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

Autores

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

Palavras-chave:

Comportamento Verbal, Intraverbal, Tato, Respostas de Ouvinte, Transtorno do Espectro do Autismo

Resumo

Estudos utilizando técnicas de ensino derivadas dos princípios da Análise do Comportamento Aplicada (ABA) têm mostrado resultados promissores, baseados em evidências empíricas, no ensino de comportamento de falante e de ouvinte para indivíduos com diagnóstico de Transtorno do Espectro do Autismo (TEA). Nosso objetivo foi comparar os efeitos de dois procedimentos de ensino na aquisição de tato-intraverbal e de relações de ouvinte envolvendo relações espaciais para partes do corpo em seis meninos com TEA. No “tato-intraverbal-para-ouvinte”, perguntas na presença de estímulos não verbais foram ensinadas e então testadas para o surgimento de respostas de ouvinte. No “ouvinte-para-tato-intraverbal”, as respostas de ouvinte foram inicialmente ensinadas e a emergência de respostas de tato-intraverbais foram testadas. Foi usado um delineamento de tratamento alternado acoplado a um delineamento de linha de base múltipla não simultânea entre os participantes. Os resultados sugerem que o protocolo “tato-intraverbal-para-ouvinte” foi mais eficaz. Esses dados relativos às relações espaciais das partes do corpo replicam achados para outros repertórios.

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