Effects of teaching for single and multiple instructions to establishment of speaker behavior in a child with autistic spectrum disorder

• Grant number: 14/20416-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: February 01, 2015
• End date: January 31, 2016
• Field of knowledge: Humanities - Psychology - Experimental Psychology
• Principal Investigator: Ana Claudia Moreira Almeida Verdu
• Grantee: Thais de Souza Mascotti
• Host Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

Deficits in behavioral repertoire that bring harm to the learning of social behaviors such as verbal behavior are characteristics of individuals with Autism Spectrum Disorder (ASD). Thus, this population demonstrates a social repertoire more restricted than those with typical development, so the planning conditions of systematic education for installing these deficits repertoires including the verbal repertoire becomes necessary. A significant deficit in the skills of listening and speaking, both essential to the development of verbal behavior, causes significant social damage because without such repertoires children have restricted access to the verbal community. Considering the lack of research adopting the procedure of teaching MEI (multiple exemplar instruction) in Brazil, this research intends to compare the effectiveness of two procedures, SEI and MEI, in teaching language skills to a child with ASD, comparing the effectiveness of the same in terms of number of sessions and the cost of response to the child. (AU)