Training psychology interns to teach verbal and non-verbal repertoires in children with autism spectrum disorder

Matos, Daniel Carvalho de; Silva, Flor de Maria Araújo Mendonça; Firmo, Wellyson da Cunha Araújo; Matos, Pollianna Galvão Soares de

doi:10.33448/rsd-v9i7.3928

Cited by 3 publications

(3 citation statements)

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“…Another limitation of this study was related to the fact that there was no systematic data collection by a second observer, besides the experimenter, to determine an inter-observer agreement along the conditions of the research. However, the procedures of the research, including data collection, were always conducted by a well-trained experimenter in the administration of tasks related to discrete trial teaching to learners with ASD, showing good performance accuracy as to the administration of ABA procedures (Matos, Silva, Firmo & Matos, 2020).…”

Section: Discussionmentioning

confidence: 99%

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

Matos¹,

Cordeiro²,

Mendes³

et al. 2020

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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.

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Section: Discussionmentioning

confidence: 99%

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

Matos¹,

Cordeiro²,

Mendes³

et al. 2020

RSD

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“…Na literatura, diversos estudos relatam que o BST foi eficaz na capacitação de diferentes populações para a condução de processos de avaliação e intervenção da ABA em aprendizes com TEA, destacando-se: Professores de educação especial (Lerman, Tetreault, Hovanetz, Strobel, & Garro, 2008;Sarakoff & Sturmey, 2004); psicólogos e educadores (Barkaia, Stokes, & Mikiashvili, 2017;Barnes, Mellor, & Rehfeldt, 2014;Martone, 2017); adultos com TEA e sem déficit intelectual (Lerman, Hawkins, Hillman, Shireman, & Nissen, 2015;Lerman, Hawkins, Hoffman, & Caccavale, 2013;Shireman, Lerman, &Hillman, 2016); pais e outros cuidadores (Barboza, Costa, & Barros, 2019;Ferreira, Silva, & Barros, 2016;Guimarães et al, 2018); estagiários de graduação e pósgraduação em Psicologia (Aureliano, 2018;Faggiani, 2014;Matos, Silva, Firmo, & Matos, 2020).…”

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Comparação entre Tipos de Behavioral Skills Training para Capacitação de Estagiárias de Psicologia

Matos

Nascimento

Ávila

et al. 2021

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O Behavioral Skills Training (BST) é utilizado na capacitação de profissionais, pais ou outros cuidadores e universitários para ensino de habilidades em aprendizes com Transtorno do Espectro Autista (TEA). Compreende: 1) instruções sobre princípios de Análise do Comportamento Aplicada (ABA) para o ensino de repertórios; 2) modelação (demonstração de comportamentos que devem ser emitidos durante o ensino); 3) ensaio comportamental com um confederado e 4) feedback de desempenho. O objetivo foi comparar a aplicação de dois tipos de BST (um com um componente de modelação ao vivo/presencial e, o outro, com um componente de modelação com vídeos) quanto a sua eficiência para a formação de seis estagiárias de graduação em Psicologia. Cada caso foi definido para melhorar a precisão no ensino de duas duplas de repertórios a um confederado, que simulava comportamentos de um aprendiz com TEA. A diferença entre os dois BST foi apenas em relação ao componente de modelação. Ambos produziram melhora na precisão do ensino de repertórios pelas estagiárias, e foram eficientes em uma medida semelhante, demandando poucos encontros para capacitação. Os dados foram discutidos considerando a importância de uma formação adequada para profissionais que possam colaborar no futuro com orientação de pais, e outros cuidadores, no manejo comportamental de seus familiares com TEA, tanto de forma presencial como remota (importante em tempos de pandemia do COVID-19).

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“…Esta emite a ação de imitar o modelo com o carrinho e, em seguida, o terapeuta elogia e permite o acesso a um estímulo reforçador arbitrário de maior preferência. Research, Society andDevelopment, v. 9, n. 7, e465974392, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i7.4392 4 Na ABA, descrições sobre o formato de tentativas discretas costumam comparecer em relatos de pesquisas científicas, e manuais de intervenção com foco em TEA e quadros relacionados (Akers, Higbee, Pollard, Pellegrino & Gerencser, 2016;Allen & Cowan, 2008;Goulart & Assis, 2002;Lear, 2004;Lovaas, 1987;Matos, 2006;Matos, Matos, Araújo, Ribeiro & Melo, 2018;Matos, Silva, Firmo & Matos, 2020;Phillips & Vollmer, 2012;Smith, 2001;Varella & Souza, 2018).…”

Section: Introductionunclassified

Comparação de tipos de pistas sobre brincar funcional em crianças com transtorno do espectro autista

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Matos

2020

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Children with Autism Spectrum Disorder (ASD) commonly present deficits in several repertoires, including play behavior. In the literature of Applied Behavior Analysis, there were studies, which investigated the effects of use of photographic activity schedule, with pictures portraying actions with toys, and other type of cues on the establishment of independent performance in children with ASD. Responding under the control of pictures was demonstrated through different levels of cues, such as verbal instructions and modeling. However, previous research did not isolate the effects of the cues. The current study had the goal of comparing the effects of two cues, verbal instruction and modeling, in two 10-year old children with ASD, and through an alternating treatments design, as to the establishment of actions with toys in the presence of pictures representing them. The interventions were effective to the development of independent performance in both children. In the case of one of them, differences were more evident, since the modeling cue was more efficient. For the other child, there were no differences in efficiency, considering the two cues. Stimulus control probes with different sequences of pictures presented, suggested the establishment of responding under the control of the pictures.

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Training psychology interns to teach verbal and non-verbal repertoires in children with autism spectrum disorder

Cited by 3 publications

References 17 publications

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

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

Comparação entre Tipos de Behavioral Skills Training para Capacitação de Estagiárias de Psicologia

Comparação de tipos de pistas sobre brincar funcional em crianças com transtorno do espectro autista

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