Learning by exclusion in individuals with autism and Down syndrome

Detalhes bibliográficos
Autor(a) principal: Langsdorff,Luiza Costa
Data de Publicação: 2017
Outros Autores: Domeniconi,Camila, Schmidt,Andréia, Gomes,Camila Graciella, Souza,Deisy das Graças de
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722017000105104
Resumo: Abstract This study aimed to investigate the number of exclusion trials necessary for teaching auditory-visual relationships to individuals with autism and Down syndrome. Study participants were seven individuals with autism and a history of early behavioral intervention (EI), four adults with autism without a history of early behavioral intervention (NI), and three adults with Down syndrome. A set of procedures was used for teaching the auditory-visual matching to sample, and naming responses of the new stimuli were tested. For the individuals with autism and EI and for the individuals with Down syndrome, the required number of repetitions was stable and concentrated in the minimum programmed by the procedure (two repetitions). However, the procedure was not effective for teaching new conditional relationships for the adults with autism and NI. The results indicate that the procedure can constitute an important teaching technology; however, its efficacy appears to vary depending on the educational profile of the participant.
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spelling Learning by exclusion in individuals with autism and Down syndromeConditional discriminationAuditory-visual relationsExclusion trialsAutismDown syndromeTeaching technologyAbstract This study aimed to investigate the number of exclusion trials necessary for teaching auditory-visual relationships to individuals with autism and Down syndrome. Study participants were seven individuals with autism and a history of early behavioral intervention (EI), four adults with autism without a history of early behavioral intervention (NI), and three adults with Down syndrome. A set of procedures was used for teaching the auditory-visual matching to sample, and naming responses of the new stimuli were tested. For the individuals with autism and EI and for the individuals with Down syndrome, the required number of repetitions was stable and concentrated in the minimum programmed by the procedure (two repetitions). However, the procedure was not effective for teaching new conditional relationships for the adults with autism and NI. The results indicate that the procedure can constitute an important teaching technology; however, its efficacy appears to vary depending on the educational profile of the participant.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2017-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722017000105104Psicologia: Reflexão e Crítica v.30 2017reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1186/s41155-017-0064-xinfo:eu-repo/semantics/openAccessLangsdorff,Luiza CostaDomeniconi,CamilaSchmidt,AndréiaGomes,Camila GraciellaSouza,Deisy das Graças deeng2017-05-29T00:00:00Zoai:scielo:S0102-79722017000105104Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2017-05-29T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Learning by exclusion in individuals with autism and Down syndrome
title Learning by exclusion in individuals with autism and Down syndrome
spellingShingle Learning by exclusion in individuals with autism and Down syndrome
Langsdorff,Luiza Costa
Conditional discrimination
Auditory-visual relations
Exclusion trials
Autism
Down syndrome
Teaching technology
title_short Learning by exclusion in individuals with autism and Down syndrome
title_full Learning by exclusion in individuals with autism and Down syndrome
title_fullStr Learning by exclusion in individuals with autism and Down syndrome
title_full_unstemmed Learning by exclusion in individuals with autism and Down syndrome
title_sort Learning by exclusion in individuals with autism and Down syndrome
author Langsdorff,Luiza Costa
author_facet Langsdorff,Luiza Costa
Domeniconi,Camila
Schmidt,Andréia
Gomes,Camila Graciella
Souza,Deisy das Graças de
author_role author
author2 Domeniconi,Camila
Schmidt,Andréia
Gomes,Camila Graciella
Souza,Deisy das Graças de
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Langsdorff,Luiza Costa
Domeniconi,Camila
Schmidt,Andréia
Gomes,Camila Graciella
Souza,Deisy das Graças de
dc.subject.por.fl_str_mv Conditional discrimination
Auditory-visual relations
Exclusion trials
Autism
Down syndrome
Teaching technology
topic Conditional discrimination
Auditory-visual relations
Exclusion trials
Autism
Down syndrome
Teaching technology
description Abstract This study aimed to investigate the number of exclusion trials necessary for teaching auditory-visual relationships to individuals with autism and Down syndrome. Study participants were seven individuals with autism and a history of early behavioral intervention (EI), four adults with autism without a history of early behavioral intervention (NI), and three adults with Down syndrome. A set of procedures was used for teaching the auditory-visual matching to sample, and naming responses of the new stimuli were tested. For the individuals with autism and EI and for the individuals with Down syndrome, the required number of repetitions was stable and concentrated in the minimum programmed by the procedure (two repetitions). However, the procedure was not effective for teaching new conditional relationships for the adults with autism and NI. The results indicate that the procedure can constitute an important teaching technology; however, its efficacy appears to vary depending on the educational profile of the participant.
publishDate 2017
dc.date.none.fl_str_mv 2017-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722017000105104
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722017000105104
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1186/s41155-017-0064-x
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Psicologia: Reflexão e Crítica v.30 2017
reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
collection Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository.name.fl_str_mv Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv prc@springeropen.com
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