Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9907 |
Resumo: | Considering the importance of reading instruction to people with autism, using low-cost strategies that can be applied by the majority of teachers, this study aimed to verify the emergence of relations between printed word and picture, dictated word and printed word and naming words, with the instruction of relations between different stimuli (pitcture – printed word) and between stimulus and response (naming words), using multiple-sample matching-to-sample (MTS) procedure applied with students with autism. In this study, the words taught were previously selected by the researcher. Four students with a previous diagnosis of autism and enrolled in a special school participated of this study. In order to characterize the participants, we used two instruments: the Childhood Autism Rating Scale (CARS) and the Assessment of Basic Learning Abilities (ABLA). The general procedure was composed of seven steps: 1) familiarization between participants and researcher; 2) identification of preference items; 3) evaluation of behavioral and discriminative repertoires; 4) pre-test to evaluate the general reading repertoire; 5) teaching the first unit composed of nine words; 6) teaching the second unit composed of nine words; and 7) post-test evaluation of the general reading repertoire. A pre and post-test design was used to evaluate the general reading repertoire and a multiple baseline design between blocks of words in each unit. Multiple-sample matching-to-sample procedure was used to teach the relation between pictures and printed words. In this procedure, each student’s attempt was composed of three sample stimuli and three comparison stimuli. The participant should match each of comparison stimuli with the corresponding sample stimulus. Also picture naming relation was taught. Tests assessed the emergence of relations between printed words and pictures, and between dictated words and printed words and naming printed words. Two participants (P1 and P2) required a low number of trials in multiple-sample matching-to-sample (MTS) procedure attempts to achieve the learning criteria of the tasks and presented emergence of relations not directly taught. Another two participants (P3 and P4) had difficulties in achieving the learning criteria of that procedure. For these participants, it was necessary to carry out a remedial educational procedure using the matching-to-sample to teach the relation between dictation and printed word. The results showed that the procedure did not favor the maintenance of the performances taught between dictated word and printed word and allowed the partial emergence of relations between stimuli (picture and printed word, printed word and picture). Future studies should consider the behavioral characteristics of the participants as a resource for teaching planning. |
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Millan, Ana ElisaPostalli, Lidia Maria Marsonhttp://lattes.cnpq.br/2748282330028870http://lattes.cnpq.br/57823996629011178468df24-41a1-42a4-bf1f-9c17bae456c72018-05-08T19:04:04Z2018-05-08T19:04:04Z2017-03-21MILLAN, Ana Elisa. Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9907.https://repositorio.ufscar.br/handle/ufscar/9907Considering the importance of reading instruction to people with autism, using low-cost strategies that can be applied by the majority of teachers, this study aimed to verify the emergence of relations between printed word and picture, dictated word and printed word and naming words, with the instruction of relations between different stimuli (pitcture – printed word) and between stimulus and response (naming words), using multiple-sample matching-to-sample (MTS) procedure applied with students with autism. In this study, the words taught were previously selected by the researcher. Four students with a previous diagnosis of autism and enrolled in a special school participated of this study. In order to characterize the participants, we used two instruments: the Childhood Autism Rating Scale (CARS) and the Assessment of Basic Learning Abilities (ABLA). The general procedure was composed of seven steps: 1) familiarization between participants and researcher; 2) identification of preference items; 3) evaluation of behavioral and discriminative repertoires; 4) pre-test to evaluate the general reading repertoire; 5) teaching the first unit composed of nine words; 6) teaching the second unit composed of nine words; and 7) post-test evaluation of the general reading repertoire. A pre and post-test design was used to evaluate the general reading repertoire and a multiple baseline design between blocks of words in each unit. Multiple-sample matching-to-sample procedure was used to teach the relation between pictures and printed words. In this procedure, each student’s attempt was composed of three sample stimuli and three comparison stimuli. The participant should match each of comparison stimuli with the corresponding sample stimulus. Also picture naming relation was taught. Tests assessed the emergence of relations between printed words and