ENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/4469 |
Resumo: | Applied Behavior Analysis (ABA) is concerned with teaching verbal and non-verbal repertoires in children with ASD. Some repertoires involve category discrimination. There are cases of category tact (for example, saying "means of transport" in front of a car); identification of categories as listener (for example, selecting a car picture in front of the instruction "show means of transport"); arbitrary visual-visual pairings (for example, matching the image of a car to that of a motorcycle); intra-verbal categories (for example, saying “car, motorcycle and truck” in front of “tell me names of means of transport”). One procedure that can produce these repertoires is called instructional feedback. This includes the inclusion of secondary targets when teaching primary targets. For example, a teacher teaches a child to emit the simple “car” feel in the face of a car (primary target). Additional information, "it is a means of transport", is then presented by the teacher. Probes reveal that a child starts to say “it is a means of transportation” under the control of the car figure (secondary target). The objective of the research was to evaluate whether the teaching of simple tacts with instructional feedback would produce emergence of repertoires to categorize without direct teaching in four children with ASD. Ages range from 5 to 7 years. There were figures used depicting states in the Southeast and Northeast regions of Brazil, and figures from the regions, as well as figures from times of football and their states. As a result, categorizing repertoires emerged for three children (with variability for one of them). In the case of the child in which an emergency effect was not characterized, the teaching of categories was implemented and, thus, the other repertoires emerged. The data replicate and extend what has been produced by the previous literature, reflecting the potential of instructional feedback in increasing the efficiency of teaching, due to the establishment of repertoires beyond what is directly trained. The data were also discussed based on a possible relationship between teaching and the bidirectional naming theory proposed at ABA. |
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MATOS, Daniel Carvalho dehttp://lattes.cnpq.br/0492844264979729MATOS, Daniel Carvalho dehttp://lattes.cnpq.br/0492844264979729FIGUEIREDO, Rosana Mendes Éleres dehttp://lattes.cnpq.br/7046879184175139MATOS, Polliana Galvão Soares deTEIXEIRA, Catarina Malcherhttp://lattes.cnpq.br/6320145700936389http://lattes.cnpq.br/8279495896984277CORDEIRO, Neylla Cristhina Pereira2023-01-05T19:34:29Z2020-12-15CORDEIRO, Neylla Cristhina Pereira. Ensino de repertórios por meio de feedback instrucional em crianças com Transtorno do Espectro Autista (TEA). 2020. 81 f. Dissertação( Programa de Pós-graduação em Psicologia/CCH) - Universidade Federal do Maranhão, São Luís, 2020.https://tedebc.ufma.br/jspui/handle/tede/tede/4469Applied Behavior Analysis (ABA) is concerned with teaching verbal and non-verbal repertoires in children with ASD. Some repertoires involve category discrimination. There are cases of category tact (for example, saying "means of transport" in front of a car); identification of categories as listener (for example, selecting a car picture in front of the instruction "show means of transport"); arbitrary visual-visual pairings (for example, matching the image of a car to that of a motorcycle); intra-verbal categories (for example, saying “car, motorcycle and truck” in front of “tell me names of means of transport”). One procedure that can produce these repertoires is called instructional feedback. This includes the inclusion of secondary targets when teaching primary targets. For example, a teacher teaches a child to emit the simple “car” feel in the face of a car (primary target). Additional information, "it is a means of transport", is then presented by the teacher. Probes reveal that a child starts to say “it is a means of transportation” under the control of the car figure (secondary target). The objective of the research was to evaluate whether the teaching of simple tacts with instructional feedback would produce emergence of repertoires to categorize without direct teaching in four children with ASD. Ages range from 5 to 7 years. There were figures used depicting states in the Southeast and Northeast regions of Brazil, and figures from the regions, as well as figures from times of football and their states. As a result, categorizing repertoires emerged for three children (with variability for one of them). In the case of the child in which an emergency effect was not characterized, the teaching of categories was implemented and, thus, the other repertoires emerged. The data replicate and extend what has been