Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction

Detalhes bibliográficos
Autor(a) principal: Muto, Jessica Harume Dias
Data de Publicação: 2022
Outros Autores: Postalli, Lidia Maria Marson
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14257
Resumo: Forming classes of equivalent stimuli has been considered a productive model of symbolic relations, or meaning, when teaching to read and write, with directly and indirectly taught relations between stimuli. This study had the objective of evaluating the effects of one module of a computerized reading and writing program on children with intellectual disability enrolled in a regular school. Three students aged between 8 and 10 years old participated in the study. The teaching program was applied individually to each participant inside the school, during two to three weekly sessions approximately 35 minutes long. The general assessment was applied as a pre and post-test. The results showed that the better the entry repertoire, the faster participants advanced in the procedure and improved their reading and writing repertoires. Conducting this intervention in initial school grades can contribute to the process of leaning basic reading and writing repertoires.
id UPM-1_5a5f5a882b1f96e59f5c881b4532ff0c
oai_identifier_str oai:ojs.editorarevistas.mackenzie.br:article/14257
network_acronym_str UPM-1
network_name_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository_id_str
spelling Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence InstructionEnseñar a Leer y Escribir a Estudiantes con Discapacidad Intelectual Basado en el Paradigma de Equivalencia de EstímulosEnsino de Leitura e Escrita para Alunos com Deficiência Intelectual Baseado no Paradigma de Equivalência de Estímulos readingwritingstimulus equivalencematching-to-sampleintellectual disabilitiesleyendoescrituraequivalencia de estímuloemparelhamentodiscapacidades intelectualesleituraescritaequivalência de estímulosemparelhamentodeficiência intelectualForming classes of equivalent stimuli has been considered a productive model of symbolic relations, or meaning, when teaching to read and write, with directly and indirectly taught relations between stimuli. This study had the objective of evaluating the effects of one module of a computerized reading and writing program on children with intellectual disability enrolled in a regular school. Three students aged between 8 and 10 years old participated in the study. The teaching program was applied individually to each participant inside the school, during two to three weekly sessions approximately 35 minutes long. The general assessment was applied as a pre and post-test. The results showed that the better the entry repertoire, the faster participants advanced in the procedure and improved their reading and writing repertoires. Conducting this intervention in initial school grades can contribute to the process of leaning basic reading and writing repertoires.La formación de clases de estímulo equivalentes se ha considerado un modelo para el establecimiento de relaciones simbólicas, contribuyendo a la enseñanza de la lectura y escritura. El estudio tuvo como objetivo evaluar los efectos de un módulo didáctico de un programa computarizado de lectura y escritura en niños con discapacidad intelectual matriculados en una escuela regular. Participaron tres estudiantes de entre 8 y 10 años. El programa de enseñanza se aplicó en la escuela, de dos a tres veces por semana, de manera individual, con sesiones de aproximadamente 35 minutos. Se utilizó una evaluación general de lectura y escritura antes y después del programa. Los resultados mostraron que cuanto mejor era el repertorio de entrada, más rápido avanzaban los participantes en el módulo y mejoraban su repertorio. La realización de esta intervención en los grados iniciales puede contribuir al aprendizaje de los repertorios básicos de lectura y escritura.A formação de classes de estímulos equivalentes tem sido considerada um modelo para o estabelecimento de relações simbólicas, ou do significado, contribuindo para o ensino de leitura e escrita. O presente estudo teve como objetivo avaliar os efeitos de um módulo de ensino de um programa informatizado de leitura e escrita em crianças com deficiência intelectual matriculadas em uma escola regular. Participaram três alunos com idades entre 8 e 10 anos. O programa de ensino era aplicado na própria escola, duas a três vezes por semana, individualmente, com sessões de aproximadamente 35 minutos. Foi empregado uma avaliação geral de leitura e escrita antes e após o programa. Os