Ensino de ecoico em crianças com Transtorno do Espectro Autista
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Data
2020-06-24
Autores
Guerra, Barbara Trevizan
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Universidade Estadual Paulista (Unesp)
Resumo
Pessoas com Transtorno do Espectro Autista (TEA) apresentam frequentemente falhas nos repertórios de ouvinte e falante, sendo que intervenções pautadas na Análise do Comportamento têm ocasionado a reabilitação e ampliação do comportamento verbal. Dentre os desafios encontrados no ensino de comportamento verbal para pessoas com TEA está como identificar procedimentos efetivos para instalar repertório ecoico. Apesar de reconhecida a importância do ecoico para aquisição de outros comportamentos verbais, existem lacunas na literatura sobre condições para ensino deste operante. O presente trabalho apresenta dois capítulos sobre essa temática. No Capítulo 1 é apresentada uma revisão sistemática de literatura, de acordo com a recomendação PRISMA, cujo objetivo foi verificar a incidência de intervenções exclusivamente sobre comportamento ecoico em pessoas com TEA, os principais procedimentos de ensino e seus resultados. A maioria dos estudos demonstrou que o ecoico é frequentemente utilizado como prompt, e pouco estabelecido como alvo, indicando a necessidade de mais pesquisas na área. O Capítulo 2 mensurou o efeito de três estruturas de ensino sobre o comportamento ecoico em duas crianças com TEA. As estruturas foram: SEI (Single Exemplar Instruction), MEI (Multiple Exemplar Instruction) com rotatividade dos operantes ecoico, tato e ouvir baseado em seleção e Ecoico para Mando. Após avaliação foram selecionados três conjuntos com três estímulos cada; cada conjunto foi ensinado em uma das estruturas de ensino, de acordo com um delineamento de tratamento alternado adaptado. Os resultados demonstraram que para um participante a estrutura mais efetiva foi Ecoico para Mando e para outro foi a estrutura SEI. Os dados apontam a necessidade de realizar intervenção com maior controle experimental sobre os prompts fornecidos nas sessões assim como uma caracterização melhor dos participantes.
People with Autistic Spectrum Disorder (ASD) often have failures in the listener and speaker repertoires, and interventions based on Behavior Analysis have caused the rehabilitation and expansion of verbal behavior. Among the challenges found in teaching verbal behavior to people with ASD is how to identify effective procedures for installing an echoic repertoire. Although the importance of echoic is recognized for the acquisition of other verbal behaviors, there are gaps in the literature on conditions for teaching this operant. The present work presents two chapters on this theme. Chapter 1 presents a systematic literature review, according to the PRISMA recommendation, whose objective was to verify the incidence of interventions exclusively on echoic behavior in people with ASD, the main teaching procedures and their results. Most studies have shown that echoic is often used as a prompt, and poorly established as a target, indicating the need for more research in the area. Chapter 2 measured the effect of three teaching structures on echoic behavior in two children with ASD. The structures were: SEI (Single Exemplar Instruction), MEI (Multiple Exemplar Instruction) with rotating of the echoic, tact and listening based on selection operatives and Echoic for Mand. After evaluation, three sets were selected with three stimuli each; each set was taught in one of the teaching structures, according to an adapted alternate treatment design. The results showed that for one participant the most effective structure was Echoic for Mand and for another it was the SEI structure. The data indicate the need to perform intervention with greater experimental control over the prompts provided in the sessions as well as a better characterization of the participants.
People with Autistic Spectrum Disorder (ASD) often have failures in the listener and speaker repertoires, and interventions based on Behavior Analysis have caused the rehabilitation and expansion of verbal behavior. Among the challenges found in teaching verbal behavior to people with ASD is how to identify effective procedures for installing an echoic repertoire. Although the importance of echoic is recognized for the acquisition of other verbal behaviors, there are gaps in the literature on conditions for teaching this operant. The present work presents two chapters on this theme. Chapter 1 presents a systematic literature review, according to the PRISMA recommendation, whose objective was to verify the incidence of interventions exclusively on echoic behavior in people with ASD, the main teaching procedures and their results. Most studies have shown that echoic is often used as a prompt, and poorly established as a target, indicating the need for more research in the area. Chapter 2 measured the effect of three teaching structures on echoic behavior in two children with ASD. The structures were: SEI (Single Exemplar Instruction), MEI (Multiple Exemplar Instruction) with rotating of the echoic, tact and listening based on selection operatives and Echoic for Mand. After evaluation, three sets were selected with three stimuli each; each set was taught in one of the teaching structures, according to an adapted alternate treatment design. The results showed that for one participant the most effective structure was Echoic for Mand and for another it was the SEI structure. The data indicate the need to perform intervention with greater experimental control over the prompts provided in the sessions as well as a better characterization of the participants.
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Palavras-chave
Ecoico, Comportamento verbal, Ensino, Transtorno do Espectro Autista, Echoic, Teaching, Autism Spectrum Disorder