Uma Comparação do Ensino de Relações de Tato-Intraverbal e de Ouvinte para Crianças Diagnosticadas com Transtorno do Espectro do Autismo

Elaine de Carvalho Silva; Nassim Chamel Elias; Romariz da Silva Barros

doi:10.1590/0102.3772e40204.en

Authors

Elaine de Carvalho Silva Instituto Federal do Paraná, Curitiba, PR, Brazil https://orcid.org/0000-0003-1016-9718
Nassim Chamel Elias Universidade Federal de São Carlos, São Carlos, SP, Brazil https://orcid.org/0000-0003-4197-623X
Romariz da Silva Barros Universidade Federal do Pará, Belém, PA, Brazil https://orcid.org/0000-0002-1306-384X

DOI:

https://doi.org/10.1590/0102.3772e40204.en

Keywords:

Verbal Behavior, Intraverbal, Tact, Listener Responses, Autism Spectrum Disorder

Abstract

Studies using teaching techniques derived from Applied Behavior Analysis (ABA) principles have shown promising results, based on empirical evidence, in teaching speaker and listener behavior to individuals diagnosed with Autism Spectrum Disorder (ASD). Our objective was to compare the effects of two teaching procedures on the acquisition of intraverbal-tact and listener relations involving spatial relations concerning body parts in six boys with autism. In “intraverbal-tact-to-listener”, questions in the presence of non-verbal stimulus were taught and then tested for emergence of listener responding. In “listener-to-intraverbal-tact”, listener responses were initially taught and the emergence of intraverbal-tact responses were tested. An alternate treatment design with an embedded nonconcurrent multiple baseline design across participants was used. The results suggest that the intraverbal-tact-to-listener protocol was more effective. Such data concerning to body parts spatial relations replicate findings for other repertoires.

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