Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11502 |
Resumo: | Stimulus discrimination is an important repertoire, which is the basis for acquiring complex skills. Investigating critical variables related to the discrimination process is particularly important for participants with some type of intellectual disability and/or developmental delay. The present study had the objectives of analyzing the effect of different delay times on tasks of conditional, identity, and arbitrary discrimination in adolescents with and without intellectual disability, and of identifying, through participants’ reports, precurrent behaviors during the time between the removal of the sample stimuli and presentation of the comparison stimuli. Participants were eight individuals with no disability and six with intellectual disabilities. They were aged between eleven and fourteen years old and attended regular schools. Five participants were boys with typical development and two were boys with intellectual disability (one had Down syndrome). There were three girls with typical development and four with intellectual disability (one had Down syndrome). The procedure consisted of pre-training; teaching identity relations through matching-to-sample (MTS), with continuous and intermittent reinforcement; delayed matching-to-sample (DMTS) tests, with 0, 2, 4, 6, and 8-second delays; teaching arbitrary relationships through MTS, with continuous and intermittent reinforcement and testing with DMTS, with 0, 2, 4, 6, and 8-second delays. After the last experimental session, participants were asked about any strategies used during the DMTS tasks. We analyzed data individually by comparing each participant’s performance throughout the procedure (training and tests) for identity and arbitrary relations. The results showed that the eight participants without disabilities and two participants with intellectual disabilities went through the identity and arbitrary conditional discrimination training and tests using the proposed procedure. Four participants with intellectual disability went through the proposed identity training but required an additional procedure to establish arbitrary relations. As the delay increased, performance decreased, especially for participants with intellectual disabilities – specifically those with Down syndrome. Performance was more impaired in the arbitrary than in the identity conditional discrimination tasks. According to participants’ reports, the most obvious strategy used during the procedure was “vocal repetition”. However, participants with disabilities had difficulties in reporting the strategy used, unlike the participants without intellectual disabilities, who did not. These results are relevant to further our understanding of ‘delay’ as a variable controlling recall behavior (“remembering”) and may improve teaching procedures, especially for precurrent behaviors of people with intellectual disabilities |
id |
SCAR_5e90738979de9ce89744df9ca37c43a3 |
---|---|
oai_identifier_str |
oai:repositorio.ufscar.br:ufscar/11502 |
network_acronym_str |
SCAR |
network_name_str |
Repositório Institucional da UFSCAR |
repository_id_str |
4322 |
spelling |
Teixeira, Isabela de OliveiraPostalli, Lidia Maria Marsonhttp://lattes.cnpq.br/2748282330028870http://lattes.cnpq.br/4843142572021146927ee7a2-1792-4ecd-9525-f10a9faefaf02019-07-16T13:56:21Z2019-07-16T13:56:21Z2019-02-15TEIXEIRA, Isabela de Oliveira. Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual. 2019. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11502.https://repositorio.ufscar.br/handle/ufscar/11502Stimulus discrimination is an important repertoire, which is the basis for acquiring complex skills. Investigating critical variables related to the discrimination process is particularly important for participants with some type of intellectual disability and/or developmental delay. The present study had the objectives of analyzing the effect of different delay times on tasks of conditional, identity, and arbitrary discrimination in adolescents with and without intellectual disability, and of identifying, through participants’ reports, precurrent behaviors during the time between the removal of the sample stimuli and presentation of the comparison stimuli. Participants were eight individuals with no disability and six with intellectual disabilities. They were aged between eleven and fourteen years old and attended regular schools. Five participants were boys with typical development and two were boys with intellectual disability (one had Down syndrome). There were three girls with typical development and four with intellectual disability (one had Down syndrome). The procedure consisted of pre-training; teaching identity relations through matching-to-sample (MTS), with continuous and intermittent reinforcement; delayed matching-to-sample (DMTS) tests, with 0, 2, 4, 6, and 8-second delays; teaching arbitrary relationships through MTS, with continuous and intermittent reinforcement and testing with DMTS, with 0, 2, 4, 6, and 8-second delays. After the last experimental session, participants were asked about any strategies used during the DMTS tasks. We analyzed data individually by comparing each participant’s performance throughout the procedure (training and tests) for identity and arbitrary relations. The results showed that the eight participants without disabilities and two participants with intellectual disabilities went through the identity and arbitrary conditional discrimination training and tests using the proposed procedure. Four participants with intellectual disability went through the proposed identity training but required an additional procedure to establish arbitrary relations. As the delay increased, performance decreased, especially for participants with intellectual disabilities – specifically those with Down syndrome. Performance was more impaired in the arbitrary