Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais

Detalhes bibliográficos
Autor(a) principal: Souza, Monique Luzia de
Data de Publicação: 2020
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/23449
Resumo: Studies in Brazil have shown that students with atypical development often perform unsatisfactorily in academic assessments, including reading and writing. In order to make reading and writing teaching programs more economical and effective, recombinative generalization has been investigated, once it allows the expansion of reading and writing to text units that were not directly taught. However, the restricted stimulus control (RSC) mainly observed in the atypical development population can hinder such expansion. Because of that, in Study 1, an update on the topic was done, aiming to describe Brazilian researches that assessed the emergence of recombinative reading/writing. Theses and dissertations from 2011 to 2019, and articles published until 2019 were collected from digital information sources, with 133 selected works. It was identified that UFSCar, PUC-SP and UFPA were the Brazilian universities with the highest production of theses and dissertations, and, in addition to UnB, had the main advisors on the subject. From 2009 to 2016, more than a half of the articles were published, and UFSCar, UnB, INCT-ECCE, UEL and UFSC were the Brazilian institutions with the largest number of articles. Participants were usually children with typical development enrolled in elementary school. Study 2 was done with the aim of analyzing the characteristics of the Brazilian researches that were carried out with the atypical development population, and the aim of identifying relevant variables for the emergence of recombinative reading/writing in this population. The studies from Study 1 and those from a previous literature review were analyzed; 45 studies were selected in the first phase (analysis of basic data) and 29 were selected in the second phase (full analysis). The results show that: (a) the first Brazilian work with the atypical development population was published in 1994; (b) from 2006 onwards, there was stable production of theses and dissertations; (c) UFSCar, UFPA and PUC-SP were the universities with the highest production of theses and dissertations, with emphasis on UFSCar; (d) UFPA, UFSCar and INCT-ECCE were the institutions with the largest number of published articles; (e) several diagnoses have been identified, with emphasis on autism spectrum disorder (ASD); (f) the training sessions were usually individual and applied by the researchers; (g) procedures that promote discrimination of smaller units have proven to be more effective; and (h) few studies have evaluated the maintenance of results. It is recommended that future studies investigate teaching procedures little applied to such population, use complex textual units, and perform group training, with the teachers as intervention agents, aiming at the training of such professionals
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spelling Pereira, Maria Eliza Mazzillihttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8270052U6Souza, Monique Luzia de2021-01-21T13:06:44Z2020-11-26Souza, Monique Luzia de. Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais. 2020. 205 f. Dissertação (Mestrado em Psicologia Experimental) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23449Studies in Brazil have shown that students with atypical development often perform unsatisfactorily in academic assessments, including reading and writing. In order to make reading and writing teaching programs more economical and effective, recombinative generalization has been investigated, once it allows the expansion of reading and writing to text units that were not directly taught. However, the restricted stimulus control (RSC) mainly observed in the atypical development population can hinder such expansion. Because of that, in Study 1, an update on the topic was done, aiming to describe Brazilian researches that assessed the emergence of recombinative reading/writing. Theses and dissertations from 2011 to 2019, and articles published until 2019 were collected from digital information sources, with 133 selected works. It was identified that UFSCar, PUC-SP and UFPA were the Brazilian universities with the highest production of theses and dissertations, and, in addition to UnB, had the main advisors on the subject. From 2009 to 2016, more than a half of the articles were published, and UFSCar, UnB, INCT-ECCE, UEL and UFSC were the Brazilian institutions with the largest number of articles. Participants were usually children with typical development enrolled in elementary school. Study 2 was done with the aim of analyzing the characteristics of the Brazilian researches that were carried out with the atypical development population, and the aim of identifying relevant variables for the emergence of recombinative reading/writing in this population. The studies from Study 1 and those from a previous literature