Procedimento para produção de respostas de mando variadas em crianças autistas e avaliação da extensão da variabilidade

• Autor(a) principal: Souza, Juliana Castelo Branco de
• Data de Publicação: 2016
• 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/18912
• topic: Autismo; Comportamento verbal; Mando; Autism; Verbal behavior; Mand; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL

The present study investigated the efficacy of using the procedure of fading out to teach different topographies of mands, and explored the use of the contingency Lag, in which the participant must emit n different responses from the previous one to increase variability. It also verified if generalization of variable responses would occur in different environments and with other people. And, if variability of mand responses would extend to other verbal operants (intraverbals and tacts). Some topographies of mands were taught to 3 participants diagnosed with autism, such as “Can I get…”, May I borrow…”, “Can I play with…”, “ I want…”, “Give me…”. Before the procedure to teach the topographies of mands started, a base line was done in three situations: with the child interacting naturally with the people in his house (interaction in the natural environment); with a family member interacting with the child creating situations for tact, intraverbal and mand responses; and in the intervention environment. All tacts, intraverbals and mands were registered in the three situations. The teaching procedure started with the presentation of an object, chosen in the preference test in each session by the participant, to see how he would ask for the object. The first verbal model given was the ecoic model. The preference test was planned in a way that in each session a new object would be presented, which permitted to evaluate the generalization of mands to new objects. The ecoic model was faded out gradually until the participant emitted a mand without a verbal modal as antecedent stimuli. During the procedure, the correct responses would be reinforced by receiving the object plus compliments. When all five responses were learned the procedure to install variability started with Lag 1, Lag 2 and Lag 3 reinforcement schedules. After the teaching of the mand topographies, an intermediate test was made; and after the variability procedure, a final test was made. Both of tests checked the child´s verbal behavior the same way as the base line. The results indicate that all three participants learned the five mand topographies with the use of fading out of the verbal model. There was also an increase in variability with the reinforcement schedules of Lag 1, Lag 2 and Lag 3 for all the participants, especially in Lag 3, that the responses were more diverse and more distributed. The children varied the responses using the topographies learned but also emitting new responses (not taught), and responses combining parts of the learned responses. Generalization of the mand responses to new objects occurred, as well as to other environment and people. One of the participants showed an increase of variable intraverbal responses in the final test, and all the participants presented a little increase in the variation of tact responses