Ensino de Comportamento Verbal Elementar por Exemplares Múltiplos em Crianças com Autismo

• Autor(a) principal: Guerra, Bárbara Trevizan [UNESP]
• Data de Publicação: 2020
• Outros Autores: Verdu, Ana Cláudia Moreira Almeida [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.1590/1982-3703003185295; http://hdl.handle.net/11449/211610
• topic: Multiple Exemplar Instruction; Autism Spectrum Disorder; Verbal Behavior; Teaching; Instrução por Exemplares Múltiplos; Transtorno do Espectro do Autismo; Comportamento Verbal; Ensino

In the scope of research about under what conditions the learning and emergency of verbal operants occurs, different teaching conditions have been planned. Considering that the population with Autistic Spectrum Disorder (ASD) often has a repertoire of verbal operants absent or poorly established, it is necessary to study the planning of systematic interventions in these repertoires with conditions to favor not only vocabulary acquisition, but also their generative potential of new verbal functions. The Multiple Exemplar Instruction (MEI) is a teaching structure that has shown promising results for its ability to establish relationships between listening and speaker behaviors and to generate new verbal responses. The objective of this study was to verify the effects of the MEI on the establishment and integration between the listener repertoires and the speaker (echoic, tact and mand). Two children with ASD, aged between 7 and 8 years old, participated in the study, whose communication was very restricted and based on exchanges of figures. The teaching adopted three sets with three stimuli each. Teaching with each set was carried out separately. The teaching consisted of the training of listener based on selection, sometimes attempts of listener, echoic, tact and mand, were presented in a rotating way. Multiple probes intercalated the teachings and verified the effects of these on the repertoire of speaker with the other sets. The results showed an increase in the emission of listening and speaking responses after MEI teaching for the two participants, both with restricted verbal repertoire, but the procedure was more effective for one of the children.