than in the identity conditional discrimination tasks. According to participants’ reports, the most obvious strategy used during the procedure was “vocal repetition”. However, participants with disabilities had difficulties in reporting the strategy used, unlike the participants without intellectual disabilities, who did not. These results are relevant to further our understanding of ‘delay’ as a variable controlling recall behavior (“remembering”) and may improve teaching procedures, especially for precurrent behaviors of people with intellectual disabilitiesA discriminação de estímulos é um importante repertório, que é base para aquisição de habilidades complexas, investigar variáveis críticas relacionadas ao processo de discriminação é particularmente importante para participantes com algum tipo de deficiência intelectual e/ou atrasos de desenvolvimento. A presente pesquisa teve como objetivo analisar o efeito de diferentes tempos de atraso em tarefas de discriminação condicional, de identidade e arbitrária, em adolescentes com e sem deficiência intelectual e identificar, por meio do relato dos participantes, o comportamento precorrente utilizado durante o tempo entre a retirada do estímulo modelo e apresentação dos estímulos de comparação. Participaram do estudo oito indivíduos sem deficiência e seis com deficiência intelectual, com idades entre onze e quatorze anos, que frequentavam a escola regular. Desses, cinco meninos com desenvolvimento típico, dois com deficiência intelectual, sendo um deles com síndrome de Down; e três meninas com desenvolvimento típico e quatro com deficiência intelectual, sendo uma delas com síndrome de Down. O procedimento consistiu em pré-treino; treino para ensino das relações de identidade por meio do emparelhamento com o modelo (MTS), com reforço contínuo e intermitente; testes com emparelhamento com o modelo atrasado (DMTS), com atraso de 0, 2, 4, 6, 8 segundos; ensino das relações arbitrárias por meio do MTS, com reforço contínuo e intermitente e testes com DMTS, com atraso de 0, 2, 4, 6, 8 segundos. Após a última sessão experimental, foi perguntado ao participante sobre as estratégias usadas nas tarefas de emparelhamento com atraso. A análise dos dados foi realizada individualmente, comparando o desempenho do participante ao longo do procedimento (treinos e testes) para relações de identidade e relações arbitrárias. Os resultados mostraram que os oito participantes sem deficiência e duas participantes com deficiência intelectual realizaram os treinos e testes de discriminação condicional de identidade e arbitrária com o procedimento proposto e quatro participantes com deficiência intelectual realizaram treino de identidade proposto, no entanto necessitaram de procedimento adicional para estabelecimento das relações arbitrárias. Os resultados mostraram que, com o aumento do atraso houve queda do desempenho dos participantes, principalmente, com deficiência intelectual, mais especificamente os participantes com síndrome de Down; e que os desempenhos foram mais prejudicados nas tarefas de discriminações condicionais arbitrárias do que na de identidade. De acordo com o relato dos participantes a estratégia mais evidente, utilizada durante o procedimento, denomina-se como ensaio (repetição). No entanto os participantes com deficiência intelectual apresentaram dificuldade em relatar a estratégia utilizada, ao contrário dos participantes sem deficiência. Os resultados diante da variável manipulada são relevantes para a compreensão da variável atraso como controle do comportamento de lembrar, o que pode favorecer o planejamento de procedimentos de ensino, principalmente de comportamentos precorrentes, sobretudo envolvendo pessoas com deficiência intelectual.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)CNPq: 132589/2017-6porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação EspecialDeficiência intelectualMemóriaSpecial EducationIntellectual DisabilityMemoryDelayed Matching to Sample (DMTS)CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMEfeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectualEffects of delay in discrimination conditional tasks on participants with and without intellectual disabilityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline975e7ef6-9bd8-42b3-8680-10dd75b3e674info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTEIXEIRA, Isabela de Oliveira.pdfTEIXEIRA, Isabela de Oliveira.pdfapplication/pdf1539205https://repositorio.ufscar.br/bitstream/ufscar/11502/3/TEIXEIRA%2c%20Isabela%20de%20Oliveira.pdf62cd0621a3a5a6f186463d79019619a5MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/11502/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54TEXTTEIXEIRA, Isabela de Oliveira.pdf.txtTEIXEIRA, Isabela de Oliveira.pdf.txtExtracted texttext/plain197444https://repositorio.ufscar.br/bitstream/ufscar/11502/5/TEIXEIRA%2c%20Isabela%20de%20Oliveira.pdf.txt7f5ebe908897ad9a7de98f2a46c76e4cMD55THUMBNAILTEIXEIRA, Isabela de Oliveira.pdf.jpgTEIXEIRA, Isabela de Oliveira.pdf.jpgIM Thumbnailimage/jpeg5385https://repositorio.ufscar.br/bitstream/ufscar/11502/6/TEIXEIRA%2c%20Isabela%20de%20Oliveira.pdf.jpgef251568dcc2df5a3d41619934319843MD56ufscar/115022023-09-18 18:31:14.195oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:14Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual |
dc.title.alternative.eng.fl_str_mv |
Effects of delay in discrimination conditional tasks on participants with and without intellectual disability |
title |
Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual |
spellingShingle |
Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual Teixeira, Isabela de Oliveira Educação Especial Deficiência intelectual Memória Special Education Intellectual Disability Memory Delayed Matching to Sample (DMTS) CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual |
title_full |
Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual |
