Efeito de diferentes tipos de fading sobre o ensino de sentenças para crianças com deficiência auditiva usuárias de implante coclear
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Data
2020-03-27
Autores
Nascimento, Karina Orzari do
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Universidade Estadual Paulista (Unesp)
Resumo
A deficiência auditiva sensorioneural, de grau severo-profundo, bilateral e pré-lingual pode comprometer a aquisição de repertórios verbais. O implante coclear (IC) é um dispositivo auditivo que habilita o acesso aos sons da fala e permite a aprendizagem de habilidades de ouvinte e de falante. Estudos entre a Fonoaudiologia e a Análise do Comportamento têm adotado o modelo das relações de equivalência e investigado as condições de ensino sob as quais essa população aprende as habilidades auditivas e as relações que o ouvir estabelece com o falar, de palavras às sentenças. O procedimento de matching to sample (MTS) tem sido utilizado para ensinar relações condicionais entre estímulos. Procedimentos associados ao MTS minimizam a ocorrência de erros durante a aprendizagem do reconhecimento auditivo de sentenças, como o fading out. O objetivo geral desta pesquisa foi controlar o efeito do procedimento de fading out no ensino de discriminações condicionais entre sentença de quatro termos ditadas e figuras de ações, de modo a verificar qual rotina de ensino (fading blocado ou fading randomizado) é mais eficaz. Foram avaliados também os efeitos desses procedimentos sobre a formação de classes de estímulos equivalentes, a precisão da fala na nomeação de figuras e os desempenhos recombinativos. Participaram duas alunas, com idade entre sete e nove anos, com deficiência auditiva sensorioneural, bilateral, de grau moderado a profundo, e usuárias de IC. As sentenças foram organizadas em duas matrizes (Conjuntos 1 e 2) com nove sentenças cada, sendo que as três sentenças das diagonais foram ensinadas e as demais, testadas. Os estímulos que caracterizaram as sentenças foram de natureza auditiva e visual. As participantes foram expostas a um programa de ensino baseado em equivalência e as condições de fading out foram contrabalanceadas entre as participantes durante o ensino de relações condicionais entre sentenças ditadas e figuras (AB); também foi realizado o ensino da construção de sentenças impressas sob ditado (AE) por CRMTS (constructed response matching to sample). As sondas avaliaram as relações ensinadas (AB e AE), e derivadas, principalmente: construção de sentenças impressas frente a figura (BE), relações condicionais entre figuras e sentenças impressa e vice-versa (BC e CB), precisão da fala em nomeação de figuras de ações (BD) e leitura de sentenças impressas (CD). Foi avaliado também se as participantes demonstraram repertórios recombinativos (AB, AC, BC, CB, AE, BE, CE, BD, CD) para sentenças recombinadas (demais células das matrizes). A participante que iniciou o ensino AB pela condição de ensino blocado não atingiu 100% de acertos nesta condição; na condição randomizada atingiu 100% de acertos na terceira exposição. A participante que iniciou o ensino AB pela condição randomizada apresentou 100% de acertos na quarta exposição; na condição blocada atingiu 100% de acertos na segunda exposição. Ambas aprenderam as relações AE. Essa investigação sugere que a exposição ao fading out randomizado pode diminuir a incidência de erros na aprendizagem de AB. O ensino baseado em equivalência com matrizes pode também aumentar a precisão da fala dessa população e produzir repertórios recombinativos.