review were analyzed; 45 studies were selected in the first phase (analysis of basic data) and 29 were selected in the second phase (full analysis). The results show that: (a) the first Brazilian work with the atypical development population was published in 1994; (b) from 2006 onwards, there was stable production of theses and dissertations; (c) UFSCar, UFPA and PUC-SP were the universities with the highest production of theses and dissertations, with emphasis on UFSCar; (d) UFPA, UFSCar and INCT-ECCE were the institutions with the largest number of published articles; (e) several diagnoses have been identified, with emphasis on autism spectrum disorder (ASD); (f) the training sessions were usually individual and applied by the researchers; (g) procedures that promote discrimination of smaller units have proven to be more effective; and (h) few studies have evaluated the maintenance of results. It is recommended that future studies investigate teaching procedures little applied to such population, use complex textual units, and perform group training, with the teachers as intervention agents, aiming at the training of such professionalsNo Brasil, pesquisas revelam que alunos com desenvolvimento atípico frequentemente apresentam desempenho insatisfatório em avaliações acadêmicas, inclusive em leitura e escrita. Visando a tornar os programas de ensino de leitura e escrita mais econômicos e efetivos, a generalização recombinativa tem sido investigada, pois permite a expansão da leitura e da escrita para unidades textuais não diretamente ensinadas. No entanto, o controle restrito de estímulos observado, principalmente, no responder da população atípica, pode dificultar tal expansão. Frente a isso, no Estudo 1, foi realizada atualização de uma revisão sobre o tema, tendo como objetivo a caracterização das pesquisas nacionais que avaliaram a emergência da leitura/escrita recombinativa. Foram analisadas teses e dissertações de 2011 a 2019 e artigos publicados até 2019 coletados em fontes de informações digitais. Foram selecionados 133 trabalhos. Identificou-se que UFSCar, PUC-SP e UFPA foram as universidades com maior produção de teses e dissertações e, acrescentando-se a UnB, tiveram os principais orientadores sobre o tema. De 2009 a 2016, mais da metade dos artigos foi publicada, e UFSCar, UnB, INCT-ECCE, UEL e UFSC foram as instituições com maior número de artigos. Os participantes comumente eram crianças com desenvolvimento típico matriculadas no ensino fundamental. O Estudo 2 foi realizado com o propósito de analisar as características das pesquisas realizadas com a população atípica e de identificar variáveis relevantes para a emergência de leitura/escrita recombinativa para essa população. Foram analisados os trabalhos do Estudo 1 e aqueles de uma revisão anterior, e selecionados 45 trabalhos na primeira etapa (análise dos dados básicos) e 29 na segunda (análise integral). Os resultados indicam que: (a) o primeiro trabalho com a população atípica ocorreu em 1994; (b) de 2006 em diante, houve produção estável de teses e dissertações; (c) UFSCar, UFPA e PUC-SP foram as universidades com maior produção de teses e dissertações, com destaque para a UFSCar; (d) UFPA, UFSCar e INCT-ECCE foram as instituições com maior número de artigos publicados; (e) variados diagnósticos foram identificados, com destaque para o transtorno do espectro autista (TEA); (f) os treinos, comumente, eram individuais e aplicados pelo pesquisador; (g) procedimentos que promovem a discriminação de unidades menores demonstraram ser mais efetivos; e (h) poucos estudos avaliaram manutenção dos resultados. Recomenda-se que futuras pesquisas investiguem procedimentos de ensino pouco aplicados com tal população, utilizem unidades textuais complexas e realizem treinos grupais, tendo o professor como agente de intervenção, visando à capacitação desse profissionalCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53091/Monique%20Luzia%20de%20Souza.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Psicologia Experimental: Análise do ComportamentoPUC-SPBrasilFaculdade de Ciências Humanas e da SaúdeLeituraEscritaDesenvolvimento atípicoReadingWritingAtypical developmentCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALLeitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionaisRecombinative reading and writing with people with atypical development: characterization and analysis of Brazilian published worksinfo: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_SPTEXTMonique Luzia de Souza.pdf.txtMonique Luzia de Souza.pdf.txtExtracted texttext/plain334823https://repositorio.pucsp.br/xmlui/bitstream/handle/23449/4/Monique%20Luzia%20de%20Souza.pdf.txt06f94c43dc7a3a00823a27a1d873bb25MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais
dc.title.alternative.eng.fl_str_mv Recombinative reading and writing with people with atypical development: characterization and analysis of Brazilian published works
title Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais
