Emergência de intraverbal e intraverbal reverso após treino de discriminação condicional em crianças com autismo

Detalhes bibliográficos
Ano de defesa: 2024
Autor(a) principal: Campesan, Patrícia Contreras
Orientador(a): Elias, Nassim Chamel 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
ASD
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20243
Resumo: Verbal behavior, like all operant behavior, produces consequences capable of maintaining, increasing or decreasing its frequency. It is analyzed based on units called verbal operants, intraverbal being one of them. Studies have shown the importance of teaching intraverbals to children with Autism Spectrum Disorder (ASD), as this group experiences greater difficulty with these repertoires. The aim of this study was to verify the effects of teaching tact and listener behavior on the emergence of complex intraverbals in the question-answer format. The participants comprised four children diagnosed with ASD. Initially, the CARS protocol was applied with the family, an intraverbal repertoire survey protocol and a probe with twenty questions in three baseline sessions. Of these questions, three that the participant did not answer correctly were selected for the teaching phases. The other seven questions were used as controls. Next, they were exposed to the teaching of name-figure and question-figure conditional discriminations and a tactile test for the figures. Finally, the ten questions were reapplied. The results show that new questions emerged from the teaching, which may contribute to teaching savings.