Observação de pareamento de estímulos e instrução com múltiplos exemplares: efeitos sobre respostas de ouvinte e falante de crianças com TEA

Autores

DOI:

https://doi.org/10.5902/1984686X42047

Palavras-chave:

Procedimento de observação de pareamento estímulos, Instrução com múltiplos exemplares, Transtorno do Espectro Autista.

Resumo

Dois procedimentos têm sido propostos como alternativas para induzir repertórios não ensinados diretamente: 1) instrução com múltiplos exemplares (MEI); e 2) observação de pareamento de estímulos (SPOP). O MEI implica a rotação do ensino de diferentes respostas a um estímulo (ex. tato e resposta de ouvinte), o que favorece a aprendizagem incidental dessas respostas para novos estímulos a partir do ensino de apenas um dos tipos. No SPOP é exigida apenas a observação de estímulos apresentados contíguos, sem reforçamento diferencial para qualquer resposta. Os resultados de alguns estudos sugerem que uma maior frequência de pareamentos poderia levar a emergência de respostas de tato e ouvinte não ensinadas diretamente e que o pareamento de estímulos pode afetar o procedimento de MEI. O presente estudo avaliou o efeito de SPOP com uma frequência maior de pareamentos por tentativas sobre a emergência de respostas de tato e ouvinte em três crianças com Transtorno do Espectro Autista, e o efeito do SPOP no ensino dessas respostas por meio de MEI. Para dois participantes, o SPOP com mais pareamentos a cada tentativa favoreceu a emergência do repertório de ouvinte. Estes participantes somente aprenderam respostas de tato após o MEI. O SPOP teve um efeito facilitador no treino de MEI. Discute-se o papel do MEI e de treino de tato intensivo na emergência de repertórios de tato e ouvinte, assim como os tipos de controle de estímulo que o SPOP parece favorecer, e a possibilidade de investigar o SPOP em ambientes menos estruturados.

Biografia do Autor

Edson Luiz Nascimento dos Santos, Universidade Federal do Pará, Belém, PA

Doutorando na Universidade Federal do Pará, Belém, PA, Brasil.

Eduardo Nascimento Trindade, Universidade Federal do Pará, Belém, PA

Mestre pela Universidade Federal do Pará, Belém, PA, Brasil.

Carlos Barbosa Alves de Souza, Universidade Federal do Pará, Belém, PA

Professor pós-doutor na Universidade Federal do Pará, Belém, PA, Brasil.

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Publicado

2021-02-16

Como Citar

Santos, E. L. N. dos, Trindade, E. N., & Souza, C. B. A. de. (2021). Observação de pareamento de estímulos e instrução com múltiplos exemplares: efeitos sobre respostas de ouvinte e falante de crianças com TEA. Revista Educação Especial, 34, e8/1–21. https://doi.org/10.5902/1984686X42047