spellingShingle Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais
Souza, Monique Luzia de
Leitura
Escrita
Desenvolvimento atípico
Reading
Writing
Atypical development
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
title_short Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais
title_full Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais
title_fullStr Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais
title_full_unstemmed Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais
title_sort Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais
author Souza, Monique Luzia de
author_facet Souza, Monique Luzia de
author_role author
dc.contributor.advisor1.fl_str_mv Pereira, Maria Eliza Mazzilli
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8270052U6
dc.contributor.author.fl_str_mv Souza, Monique Luzia de
contributor_str_mv Pereira, Maria Eliza Mazzilli
dc.subject.por.fl_str_mv Leitura
Escrita
Desenvolvimento atípico
topic Leitura
Escrita
Desenvolvimento atípico
Reading
Writing
Atypical development
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
dc.subject.eng.fl_str_mv Reading
Writing
Atypical development
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
description Studies in Brazil have shown that students with atypical development often perform unsatisfactorily in academic assessments, including reading and writing. In order to make reading and writing teaching programs more economical and effective, recombinative generalization has been investigated, once it allows the expansion of reading and writing to text units that were not directly taught. However, the restricted stimulus control (RSC) mainly observed in the atypical development population can hinder such expansion. Because of that, in Study 1, an update on the topic was done, aiming to describe Brazilian researches that assessed the emergence of recombinative reading/writing. Theses and dissertations from 2011 to 2019, and articles published until 2019 were collected from digital information sources, with 133 selected works. It was identified that UFSCar, PUC-SP and UFPA were the Brazilian universities with the highest production of theses and dissertations, and, in addition to UnB, had the main advisors on the subject. From 2009 to 2016, more than a half of the articles were published, and UFSCar, UnB, INCT-ECCE, UEL and UFSC were the Brazilian institutions with the largest number of articles. Participants were usually children with typical development enrolled in elementary school. Study 2 was done with the aim of analyzing the characteristics of the Brazilian researches that were carried out with the atypical development population, and the aim of identifying relevant variables for the emergence of recombinative reading/writing in this population. The studies from Study 1 and those from a previous literature review were analyzed; 45 studies were selected in the first phase (analysis of basic data) and 29 were selected in the second phase (full analysis). The results show that: (a) the first Brazilian work with the atypical development population was published in 1994; (b) from 2006 onwards, there was stable production of theses and dissertations; (c) UFSCar, UFPA and PUC-SP were the universities with the highest production of theses and dissertations, with emphasis on UFSCar; (d) UFPA, UFSCar and INCT-ECCE were the institutions with the largest number of published articles; (e) several diagnoses have been identified, with emphasis on autism spectrum disorder (ASD); (f) the training sessions were usually individual and applied by the researchers; (g) procedures that promote discrimination of smaller units have proven to be more effective; and (h) few studies have evaluated the maintenance of results. It is recommended that future studies investigate teaching procedures little applied to such population, use complex textual units, and perform group training, with the teachers as intervention agents, aiming at the training of such professionals
publishDate 2020
dc.date.issued.fl_str_mv 2020-11-26
dc.date.accessioned.fl_str_mv 2021-01-21T13:06:44Z
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dc.identifier.citation.fl_str_mv Souza, Monique Luzia de. Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais. 2020. 205 f. Dissertação (Mestrado em Psicologia Experimental) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/23449
identifier_str_mv Souza, Monique Luzia de. Leitura e escrita recombinativa com pessoas com desenvolvimento atípico: caracterização e análise das publicações nacionais. 2020. 205 f. Dissertação (Mestrado em Psicologia Experimental) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.
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dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
dc.publisher.initials.fl_str_mv PUC-SP
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dc.publisher.department.fl_str_mv Faculdade de Ciências Humanas e da Saúde
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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