were selected for analysis. In all three studies, participants' performance decreased due to increased delay, especially for participants with developmental delay. Study 1B aimed to verify whether different delays on conditional, identity and arbitrary discrimination tasks affected participants with intellectual disabilities or autistic spectrum disorder, and to assess whether the contingencies of tips for engagement in precurrent behaviors (when necessary) affected performance in the proposed tasks. Three young people with intellectual disabilities (aged 18 to 25 years old) participated and four children with ASD (aged six to 11). The DMT procedure was used with 0, 2, 4, 6, and 8-second delays. If the participant performed less than 80% in test conditions (delays), contingencies of tips to favor engagement in precurrent behaviors were scheduled. The results expand the current literature by demonstrating that participants' performance has decreased due to increased delay, especially for participants with intellectual disabilities; and advance the findings on precurrent behaviors as important predictors for the behavior of remembering. Study 2A aimed to identify studies that proposed the investigation and/or teaching of precurrent behaviors in gaming. The results confirmed our initial hypothesis that there would be few studies that investigated and/or taught precurrent behaviors in gaming. This indicates a need for further investigations on teaching precurrent behaviors for problem solving in games, and the generalization of this behavior to other contexts. Study 2B investigated the effect of the Point-of-View Video Modeling (POVM) procedure on participants' performance in the Simon electronic game and evaluating the maintenance of performance and generalization to other games (visual memory puzzle, Ice Cream Memory and Japanese food game), all online. Nine participants with disabilities participated, six of which had been through study 1B. The teaching session began with the presentation of the video, in which the researcher played Simon and showed some game strategies. Next, the participant was exposed to the game. The learning criterion was the presentation of nine color sequences in Simon. The results showed that the performance ranged from 0 to 12 correct responses in the color sequence between participants, and, generally, with improvement in performance after the teaching steps. The results showed performance maintenance after 15 days and generalization to other games for the two participants who went through this stage. Together, the results of the studies show the relevance of contingency planning to teach problem solving, as well as of precurrents in remembering. |