Procedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistas
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16616 |
Resumo: | The present study investigated if it was possible to a) teach manding topographies of asking through the procedure of fading out the verbal model; b) verify if generalization of the mands installed occurs to objects which were not directly taught; and c) verify if a progressive reinforcement schedule LAG (Lag 1, Lag 2 and Lag 3), in which the participant must emit n different responses from previous ones to produce reinforcement, produces varied responses. In a multiple baseline design, five manding topographies of asking were taught to one participant and four topographies to another. The teaching procedure of these mands consisted in the presentation of the objects, the objects were previously selected by a preference assessment, to the participant and first install ecoic asking responses, such as can I get I want give it to me can I borrow and can I play . Next, the experimenter faded out the verbal model until the response was emitted under control of the object presentation in the absence of the verbal model. During the teaching sessions some generalizations tests were conducted, in which new objects were presented and the participants should emit mands with these new objects. After the teaching sessions the procedure to produce varied manding responses started, with the Lag 1, Lag 2 and Lag 3 reinforcement schedule. The results indicate that it was possible to teach the asking topographies to both participants, the number of responses emitted in the absence of a verbal model increased during procedure, the ecoic responses decreased and other fading levels were used throughout the teaching procedure. Beside that, variability was produced by the reinforcement schedule Lag 1, Lag 2 and Lag 3, one participant when the Lag increases the number of topographies emitted increases also and the other participant there is a bigger diversity of topographies which biggest distribution of responses in the biggest LAG S value. Some new (not taught responses) and recombined (partially taught responses) responses occurred and those increased with the amplified Lag. The generalization of taught topographies occurred to new objects presented to participants |
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Micheletto, Nilzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4293902E1Guimarães, Mariana Chernicharo2016-04-29T13:17:33Z2010-12-162010-12-03Guimarães, Mariana Chernicharo. Teaching manding and promoting topography variations in those responses procedures with autistic children. 2010. 93 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.https://tede2.pucsp.br/handle/handle/16616The present study investigated if it was possible to a) teach manding topographies of asking through the procedure of fading out the verbal model; b) verify if generalization of the mands installed occurs to objects which were not directly taught; and c) verify if a progressive reinforcement schedule LAG (Lag 1, Lag 2 and Lag 3), in which the participant must emit n different responses from previous ones to produce reinforcement, produces varied responses. In a multiple baseline design, five manding topographies of asking were taught to one participant and four topographies to another. The teaching procedure of these mands consisted in the presentation of the objects, the objects were previously selected by a preference assessment, to the participant and first install ecoic asking responses, such as can I get I want give it to me can I borrow and can I play . Next, the experimenter faded out the verbal model until the response was emitted under control of the object presentation in the absence of the verbal model. During the teaching sessions some generalizations tests were conducted, in which new objects were presented and the participants should emit mands with these new objects. After the teaching sessions the procedure to produce varied manding responses started, with the Lag 1, Lag 2 and Lag 3 reinforcement schedule. The results indicate that it was possible to teach the asking topographies to both participants, the number of responses emitted in the absence of a verbal model increased during procedure, the ecoic responses decreased and other fading levels were used throughout the teaching procedure. Beside that, variability was produced by the reinforcement schedule Lag 1, Lag 2 and Lag 3, one participant when the Lag increases the number of topographies emitted increases also and the other participant there is a bigger diversity of topographies which biggest distribution of responses in the biggest LAG S value. Some new (not taught responses) and recombined (partially taught responses) responses occurred and those increased with the amplified Lag. The generalization of taught topographies occurred to new objects presented to participantsNo presente estudo investigou-se se é possível, a) ensinar topografias de mando de solicitação por meio de um procedimento de fading do modelo verbal; b) verificar se ocorre generalização dos mandos instalados para objetos que não foram utilizados no ensino direto das topografias de mando, e c) verificar se um esquema de reforçamento progressivo LAG (Lag 1, Lag 2 e Lag 3), em que exige-se que o participante emita respostas diferentes das n anteriores para produzir o reforçamento, produz respostas variadas. Utilizando um delineamento de linha de base múltipla, foram ensinadas cinco topografias de mando de solicitação para um participante e quatro topografias para outro. O procedimento de ensino desses mandos consistiu em apresentar objetos, selecionados em testes de preferência, para o participante e inicialmente instalar respostas ecóicas de solicitação tais como Posso pegar... , Quero... , Dá pra mim... , Me empresta... e Posso brincar... . A seguir, o fading out do modelo ecóico apresentado pelo experimentador foi conduzido até que a resposta de solicitação fosse emitida sob controle do objeto apresentado na ausência do modelo verbal. Durante as sessões de ensino foram feitos alguns teses de generalização, em que novos objetos eram apresentados e os participantes deveriam emitir mandos com esses novos objetos. Após as sessões de ensino, começou o procedimento para gerar respostas variadas de mando que haviam sido instaladas nas sessões de ensino, utilizando do esquema de reforçamento Lag 1, Lag 2 e Lag 3. O resultado indica que foi possível o ensino das topografias de mando de solicitação para ambos os participantes, as respostas sem modelo ocorreram cada vez mais durante o procedimento, a utilização do nível ecóico foi diminuindo e outros níveis de fading foram usados ao longo do ensino, além disso, houve produção de variabilidade pelo esquema de reforçamento Lag 1, Lag 2 e Lag 3, para um dos participantes quando aumenta o Lag, aumenta o número de topografias emitidas e para o outro há uma maior diversidade de topografias com uma maior distribuição de respostas no maior valor de LAG. Ocorrem respostas novas (respostas que não foram ensinadas) e recombinadas (respostas que tinham partes de topografias que haviam sido ensinadas), que aumentam com o aumento do Lag. E que ocorreu a generalização das topografias ensinadas, para os novos objetos que foram apresentadosCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/35282/Mariana%20Chernicharo%20Guimaraes.