Teaching Reading and Writing to Students with Intellectual Disabilities Based on Stimulus Equivalence Instruction
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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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. |
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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 |