Treino remoto de uma mãe na implementação de ensino por tentativas discretas em uma criança com repertório verbal mínimo
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Data
2022-05-17
Autores
Rissato, Camila Tomazi
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A integração entre os operantes verbais (de uma aprendizagem de ouvinte pode levar a uma aprendizagem de falante e vice-versa) pode ser favorecida pelo Multiple Exemplar Instruction – MEI e questiona-se se o ensino com essas características poderia ser conduzido por pais mediante o ensino de habilidades comportamentais específicas. Na literatura de treino de habilidades comportamentais (Behavioral Skills Training – BST) uma questão de pesquisa é se há necessidade do treino de todos os componentes (instrução, modelo, ensaio, feedback) ou se apenas um deles, com menos custo de resposta. Este estudo verificou os efeitos de um programa de ensino e integração de habilidades de ouvinte e falante estruturado em MEI, aplicados por uma mãe após BST, sobre a emergência de tatos (rotular objetos) com uma criança com perda de audição sensorioneural e implante coclear. A cuidadora recebeu Real Time Feedback (RTF, um componente do BST). O repertório fonológico inicial foi avaliado para a escolha dos alvos de ensino, a fim de utilizar palavras que contenham sons de fácil produção. O delineamento geral consistiu nas seguintes etapas: Treino de ouvinte e teste de falante (ecoico e tato) com estímulos do conjunto 1; MEI com estímulos do conjunto 2; verificou-se os efeitos do MEI retomando o treino de ouvinte e teste de falante com estímulos do conjunto 1; como controle, foi realizado o treino de ouvinte e teste de falante com estímulos do conjunto 3. O participante aprendeu as habilidades de ouvinte, integrou habilidades de ouvinte e falante via MEI e demonstrou emergência de comportamento de falante após treino de ouvinte com estímulos de um conjunto novo. O comportamento da cuidadora foi monitorado durante a intervenção e a necessidade de feedback foi quantificada; no início do programa foram necessárias muitas dicas (15) durante as sessões , sobretudo sobre como fornecer consequências diferenciais e dar intervalos entre tentativas; foram necessárias cada vez menos intervenções de feedback, chegando a próximo de zero no final do programa. Programas de ensino de habilidades verbais podem ser aplicados por pais no ambiente doméstico e o treino de habilidades pode se dar por RTF.
The integration between verbal operants (of a listener teaching can lead to a speaker learning and vice versa) may be favored by Multiple Exemplar Instruction – MEI and it is questioned whether the teaching with these characteristics could be performed by parents through the teaching of specific behavioral skills. In the Behavioral Skills Training (BST) literature one research question is if there is the necessity of training all the components (instruction, model, rehearsal, feedback) or if only one of them, with less response cost. This study verified the effects of a teaching and integration of listening and speaking skills program structured in MEI, which was applied by a mother after BST on the emergence of tacts (naming objects) with a child with sensorineural hearing loss and cochlear implant. The caregiver received Real Time Feedback (RTF, a component of BST). The primary phonological repertoire was evaluated to choose the target of teaching with the purpose to use words that would have sounds with easy production. The general design consisted of the following steps: Listener training and speaker test (echoic and tact) with stimuli of set 1; the MEI with stimuli of set 2; the effects of MEI were verified by resuming the listener training and speaker test with stimuli of set 1; as a control, it was performed the listener training and the speaker test with stimuli of set 3. The participant learned the listener skills, integrated listener and speaker skills via MEI and presented emergence of speaker behavior after listener training with stimuli of a new set. The behavior of the caregiver was monitored during the intervention and the necessity of feedback was quantified, at the beginning of the program several tips (15) were required during the sessions, mainly about how to provide differential consequences and give breaks between attempts; fewer and fewer feedback interventions were needed, reaching almost zero at the end of the program. Verbal skills teaching programs can be applied by parents at home environment and the skill training can be done by RTF.
The integration between verbal operants (of a listener teaching can lead to a speaker learning and vice versa) may be favored by Multiple Exemplar Instruction – MEI and it is questioned whether the teaching with these characteristics could be performed by parents through the teaching of specific behavioral skills. In the Behavioral Skills Training (BST) literature one research question is if there is the necessity of training all the components (instruction, model, rehearsal, feedback) or if only one of them, with less response cost. This study verified the effects of a teaching and integration of listening and speaking skills program structured in MEI, which was applied by a mother after BST on the emergence of tacts (naming objects) with a child with sensorineural hearing loss and cochlear implant. The caregiver received Real Time Feedback (RTF, a component of BST). The primary phonological repertoire was evaluated to choose the target of teaching with the purpose to use words that would have sounds with easy production. The general design consisted of the following steps: Listener training and speaker test (echoic and tact) with stimuli of set 1; the MEI with stimuli of set 2; the effects of MEI were verified by resuming the listener training and speaker test with stimuli of set 1; as a control, it was performed the listener training and the speaker test with stimuli of set 3. The participant learned the listener skills, integrated listener and speaker skills via MEI and presented emergence of speaker behavior after listener training with stimuli of a new set. The behavior of the caregiver was monitored during the intervention and the necessity of feedback was quantified, at the beginning of the program several tips (15) were required during the sessions, mainly about how to provide differential consequences and give breaks between attempts; fewer and fewer feedback interventions were needed, reaching almost zero at the end of the program. Verbal skills teaching programs can be applied by parents at home environment and the skill training can be done by RTF.
Descrição
Palavras-chave
Comportamento verbal, Análise do comportamento aplicada, Instrução por múltiplos exemplares, Verbal behavior, Applied behavior analysis, Multiple Exemplar Instruction