Establishing Derived Textual Control in Activity Schedules With Children With Autism

Miguel, Caio F.; Yang, Heejean G.; Finn, Heather E.; Ahearn, William H.

doi:10.1901/jaba.2009.42-703

Cited by 41 publications

(35 citation statements)

References 7 publications

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“…A despeito dos esforços empreendidos para que todos os estudantes, inclusive com DI e TEA, estejam inseridos na rede regular de ensino (Brasil, 2008), poucos são os estudos que trabalharam o ensino de repertórios acadêmicos, como a leitura e a escrita (Benitez & Domeniconi, 2015;Miguel, Yang, Finn, & Ahearn, 2009). Aparentemente, apesar das dificuldades na linguagem expressiva e receptiva, estudantes com TEA expostos aos procedimentos de ensino individualizado e personalizado, que atendam suas necessidades específicas aprendem a nomear palavras impressas, mesmo antes de desenvolverem a linguagem falada (Baldaçara, Nobrega, Leonard, & Tengan, 2006) o que aponta a possibilidade de que eles aprendam a leitura de palavras impressas, uma vez programadas contingências adequadas de ensino, como têm acontecido com estudantes com diferentes repertórios.…”

Section: Discussionunclassified

Atuação do psicólogo na inclusão escolar de estudantes com autismo e deficiência intelectual

Benitez

Domeniconi

2018

Psicol. Esc. Educ.

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Psychologist's activity in the school inclusion of students with autism and intellectual deficiency AbstractThe objective of the study was to operationalize the performance of the psychologist-researcher in the process of school inclusion of students with autism (ASD) and intellectual disability (DI), based on interventions applied by teachers and parents; and evaluate the reading and writing learning of the experimental group (exposed to interventions) and control. It was attended by 14 students, seven parents and nine teachers. The procedure involved the planning of the interventions, the training with the agents, the application of the interventions and supervision by the psychologist, post-test and follow-up. The performances of the control group did not present many variations between pre-and post-test. The experimental group went from zero to higher performance in the post-test (reading: 33%, 75% and 100% correct for others, written: 50%, 75%, 75% and 100% correct for the others). The performance of the psychologist contributed to the inclusion of students with ID and TEA, in spite of the segregating practices performed with this public, in previous decades. Keywords: Autism; intellectual disability; school inclusion Actuación del psicólogo en la inclusión escolar de estudiantes con autismo y deficiencia intelectual ResumenEl objetivo del estudio fue la operatividad la actuación del psicólogo-investigador en el proceso de inclusión escolar de estudiantes con autismo (TEA) y deficiencia intelectual (DI), a partir de intervenciones aplicadas por los profesores y padres; y evaluar el aprendizaje de lectura y escritura del grupo experimental (expuesto a las intervenciones) y control. Participaron 14 estudiantes, siete padres y nueve profesores. El procedimiento involucró la planificación de las intervenciones, la capacitación con los agentes, aplicación de las intervenciones y supervisión por el psicólogo, post-test y follow-up. Los desempeños del grupo control no presentaron muchas variaciones entre pre y post-test. El grupo experimental pasó de desempeño nulo para desempeños mayores en el post-test (lectura: el 33%, el 75% y el 100% de aciertos para los demás; escritura: el 50%, el 75%, el 75% y el 100% de aciertos para los demás). La actuación del psicólogo contribuyó con la inclusión de los estudiantes con DI y TEA, a pesar de las prácticas segregadoras realizadas con ese público, en décadas anteriores.Palabras clave: Autismo; deficiencia intelectual; inclusión escolar.

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Section: Discussionunclassified

Atuação do psicólogo na inclusão escolar de estudantes com autismo e deficiência intelectual

Benitez

Domeniconi

2018

Psicol. Esc. Educ.

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“…Activities are initially represented on schedules as pictures, but as learners begin to recognize text, written words corresponding to activities can be used to replace those pictures (McClannahan & Krantz, 2010;Miguel, Yang, Finn & Ahearn, 2009). The use of a written schedule may be less stigmatizing than a picture schedule.…”

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confidence: 99%

“…One method shown to establish textual control and reading comprehension is conditional discrimination training (e.g., Miguel et al, 2009;Rehfeldt & Root, 2005;Rosales & Rehfeldt, 2007;Sidman, 1994). This method teaches participants to select pictures and written words in the presence of their dictated names, and often results in the emergence of matching picture to words and words to pictures, as well as textual behavior (i.e., sight reading) and activity following.…”

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confidence: 99%

Establishing Derived Textual Activity Schedules in Children With Autism

Sprinkle

Miguel

2013

Behavioral Interventions

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Children with autism are frequently taught to follow picture activity schedules to increase independence in task engagement and transitions. As textual behavior allows for greater independence and efficiency in responding, schedules should rapidly become textual in form. Previous research has shown the effectiveness of conditional discrimination training and superimposition and fading procedures in establishing textual control. The current study evaluated the effectiveness of these procedures in establishing derived textual control in activity schedules. Participants included two children with autism (ages 3 and 8 years). Following the demonstration of proficiency in picture activity schedules, participants were exposed to superimposition and fading and conditional discrimination training in an alternating treatments design. Pretest-posttest measures were used to evaluate emergent relations among stimuli. Conditional discrimination training was superior to stimulus fading for emergent relations. The participants showed no clear difference between the procedures related to derived textual control.

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“…The myriad of studies that have been investigating naming responses can be roughly divided into two sets: one that discusses the broad topic of functional independence between the speaker and listener verbal repertoires, and one that specifies relations between specific verbal operants, such as mands and tacts (Almeida-Verdu et al, 2008a; Almeida-Verdu, dos Santos, de Souza, & Bevilacqua, 2008b;Arntzen & Almås, 2002;Carroll & Hesse, 1987;Ferrari, Giacheti, & de Rose, 2009;Guess, 1969;Guess, Sailor, Rutherford, & Baer, 1968;G. Hall & Sundberg, 1987;Miguel, Yang, Finn, & Ahearn, 2009;Petursdottir, Carr, & Michael, 2005;Ramirez & Rehfeldt, 2009;Sigafoos, Doss, & Reichle, 1989;Sigafoos, Reichle, Doss, K. Hall, & Pettitt, 1990;Toussaint & Tiger, 2010).…”

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confidence: 99%

Effects of selection tasks on naming emergence in children

Bandini¹,

Sella²,

Postalli³

et al. 2012

Psicol. Reflex. Crit.

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The aim of the present work -which was divided into two studies -was to investigate if, from teaching selection tasks, naming responses would be emitted without direct teaching. Nine children aged between 7 and 12 participated in the study. In each study, 12 abstract pictures and 12 pseudo words were utilized. The procedures were comprised of six sessions that encompassed selection tasks (name-picture relations) and naming tests (picture-name relations). When a participant met 100% correct responses in selection tasks, (s)he was exposed to a naming test. The difference among the studies was the presentation of an echoic behavior pre-test of the pseudo words. The results indicated variability in the participants' naming performance.

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Establishing Derived Textual Control in Activity Schedules With Children With Autism

Cited by 41 publications

References 7 publications

Atuação do psicólogo na inclusão escolar de estudantes com autismo e deficiência intelectual

Atuação do psicólogo na inclusão escolar de estudantes com autismo e deficiência intelectual

Establishing Derived Textual Activity Schedules in Children With Autism

Effects of selection tasks on naming emergence in children

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