title_fullStr |
Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual |
title_full_unstemmed |
Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual |
title_sort |
Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual |
author |
Teixeira, Isabela de Oliveira |
author_facet |
Teixeira, Isabela de Oliveira |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/4843142572021146 |
dc.contributor.author.fl_str_mv |
Teixeira, Isabela de Oliveira |
dc.contributor.advisor1.fl_str_mv |
Postalli, Lidia Maria Marson |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2748282330028870 |
dc.contributor.authorID.fl_str_mv |
927ee7a2-1792-4ecd-9525-f10a9faefaf0 |
contributor_str_mv |
Postalli, Lidia Maria Marson |
dc.subject.por.fl_str_mv |
Educação Especial Deficiência intelectual Memória |
topic |
Educação Especial Deficiência intelectual Memória Special Education Intellectual Disability Memory Delayed Matching to Sample (DMTS) CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Special Education Intellectual Disability Memory Delayed Matching to Sample (DMTS) |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
Stimulus discrimination is an important repertoire, which is the basis for acquiring complex skills. Investigating critical variables related to the discrimination process is particularly important for participants with some type of intellectual disability and/or developmental delay. The present study had the objectives of analyzing the effect of different delay times on tasks of conditional, identity, and arbitrary discrimination in adolescents with and without intellectual disability, and of identifying, through participants’ reports, precurrent behaviors during the time between the removal of the sample stimuli and presentation of the comparison stimuli. Participants were eight individuals with no disability and six with intellectual disabilities. They were aged between eleven and fourteen years old and attended regular schools. Five participants were boys with typical development and two were boys with intellectual disability (one had Down syndrome). There were three girls with typical development and four with intellectual disability (one had Down syndrome). The procedure consisted of pre-training; teaching identity relations through matching-to-sample (MTS), with continuous and intermittent reinforcement; delayed matching-to-sample (DMTS) tests, with 0, 2, 4, 6, and 8-second delays; teaching arbitrary relationships through MTS, with continuous and intermittent reinforcement and testing with DMTS, with 0, 2, 4, 6, and 8-second delays. After the last experimental session, participants were asked about any strategies used during the DMTS tasks. We analyzed data individually by comparing each participant’s performance throughout the procedure (training and tests) for identity and arbitrary relations. The results showed that the eight participants without disabilities and two participants with intellectual disabilities went through the identity and arbitrary conditional discrimination training and tests using the proposed procedure. Four participants with intellectual disability went through the proposed identity training but required an additional procedure to establish arbitrary relations. As the delay increased, performance decreased, especially for participants with intellectual disabilities – specifically those with Down syndrome. Performance was more impaired in the arbitrary than in the identity conditional discrimination tasks. According to participants’ reports, the most obvious strategy used during the procedure was “vocal repetition”. However, participants with disabilities had difficulties in reporting the strategy used, unlike the participants without intellectual disabilities, who did not. These results are relevant to further our understanding of ‘delay’ as a variable controlling recall behavior (“remembering”) and may improve teaching procedures, especially for precurrent behaviors of people with intellectual disabilities |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-07-16T13:56:21Z |
dc.date.available.fl_str_mv |
2019-07-16T13:56:21Z |
dc.date.issued.fl_str_mv |
2019-02-15 |
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 |
TEIXEIRA, Isabela de Oliveira. Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual. 2019. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11502. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11502 |
identifier_str_mv |
TEIXEIRA, Isabela de Oliveira. Efeitos do atraso em tarefas de discriminação condicional em participantes com e sem deficiência intelectual. 2019. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11502. |
url |
https://repositorio.ufscar.br/handle/ufscar/11502 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.authority.fl_str_mv |
975e7ef6-9bd8-42b3-8680-10dd75b3e674 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Especial - PPGEEs |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFSCAR instname:Universidade Federal de São Carlos (UFSCAR) instacron:UFSCAR |
instname_str |
Universidade Federal de São Carlos (UFSCAR) |
instacron_str |
UFSCAR |
institution |
UFSCAR |
reponame_str |
Repositório Institucional da UFSCAR |
collection |
Repositório Institucional da UFSCAR |
bitstream.url.fl_str_mv |
https://repositorio.ufscar.br/bitstream/ufscar/11502/3/TEIXEIRA%2c%20Isabela%20de%20Oliveira.pdf https://repositorio.ufscar.br/bitstream/ufscar/11502/4/license.txt https://repositorio.ufscar.br/bitstream/ufscar/11502/5/TEIXEIRA%2c%20Isabela%20de%20Oliveira.pdf.txt https://repositorio.ufscar.br/bitstream/ufscar/11502/6/TEIXEIRA%2c%20Isabela%20de%20Oliveira.pdf.jpg |
bitstream.checksum.fl_str_mv |
62cd0621a3a5a6f186463d79019619a5 ae0398b6f8b235e40ad82cba6c50031d 7f5ebe908897ad9a7de98f2a46c76e4c ef251568dcc2df5a3d41619934319843 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR) |
repository.mail.fl_str_mv |
|
_version_ |
1802136358861406208 |