produced by the previous literature, reflecting the potential of instructional feedback in increasing the efficiency of teaching, due to the establishment of repertoires beyond what is directly trained. The data were also discussed based on a possible relationship between teaching and the bidirectional naming theory proposed at ABA.A Análise do Comportamento Aplicada (em inglês, Analysis of Applied Behavior: ABA) preocupa-se com o ensino de repertórios verbais e não-verbais em crianças com TEA. Alguns repertórios envolvem discriminações de categorias. Destacam-se casos de tatos de categorias (e.g., dizer “meio de transporte” diante de um carro); identificação de categorias como ouvinte (e.g., selecionar figura de carro diante da instrução “mostre meio de transporte”); pareamentos visuais-visuais arbitrários (e.g., parear a imagem de um carro à de uma moto); intraverbais de categorias (e.g., dizer “carro, moto e caminhão” diante de “diga-me nomes de meios de transporte”). Um procedimento que pode produzir esses repertórios chama-se feedback instrucional, que compreende a inclusão de alvos secundários durante o ensino de alvos primários. Como exemplo, um professor ensina uma criança a emitir o tato simples “carro” diante da figura de um carro (alvo primário). Uma informação adicional, “é um meio de transporte”, é apresentada em seguida pelo professor. Sondas revelam que a criança passa a dizer “é um meio de transporte” sob controle da figura do carro (alvo secundário). O objetivo da pesquisa foi avaliar se o ensino de tatos simples com feedback instrucional produziria emergência de repertórios de categorizar sem ensino direto em quatro crianças com TEA. As idades variaram de 5 a 7 anos. Foram utilizadas figuras retratando estados da região Sudeste e Nordeste do Brasil, e figuras das regiões, assim como figuras de times de futebol e de seus estados. Como resultado, repertórios de categorizar emergiram para três crianças (com variabilidade para uma delas). No caso da criança em que um efeito de emergência não foi demonstrado, o ensino de tatos de categorias foi implementado e, dessa forma, os outros repertórios emergiram. Os dados replicam e estendem o que foi produzido pela literatura prévia, refletindo o potencial do feedback instrucional em aumentar a eficiência de um ensino, em função do estabelecimento de repertórios para além do que é diretamente treinado. Os dados também foram discutidos a partir de uma possível relação do ensino com a teoria de nomeação bidirecional proposta na ABA.Submitted by Maria Aparecida (cidazen@gmail.com) on 2023-01-05T19:34:29Z No. of bitstreams: 1 NEYLLA CRISTHINA PEREIRA CORDEIRO vec.pdf: 36142005 bytes, checksum: f0e6477dd536d3a1600e60dfcee71931 (MD5)Made available in DSpace on 2023-01-05T19:34:29Z (GMT). No. of bitstreams: 1 NEYLLA CRISTHINA PEREIRA CORDEIRO vec.pdf: 36142005 bytes, checksum: f0e6477dd536d3a1600e60dfcee71931 (MD5) Previous issue date: 2020-12-15application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM PSICOLOGIA/CCHUFMABrasilDEPARTAMENTO DE PSICOLOGIA/CCHAnálise do Comportamento;Categorizar;Feedback Instrucional;AutismoBehavior Analysis;Categorize;Instructional Feedback;AutismPsicologia SocialENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)TEACHING RECORDS THROUGH INSTRUCTIONAL FEEDBACK IN CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALNEYLLA CRISTHINA PEREIRA CORDEIRO vec.pdfNEYLLA CRISTHINA PEREIRA CORDEIRO vec.pdfapplication/pdf36142005http://tedebc.ufma.br:8080/bitstream/tede/4469/2/NEYLLA+CRISTHINA+PEREIRA+CORDEIRO+vec.pdff0e6477dd536d3a1600e60dfcee71931MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/4469/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/44692023-01-05 16:34:29.773oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312023-01-05T19:34:29Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
ENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) |
dc.title.alternative.eng.fl_str_mv |
TEACHING RECORDS THROUGH INSTRUCTIONAL FEEDBACK IN CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) |
title |
ENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) |
spellingShingle |
ENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) CORDEIRO, Neylla Cristhina Pereira Análise do Comportamento; Categorizar; Feedback Instrucional; Autismo Behavior Analysis; Categorize; Instructional Feedback; Autism Psicologia Social |
title_short |
ENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) |
title_full |
ENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) |
title_fullStr |
ENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) |
title_full_unstemmed |
ENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) |
title_sort |
ENSINO DE REPERTÓRIOS POR MEIO DE FEEDBACK INSTRUCIONAL EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) |
author |
CORDEIRO, Neylla Cristhina Pereira |
