Aquisição de conceito de número por pessoas com deficiência intelectual

• Autor(a) principal: Escobal, Giovana
• Data de Publicação: 2010
• Outros Autores: Rossit, Rosana Aparecida Salvador [UNIFESP], Goyos, Celso
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: http://dx.doi.org/10.1590/S1413-73722010000300004; http://repositorio.unifesp.br/handle/11600/5905
• topic: Number concept; stimulus equivalence; intellectual disabilities; Conceito de número; equivalência de estímulos; deficiência intelectual

This study investigated the process involved in the acquisition of number concepts by intellectually disabled adults. Two individuals, aged between 16 and 20 years old, attending a special education school participated. A computer program assessed the participants' initial repertoire based on a stimulus-stimulus and stimulus-response relational network, identifying present and absent relations, which served as a basis for the teaching and testing of conditional relations thereafter. Next phase consisted of teaching the necessary relations, followed by immediate tests to evaluate emerging relations. The results showed the efficacy of the suggested computer-based curriculum and the efficacy of the used teaching procedures, due to the concept number acquisition in a reduced period of time. A complex relational network involving number, digits and values was formed through direct teaching of only two relations. The computer based teaching procedures optimized the learning process, increased data collection and procedural reliability and controlled contingencies that allowed precise teaching.