Efficiency of expressive and receptive language teaching in children with autism spectrum disorder

Abstract

<jats:p>Research in Applied Behavior Analysis (ABA) investigated the efficiency of receptive and expressive language interventions in learners with Autism Spectrum Disorder (ASD). Listener responding by function, feature and class (LRFFC) and intraverbal (FFC) are some types of receptive and expressive language, respectively, which were targets in investigations. The previous literature demonstrated experimentally that teaching intraverbal first is more efficient, in the sense that it produced a better emergence effect of related untaught LRFFC in children with ASD, contrary to the recommendation by a traditional literature, which suggests that receptive skills, such as the LRFFC, should be taught first. The current research had the goal to compare the efficiency of intraverbal and LRFFC training as well, considering the effects on the possible emergence of related untaught repertoire in two children with ASD. The difference from the previous literature was that, during the teaching of LRFFC responses, the tact (labeling) of pictures involved was also taught, considering that this was a recommendation of previous research. The purpose was to assess if tact training would increase the efficiency of LRFFC training. The results showed that both instructional sequences (training LRFFC - probing intraverbal; training intraverbal - probing LRFFC) successfully established emergent responding, regarding the untaught related repertoire for both participants. However, intraverbal training produced emergence of LRFFC to a lesser extent for both. Data were discussed in the sense that tact training during LRFFC training probably increased its efficiency and that preexisting skills, regarding each participant, also influenced the efficiency of teaching.</jats:p>

Comparação entre procedimentos de ensino de relatos de histórias e responder perguntas em crianças autistas

“…Dentre os intraverbais explorados, podem ser destacados casos como os seguintes: 1responder perguntas como, por exemplo, dizer "livro" diante de "o que você lê?" (Finkel & Williams, 2001;Ingvarsson & Hollobaugh, 2011;Kodak & Paden, 2015;Matos, Cordeiro, et al, 2020;Matos, Cruz, et al, 2020;Sundberg & Sundberg, 1990); (2) relatar nomes de itens pertencentes a diferentes categorias como, por exemplo, dizer "águia" diante de "diga-me o nome de um animal voador" (Cordeiro, 2021;Grannan & Rehfeldt, 2012;Matos, Aragão & Matos, 2019;Matos, Araújo & Silva, 2018;Matos & Lima, 2018;Miguel, Petursdottir, & Carr, 2005;Partington & Bailey, 1993;Petursdottir, Carr, Lechago, & Almason, 2008); (3) intraverbais com elementos nas funções reversas de estímulo-resposta como, por exemplo, dizer "cheio" diante da instrução "diga-me o oposto de vazio" (Pérez-González, García-Asenjo, Williams, & Carnerero, 2007; Pérez-González, Salameh, & García-Asenjo, 2018); (4) intraverbais representando equivalência entre palavras em língua nativa e estrangeira como, por exemplo, dizer "naranja" diante de "como se diz laranja em espanhol?" (Cortez, dos Santos, Quintal, Silveira, & de Rose, 2020;Petursdottir, Ólafsdottir, & Aradóttir, 2008;Petursdottir & Haflidadóttir, 2009); 5) intraverbais com três elementos verbais relacionados uns aos outros como, por exemplo, dizer "Argentina" diante de "diga-me o nome do país onde fica o parque El Botánico", após aprender a dizer "Buenos Aires" diante de "diga-me o nome de uma cidade da Argentina" e dizer "El Botánico" diante de "diga-me o nome de um parque em Buenos Aires" (Belloso-Díaz & Pérez-González, 2015); (6) recontar histórias com encadeamento lógico entre suas partes (e.g., diante de "conte-me a história do menino João", uma criança diz "ele acordou cedo, tomou banho, vestiu-se, tomou café e foi para a escola") (Matos, Araújo & Costa, 2019;Matos, Guimarães, Sousa & Matos, 2019;Matos, Matos & Figueiredo, 2017;Valentino, Conine, Delfs & Furlow, 2015).…”