author_facet |
CORDEIRO, Neylla Cristhina Pereira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
MATOS, Daniel Carvalho de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0492844264979729 |
dc.contributor.referee1.fl_str_mv |
MATOS, Daniel Carvalho de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0492844264979729 |
dc.contributor.referee2.fl_str_mv |
FIGUEIREDO, Rosana Mendes Éleres de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7046879184175139 |
dc.contributor.referee3.fl_str_mv |
MATOS, Polliana Galvão Soares de |
dc.contributor.referee4.fl_str_mv |
TEIXEIRA, Catarina Malcher |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/6320145700936389 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8279495896984277 |
dc.contributor.author.fl_str_mv |
CORDEIRO, Neylla Cristhina Pereira |
contributor_str_mv |
MATOS, Daniel Carvalho de MATOS, Daniel Carvalho de FIGUEIREDO, Rosana Mendes Éleres de MATOS, Polliana Galvão Soares de TEIXEIRA, Catarina Malcher |
dc.subject.por.fl_str_mv |
Análise do Comportamento; Categorizar; Feedback Instrucional; Autismo |
topic |
Análise do Comportamento; Categorizar; Feedback Instrucional; Autismo Behavior Analysis; Categorize; Instructional Feedback; Autism Psicologia Social |
dc.subject.eng.fl_str_mv |
Behavior Analysis; Categorize; Instructional Feedback; Autism |
dc.subject.cnpq.fl_str_mv |
Psicologia Social |
description |
Applied Behavior Analysis (ABA) is concerned with teaching verbal and non-verbal repertoires in children with ASD. Some repertoires involve category discrimination. There are cases of category tact (for example, saying "means of transport" in front of a car); identification of categories as listener (for example, selecting a car picture in front of the instruction "show means of transport"); arbitrary visual-visual pairings (for example, matching the image of a car to that of a motorcycle); intra-verbal categories (for example, saying “car, motorcycle and truck” in front of “tell me names of means of transport”). One procedure that can produce these repertoires is called instructional feedback. This includes the inclusion of secondary targets when teaching primary targets. For example, a teacher teaches a child to emit the simple “car” feel in the face of a car (primary target). Additional information, "it is a means of transport", is then presented by the teacher. Probes reveal that a child starts to say “it is a means of transportation” under the control of the car figure (secondary target). The objective of the research was to evaluate whether the teaching of simple tacts with instructional feedback would produce emergence of repertoires to categorize without direct teaching in four children with ASD. Ages range from 5 to 7 years. There were figures used depicting states in the Southeast and Northeast regions of Brazil, and figures from the regions, as well as figures from times of football and their states. As a result, categorizing repertoires emerged for three children (with variability for one of them). In the case of the child in which an emergency effect was not characterized, the teaching of categories was implemented and, thus, the other repertoires emerged. The data replicate and extend what has been produced by the previous literature, reflecting the potential of instructional feedback in increasing the efficiency of teaching, due to the establishment of repertoires beyond what is directly trained. The data were also discussed based on a possible relationship between teaching and the bidirectional naming theory proposed at ABA. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-15 |
dc.date.accessioned.fl_str_mv |
2023-01-05T19:34:29Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
CORDEIRO, Neylla Cristhina Pereira. Ensino de repertórios por meio de feedback instrucional em crianças com Transtorno do Espectro Autista (TEA). 2020. 81 f. Dissertação( Programa de Pós-graduação em Psicologia/CCH) - Universidade Federal do Maranhão, São Luís, 2020. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/4469 |
identifier_str_mv |
CORDEIRO, Neylla Cristhina Pereira. Ensino de repertórios por meio de feedback instrucional em crianças com Transtorno do Espectro Autista (TEA). 2020. 81 f. Dissertação( Programa de Pós-graduação em Psicologia/CCH) - Universidade Federal do Maranhão, São Luís, 2020. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/4469 |
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Universidade Federal do Maranhão |
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UFMA |
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Brasil |
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DEPARTAMENTO DE PSICOLOGIA/CCH |
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Universidade Federal do Maranhão |
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