resultados mostraram que quanto melhor o repertório de entrada, mais rapidamente os participantes avançaram no módulo e melhoraram seus repertórios de leitura e escrita. A realização dessa intervenção nas séries iniciais pode contribuir na aprendizagem de repertórios básicos de leitura e escrita.Editora Mackenzie2022-01-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/1425710.5935/1980-6906/ePTPPE14257.enThe Journal Of Psychology: Theory and Practice ; Vol. 24 No. 1 (2022); ePTPPE14257Revista Psicología: Teoría y Práctica; Vol. 24 Núm. 1 (2022); ePTPPE14257Revista Psicologia: Teoria e Prática; v. 24 n. 1 (2022); ePTPPE142571980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMenghttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/14257/11339Copyright (c) 2022 Jessica Harume Dias Mutohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMuto, Jessica Harume DiasPostalli, Lidia Maria Marson2023-08-01T19:35:24Zoai:ojs.editorarevistas.mackenzie.br:article/14257Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-08-01T19:35:24Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
Enseñar a Leer y Escribir a Estudiantes con Discapacidad Intelectual Basado en el Paradigma de Equivalencia de Estímulos
Ensino de Leitura e Escrita para Alunos com Deficiência Intelectual Baseado no Paradigma de Equivalência de Estímulos
title Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
spellingShingle Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
Muto, Jessica Harume Dias
reading
writing
stimulus equivalence
matching-to-sample
intellectual disabilities
leyendo
escritura
equivalencia de estímulo
emparelhamento
discapacidades intelectuales
leitura
escrita
equivalência de estímulos
emparelhamento
deficiência intelectual
title_short Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
title_full Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
title_fullStr Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
title_full_unstemmed Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
title_sort Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
author Muto, Jessica Harume Dias
author_facet Muto, Jessica Harume Dias
Postalli, Lidia Maria Marson
author_role author
author2 Postalli, Lidia Maria Marson
author2_role author
dc.contributor.author.fl_str_mv Muto, Jessica Harume Dias
Postalli, Lidia Maria Marson
dc.subject.por.fl_str_mv reading
writing
stimulus equivalence
matching-to-sample
intellectual disabilities
leyendo
escritura
equivalencia de estímulo
emparelhamento
discapacidades intelectuales
leitura
escrita
equivalência de estímulos
emparelhamento
deficiência intelectual
topic reading
writing
stimulus equivalence
matching-to-sample
intellectual disabilities
leyendo
escritura
equivalencia de estímulo
emparelhamento
discapacidades intelectuales
leitura
escrita
equivalência de estímulos
emparelhamento
deficiência intelectual
description Forming classes of equivalent stimuli has been considered a productive model of symbolic relations, or meaning, when teaching to read and write, with directly and indirectly taught relations between stimuli. This study had the objective of evaluating the effects of one module of a computerized reading and writing program on children with intellectual disability enrolled in a regular school. Three students aged between 8 and 10 years old participated in the study. The teaching program was applied individually to each participant inside the school, during two to three weekly sessions approximately 35 minutes long. The general assessment was applied as a pre and post-test. The results showed that the better the entry repertoire, the faster participants advanced in the procedure and improved their reading and writing repertoires. Conducting this intervention in initial school grades can contribute to the process of leaning basic reading and writing repertoires.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14257
10.5935/1980-6906/ePTPPE14257.en
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14257
identifier_str_mv 10.5935/1980-6906/ePTPPE14257.en
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14257/11339
dc.rights.driver.fl_str_mv Copyright (c) 2022 Jessica Harume Dias Muto
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Jessica Harume Dias Muto
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 24 No. 1 (2022); ePTPPE14257
Revista Psicología: Teoría y Práctica; Vol. 24 Núm. 1 (2022); ePTPPE14257
Revista Psicologia: Teoria e Prática; v. 24 n. 1 (2022); ePTPPE14257
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
_version_ 1797051378897518592

Registros relacionados