Using the Equivalence Paradigm to Increase the Correspondence of Vocalizations by Children with Cochlear Implant in Picture Naming and Reading

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dc.contributor.authorAnastacio-Pessan, Fernanda Luz
dc.contributor.authorMoreira Almeida-Verdu, Ana Claudia [UNESP]
dc.contributor.authorBevilacqua, Maria Cecilia
dc.contributor.authorSouza, Deisy das Gracas de
dc.contributor.institutionUniversidade de São Paulo (USP)
dc.contributor.institutionAssoc Pais & Amigos Excepcionais
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionUniversidade Federal de São Carlos (UFSCar)
dc.date.accessioned2018-11-26T15:27:40Z
dc.date.available2018-11-26T15:27:40Z
dc.date.issued2015-01-01
dc.description.abstractThe present study investigated the effects of strengthening equivalence relations between spoken words, printed words, and pictures to improve the correspondence between vocalizations in picture naming and in reading tasks in children with cochlear implant. Before the study, the children pronounced words better while reading than while naming pictures. The procedure taught two sets of three relations between dictated words and pictures, between the same dictated words and printed words, and between dictated and printed syllables. Periodic probes evaluated the experimental effects according to a multiple baseline design between stimulus sets. Picture naming and reading of all six words were probed before and after teaching each type of relationship and testing for class formation for each stimulus set. Picture naming progressively improved for five of six participants across teaching and probes with Stimulus Set 1, and for all participants across Stimulus Set 2. Reading scores, initially high, also reached perfect or near perfect accuracy. The results extend previous findings on the potential of procedures based on the stimulus equivalence paradigm for improving speech and listening comprehension of children with cochlear implant.en
dc.description.affiliationUniv Sao Paulo, Bauru, SP, Brazil
dc.description.affiliationAssoc Pais & Amigos Excepcionais, Bauru, SP, Brazil
dc.description.affiliationUniv Estadual Paulista, Bauru, SP, Brazil
dc.description.affiliationUniv Fed Sao Carlos, BR-13560 Sao Carlos, SP, Brazil
dc.description.affiliationUnespUniv Estadual Paulista, Bauru, SP, Brazil
dc.format.extent365-377
dc.identifierhttp://dx.doi.org/10.1590/1678-7153.201528217
dc.identifier.citationPsicologia-reflexao E Critica. Porto Alegre Rs: Univ Federal Rio Grande Sul, v. 28, n. 2, p. 365-377, 2015.
dc.identifier.doi10.1590/1678-7153.201528217
dc.identifier.fileWOS000358382600017.pdf
dc.identifier.issn0102-7972
dc.identifier.urihttp://hdl.handle.net/11449/158442
dc.identifier.wosWOS:000358382600017
dc.language.isopor
dc.publisherUniv Federal Rio Grande Sul
dc.relation.ispartofPsicologia-reflexao E Critica
dc.relation.ispartofsjr0,258
dc.rights.accessRightsAcesso aberto
dc.sourceWeb of Science
dc.subjectPicture naming
dc.subjectreading
dc.subjectequivalence relations
dc.subjecthearing loss
dc.subjectcochlear implant
dc.titleUsing the Equivalence Paradigm to Increase the Correspondence of Vocalizations by Children with Cochlear Implant in Picture Naming and Readingen
dc.typeArtigo
dcterms.rightsHolderUniv Federal Rio Grande Sul

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