Ensino de relações numéricas com o uso de discriminações condicionais para crianças com Transtorno do Espectro Autista

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: Garcia, Rafael Vilas Boas
Orientador(a): Goyos, Antônio Celso de Noronha lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
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 Psicologia - PPGPsi
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
TEA
Palavras-chave em Inglês:
ASD
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/7549
Resumo: The purposes of this research are evaluate the effectiveness of MTS computerized teaching tasks, and develop, apply and evaluate a Stimulus Equivalence Paradigm based curriculum to teach number concept. Studies that used MTS procedure to teach arbitrary conditional discriminations and equivalence relations obtained positive results on subjects with disability. We propose a systematic replication of Rossit (2003), that used MTS tasks to taught monetary system to youths with intellectual disability on a Stimulus Equivalence Paradigm based organized curriculum. In order to teach number concept, the experimental stimuli (numerals from one until nine, and figures of non-representational forms) were divided in three stimuli groups of increasing values in a multiple baseline design among stimuli groups. Were the participants in the research three ASD students with eight to 12 years old. The results shows efficacy on teach number concept for ASD children with strategy derived of Stimulus Equivalence, replicating the results obtained by Rossit (2003) and corroborating with previous notes on the contribution of resource derived from the Applied Behavior Analysis for the successful in inclusion of students with ASD.