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Psicologia Experimental: Análise do ComportamentoPUC-SPBRPsicologiaAutismoMandoVariabilidadeGeneralizaçãoAutismMandingVariabilityGeneralizationCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALProcedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistasTeaching manding and promoting topography variations in those responses procedures with autistic childreninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMariana Chernicharo Guimaraes.pdf.txtMariana Chernicharo Guimaraes.pdf.txtExtracted texttext/plain144153https://repositorio.pucsp.br/xmlui/bitstream/handle/16616/3/Mariana%20Chernicharo%20Guimaraes.pdf.txt59e0b961a30c21b5029cb63a13b468b7MD53ORIGINALMariana Chernicharo Guimaraes.pdfapplication/pdf958742https://repositorio.pucsp.br/xmlui/bitstream/handle/16616/1/Mariana%20Chernicharo%20Guimaraes.pdfa76380f7c23f492d42bd175d29cbf614MD51THUMBNAILMariana Chernicharo Guimaraes.pdf.jpgMariana Chernicharo Guimaraes.pdf.jpgGenerated Thumbnailimage/jpeg2104https://repositorio.pucsp.br/xmlui/bitstream/handle/16616/2/Mariana%20Chernicharo%20Guimaraes.pdf.jpgc4715912a635b5fbde63d2a9b070733fMD52handle/166162022-04-28 14:07:20.07oai:repositorio.pucsp.br:handle/16616Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T17:07:20Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Procedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistas |
dc.title.alternative.eng.fl_str_mv |
Teaching manding and promoting topography variations in those responses procedures with autistic children |
title |
Procedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistas |
spellingShingle |
Procedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistas Guimarães, Mariana Chernicharo Autismo Mando Variabilidade Generalização Autism Manding Variability Generalization CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
title_short |
Procedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistas |
title_full |
Procedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistas |
title_fullStr |
Procedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistas |
title_full_unstemmed |
Procedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistas |
title_sort |
Procedimento para ensinar respostas de mando e promover variação na topografia destas respostas em crianças autistas |
author |
Guimarães, Mariana Chernicharo |
author_facet |
Guimarães, Mariana Chernicharo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Micheletto, Nilza |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4293902E1 |
dc.contributor.author.fl_str_mv |
Guimarães, Mariana Chernicharo |
contributor_str_mv |
Micheletto, Nilza |
dc.subject.por.fl_str_mv |
Autismo Mando Variabilidade Generalização |
topic |
Autismo Mando Variabilidade Generalização Autism Manding Variability Generalization CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
dc.subject.eng.fl_str_mv |
Autism Manding Variability Generalization |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
description |
The present study investigated if it was possible to a) teach manding topographies of asking through the procedure of fading out the verbal model; b) verify if generalization of the mands installed occurs to objects which were not directly taught; and c) verify if a progressive reinforcement schedule LAG (Lag 1, Lag 2 and Lag 3), in which the participant must emit n different responses from previous ones to produce reinforcement, produces varied responses. In a multiple baseline design, five manding topographies of asking were taught to one participant and four topographies to another. The teaching procedure of these mands consisted in the presentation of the objects, the objects were previously selected by a preference assessment, to the participant and first install ecoic asking responses, such as can I get I want give it to me can I borrow and can I play . Next, the experimenter faded out the verbal model until the response was emitted under control of the object presentation in the absence of the verbal model. During the teaching sessions some generalizations tests were conducted, in which new objects were presented and the participants should emit mands with these new objects. After the teaching sessions the procedure to produce varied manding responses started, with the Lag 1, Lag 2 and Lag 3 reinforcement schedule. The results indicate that it was possible to teach the asking topographies to both participants, the number of responses emitted in the absence of a verbal model increased during procedure, the ecoic responses decreased and other fading levels were used throughout the teaching procedure. Beside that, variability was produced by the reinforcement schedule Lag 1, Lag 2 and Lag 3, one participant when the Lag increases the number of topographies emitted increases also and the other participant there is a bigger diversity of topographies which biggest distribution of responses in the biggest LAG S value. Some new (not taught responses) and recombined (partially taught responses) responses occurred and those increased with the amplified Lag. The generalization of taught topographies occurred to new objects presented to participants |
publishDate |
2010 |
dc.date.available.fl_str_mv |
2010-12-16 |
dc.date.issued.fl_str_mv |
2010-12-03 |
dc.date.accessioned.fl_str_mv |
2016-04-29T13:17:33Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Guimarães, Mariana Chernicharo. Teaching manding and promoting topography variations in those responses procedures with autistic children. 2010. 93 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16616 |
identifier_str_mv |
Guimarães, Mariana Chernicharo. Teaching manding and promoting topography variations in those responses procedures with autistic children. 2010. 93 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
url |
https://tede2.pucsp.br/handle/handle/16616 |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento |
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PUC-SP |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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