Sensorineural hearing loss, severe-profound, bilateral and pre-lingual, can compromise the acquisition of verbal repertoires. The cochlear implant (CI) is an auditory device that enables access to speech sounds and allows the learning of listening and speaking skills. Studies between Speech-Language Pathology and Behavior Analysis have adopted the equivalence relations model and investigated the teaching conditions under which this population learns the auditory skills and the relationships that listening establishes with speaking, from words to sentences. The matching to sample (MTS) procedure has been used to teach conditional relations between stimuli. Procedures associated with the MTS minimize the occurrence of errors during the learning of auditory recognition of sentences, such as fading out. The general objective of this research was to control the effect of the fading out procedure in the teaching of conditional discriminations between sentences of four dictated terms and action figures, in order to verify which teaching routine (blocked fading or randomized fading) is more effective. The effects of these procedures on the formation of equivalent stimulus classes, the accuracy of speech in the naming of figures and the recombinative performances were also evaluated. Two students participated, aged between seven and nine years, with bilateral sensorineural hearing loss, of moderate to profound degree, and CI users. The sentences were organized in two matrices (Sets 1 and 2) with nine sentences each, with the three diagonal sentences were taught and the others wer tested. The stimuli that characterized the sentences were auditory and visual. The participants were exposed to a program of equivalence-based instruction and the fading out conditions were balanced across the participants during the teaching of conditional relations between dictated sentences and figures (AB); CRMTS (constructed response matching to sample) was also taught in the construction of printed sentences under dictation (AE). The probes evaluated the taught relations (AB and AE), and emergents, specially: construction of printed sentences under pictures (BE), conditional relations between figure and printed sentence and vice versa (BC and CB), speech accuracy in naming action figures (BD), reading of printed sentences (CD). It was also evaluated whether the participants demonstrated recombinative repertoires (AB, AC, BC, CB, AE, BE, CE, BD, CD) for recombined sentences (other cells in the matrices). The student who started with the blocked fading did not reach 100% of correct answers in this condition, only in the randomized fading, in the third exposure of the second teaching AB. The participant who started with the randomized fading had 100% of correct answers in the fourth exposure in the first teaching AB; afterwards, it reached 100% of correct answers in the second exposure of the blocked fading. This investigation demonstrated that children with CI learn conditional relations between dictated sentences and action figures by fading out, and that initial exposure to the randomized condition can decrease the incidence of errors in learning AB. Teaching based on equivalence with matrices can increase the speech accuracy of this population and produce recombinative repertoires.
Sensorineural hearing loss, severe-profound, bilateral and pre-lingual, can compromise the acquisition of verbal repertoires. The cochlear implant (CI) is an auditory device that enables access to speech sounds and allows the learning of listening and speaking skills. Studies between Speech-Language Pathology and Behavior Analysis have adopted the equivalence relations model and investigated the teaching conditions under which this population learns the auditory skills and the relationships that listening establishes with speaking, from words to sentences. The matching to sample (MTS) procedure has been used to teach conditional relations between stimuli. Procedures associated with the MTS minimize the occurrence of errors during the learning of auditory recognition of sentences, such as fading out. The general objective of this research was to control the effect of the fading out procedure in the teaching of conditional discriminations between sentences of four dictated terms and action figures, in order to verify which teaching routine (blocked fading or randomized fading) is more effective. The effects of these procedures on the formation of equivalent stimulus classes, the accuracy of speech in the naming of figures and the recombinative performances were also evaluated. Two students participated, aged between seven and nine years, with bilateral sensorineural hearing loss, of moderate to profound degree, and CI users. The sentences were organized in two matrices (Sets 1 and 2) with nine sentences each, with the three diagonal sentences were taught and the others wer tested. The stimuli that characterized the sentences were auditory and visual. The participants were exposed to a program of equivalence-based instruction and the fading out conditions were balanced across the participants during the teaching of conditional relations between dictated sentences and figures (AB); CRMTS (constructed response matching to sample) was also taught in the construction of printed sentences under dictation (AE). The probes evaluated the taught relations (AB and AE), and emergents, specially: construction of printed sentences under pictures (BE), conditional relations between figure and printed sentence and vice versa (BC and CB), speech accuracy in naming action figures (BD), reading of printed sentences (CD). It was also evaluated whether the participants demonstrated recombinative repertoires (AB, AC, BC, CB, AE, BE, CE, BD, CD) for recombined sentences (other cells in the matrices). The student who started with the blocked fading did not reach 100% of correct answers in this condition, only in the randomized fading, in the third exposure of the second teaching AB. The participant who started with the randomized fading had 100% of correct answers in the fourth exposure in the first teaching AB; afterwards, it reached 100% of correct answers in the second exposure of the blocked fading. This investigation demonstrated that children with CI learn conditional relations between dictated sentences and action figures by fading out, and that initial exposure to the randomized condition can decrease the incidence of errors in learning AB. Teaching based on equivalence with matrices can increase the speech accuracy of this population and produce recombinative repertoires.
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Palavras-chave
Implante coclear, Fading, Relações de equivalência, Sentenças, Cochlear implant, Equivalence relations, Sentences