pictures, and between dictated words and printed words and naming printed words. Two participants (P1 and P2) required a low number of trials in multiple-sample matching-to-sample (MTS) procedure attempts to achieve the learning criteria of the tasks and presented emergence of relations not directly taught. Another two participants (P3 and P4) had difficulties in achieving the learning criteria of that procedure. For these participants, it was necessary to carry out a remedial educational procedure using the matching-to-sample to teach the relation between dictation and printed word. The results showed that the procedure did not favor the maintenance of the performances taught between dictated word and printed word and allowed the partial emergence of relations between stimuli (picture and printed word, printed word and picture). Future studies should consider the behavioral characteristics of the participants as a resource for teaching planning.Considerando a importância do ensino de leitura para indivíduos com autismo, empregando estratégias de baixo custo que podem ser utilizadas pela maioria dos professores, o estudo teve como objetivo verificar a emergência de relações entre palavra impressa e figura, palavra ditada e palavra impressa e nomeação de palavras, a partir do ensino de relações entre estímulos (figura-palavra impressa) e entre estímulo e resposta (nomeação de figura), empregando o emparelhamento multimodelo em alunos com autismo. No presente estudo, as palavras ensinadas foram selecionadas previamente pela pesquisadora. Participaram quatro alunos com diagnóstico prévio de autismo que frequentavam uma instituição especial. Para caracterização dos participantes foram utilizados dois instrumentos, o Childhood Autism Rating Scale (CARS) e o teste Assessment of Basic Learning Abilities (ABLA). O procedimento geral foi composto por sete etapas: 1) familiarização entre participante e pesquisadora; 2) identificação dos itens de preferência; 3) avaliação dos repertórios comportamentais e discriminativos; 4) pré-teste de avaliação do repertório geral de leitura; 5) ensino da primeira unidade composta por nove palavras; 6) ensino da segunda unidade composta por nove palavras; e 7) pós-teste de avaliação do repertório geral de leitura. Foram empregados um delineamento de pré- e pós-teste para avaliação do repertório geral de leitura e um delineamento de linha de base múltipla entre blocos de palavras em cada unidade de ensino. Foi empregado o procedimento de emparelhamento multimodelo para ensino das relações entre figuras e palavras impressas. Nesse procedimento, cada tentativa foi composta por três estímulos modelo e três estímulos de comparação. O participante deveria parear cada um dos estímulos de comparação com o estímulo modelo correspodente. Também foi ensinada a relação de nomeação de figura. No teste, foi avaliada a emergência das relações entre palavras impressas e figuras, entre palavras ditadas e palavras impressas e a nomeação de palavras impressas. Dois participantes (P1 e P2) necessitaram de um baixo número de tentativas no emparelhamento multimodelo para atingir o critério de aprendizagem nas tarefas de ensino e apresentaram emergência de relações não ensinadas diretamente. Outros dois participantes (P3 e P4) apresentaram dificuldades em atingir o critério de aprendizagem nesse procedimento. Para esses participantes, foi necessário realizar um procedimento de ensino remediativo utilizando o emparelhamento com o modelo padrão para o ensino da relação entre palavra ditada e palavra impressa. Os resultados demonstraram que o procedimento não favoreceu a manutenção dos desempenhos ensinados entre palavra ditada e palavra impressa e possibilitou a emergência parcial de relações entre estímulos (figura e palavra impressa e palavra impressa e figura). Estudos futuros devem considerar as características comportamentais dos participantes como recurso para o planejamento de ensino.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)CNPq: 132126/2015-0porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação EspecialAutismoEnsino de leituraEmparelhamento com o modeloEquivalência de estímulosSpecial educationAutismReadingMatching-to-sampleStimulus equivalenceCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMEquivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismoEquivalence of stimuli and rudimentary reading skills instruction for students with autisminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600975e7ef6-9bd8-42b3-8680-10dd75b3e674info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALMILLAN_AnaElisa_2018.pdfMILLAN_AnaElisa_2018.pdfapplication/pdf1345592https://repositorio.ufscar.br/bitstream/ufscar/9907/1/MILLAN_AnaElisa_2018.pdf95e669ed0e6587993904ee1e103b17f1MD51MILLAN_AnaElisa_carta.pdfMILLAN_AnaElisa_carta.pdfapplication/pdf274586https://repositorio.ufscar.br/bitstream/ufscar/9907/2/MILLAN_AnaElisa_carta.pdf5b084080a5f645fa10eb150c8a9f3323MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo |
dc.title.alternative.eng.fl_str_mv |
Equivalence of stimuli and rudimentary reading skills instruction for students with autism |
