Observación de emparejamiento de estímulos e instrucción con múltiples ejemplares: efectos sobre respuestas de oyente y hablante de niños con TEA
DOI:
https://doi.org/10.5902/1984686X42047Palabras clave:
Procedimiento de observación de emparejamiento de estímulos, Instrucción con múltiples ejemplares, Trastorno del Espectro del Autismo.Resumen
Se han propuesto dos procedimientos como alternativas para inducir repertorios no enseñados directamente: 1) instrucción con múltiples ejemplares (MEI); y 2) observación del emparejamiento de estímulo (SPOP). El MEI implica la rotación de la enseñanza de diferentes respuestas a un estímulo (p.ej., tacto y oyente), lo que favorece el aprendizaje incidental de estas respuestas a nuevos estímulos a partir de la enseñanza de solo uno de los tipos. El SPOP solo requiere observar estímulos presentados contiguos, sin refuerzo diferencial para cualquier respuesta. Los resultados de algunos estudios sugieren que una mayor frecuencia de emparejamientos podría resultar en la emergencia de respuestas de oyente y tacto no enseñadas directamente y que el emparejamiento de estímulos puede afectar el procedimiento de MEI. El presente estudio evaluó el efecto del SPOP con una mayor frecuencia de emparejamiento por ensayos en emergencia de respuestas de oyente y tacto en tres niños con trastorno del espectro del autismo, y el efecto del SPOP en la enseñanza de estas respuestas a través de MEI. Para dos participantes, el SPOP con más emparejamientos a cada ensayo favoreció la emergencia del repertorio de oyente. Estos participantes solo aprendieron tactos después del MEI. El SPOP tuvo un efecto facilitador en el entrenamiento de MEI. Se discute el papel del MEI y del entrenamiento intensivo de tactos en la emergencia de respuestas tacto y oyente, así como los tipos de control de estímulo que el SPOP parece favorecer, y la posibilidad de investigar el SPOP en ambientes menos estructurados.
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