title |
Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo |
spellingShingle |
Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo Millan, Ana Elisa Educação Especial Autismo Ensino de leitura Emparelhamento com o modelo Equivalência de estímulos Special education Autism Reading Matching-to-sample Stimulus equivalence CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo |
title_full |
Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo |
title_fullStr |
Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo |
title_full_unstemmed |
Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo |
title_sort |
Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo |
author |
Millan, Ana Elisa |
author_facet |
Millan, Ana Elisa |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/5782399662901117 |
dc.contributor.author.fl_str_mv |
Millan, Ana Elisa |
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 |
8468df24-41a1-42a4-bf1f-9c17bae456c7 |
contributor_str_mv |
Postalli, Lidia Maria Marson |
dc.subject.por.fl_str_mv |
Educação Especial Autismo Ensino de leitura Emparelhamento com o modelo Equivalência de estímulos |
topic |
Educação Especial Autismo Ensino de leitura Emparelhamento com o modelo Equivalência de estímulos Special education Autism Reading Matching-to-sample Stimulus equivalence CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Special education Autism Reading Matching-to-sample Stimulus equivalence |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
Considering the importance of reading instruction to people with autism, using low-cost strategies that can be applied by the majority of teachers, this study aimed to verify the emergence of relations between printed word and picture, dictated word and printed word and naming words, with the instruction of relations between different stimuli (pitcture – printed word) and between stimulus and response (naming words), using multiple-sample matching-to-sample (MTS) procedure applied with students with autism. In this study, the words taught were previously selected by the researcher. Four students with a previous diagnosis of autism and enrolled in a special school participated of this study. In order to characterize the participants, we used two instruments: the Childhood Autism Rating Scale (CARS) and the Assessment of Basic Learning Abilities (ABLA). The general procedure was composed of seven steps: 1) familiarization between participants and researcher; 2) identification of preference items; 3) evaluation of behavioral and discriminative repertoires; 4) pre-test to evaluate the general reading repertoire; 5) teaching the first unit composed of nine words; 6) teaching the second unit composed of nine words; and 7) post-test evaluation of the general reading repertoire. A pre and post-test design was used to evaluate the general reading repertoire and a multiple baseline design between blocks of words in each unit. Multiple-sample matching-to-sample procedure was used to teach the relation between pictures and printed words. In this procedure, each student’s attempt was composed of three sample stimuli and three comparison stimuli. The participant should match each of comparison stimuli with the corresponding sample stimulus. Also picture naming relation was taught. Tests assessed the emergence of relations between printed words and pictures, and between dictated words and printed words and naming printed words. Two participants (P1 and P2) required a low number of trials in multiple-sample matching-to-sample (MTS) procedure attempts to achieve the learning criteria of the tasks and presented emergence of relations not directly taught. Another two participants (P3 and P4) had difficulties in achieving the learning criteria of that procedure. For these participants, it was necessary to carry out a remedial educational procedure using the matching-to-sample to teach the relation between dictation and printed word. The results showed that the procedure did not favor the maintenance of the performances taught between dictated word and printed word and allowed the partial emergence of relations between stimuli (picture and printed word, printed word and picture). Future studies should consider the behavioral characteristics of the participants as a resource for teaching planning. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-03-21 |
dc.date.accessioned.fl_str_mv |
2018-05-08T19:04:04Z |
dc.date.available.fl_str_mv |
2018-05-08T19:04:04Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MILLAN, Ana Elisa. Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9907. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9907 |
identifier_str_mv |
MILLAN, Ana Elisa. Equivalência de estímulos e o ensino de habilidades rudimentares de leitura para alunos com autismo. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9907. |
url |
https://repositorio.ufscar.br/handle/ufscar/9907 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
dc.publisher.initials.fl_str_mv |
UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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