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EFFECTS OF SUPPLEMENTAL CURRICULUM ON THE RECEPTIVE AND EXPRESSIVE LEARNING OF SENTENCES IN CHILDREN WITH HEARING DEVICES AND COCHLEAR IMPLANT

Grant number: 18/16694-5
Support type:Scholarships in Brazil - Post-Doctorate
Effective date (Start): June 01, 2019
Effective date (End): May 31, 2022
Field of knowledge:Humanities - Psychology - Experimental Psychology
Principal researcher:Ana Claudia Moreira Almeida Verdu
Grantee:Anderson Jonas das Neves
Home Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil
Associated research grant:14/50909-8 - INCT 2014: Behavior, Cognition and Teaching (INCT-ECCE): relational learning and symbolic functioning, AP.TEM

Abstract

Equivalence-based instruction (EBI) has been effective to integrate language skills and to establish a verbal repertoire from another. Children with cochlear implant and who were readers increased their speech accuracy in presence of pictures (tacting) after an EBI, due to the control relations shared between equivalent stimuli (spoken and printed stimulus and pictures), from words to sentences. Studies with sentences in this population are recent and showed that teaching some verbal relations, from a minimum set of sentences, promote the speech accuracy and verbal productivity, wich encourage systematically to explore the potential of this teaching in the construction of a more extensive curriculum. The current study aims to program an EBI-based curriculum of sentences (with dictated and printed sentences, and pictures of scenes) and to verify the effects on verbal repertories of children with a pré-lingual hearing loss, users of hearing devices and who are attended in auditory rehabilitation programs. The curriculum will organize in units and each unit will organize in teaching steps. EBI will include the direct teaching of conditional relations between dictated sentences and pictures of scenes (teaching by exclusion) and of construction of printed sentences under dictation, in the teaching steps. Taught and derived relations, speech accuracy in tacting, learning set and verbal productivity will systematically be evaluated during units' teaching, by receptive (stimulus selection), of writing (by construction) and expressive (reading and tacting) performances probes, with taught and recombined sentences (intra and inter-sets). Multiple probes will be repeated between teaching units and will evaluate reading and tacting performances, for all taught and recombined sentences of study; also, abstraction of syntactic relations will monitor by external and standard measures of Prova de Consciência Sintática. This study will allow verify if the successive units' teaching will produce cumulative effects on verbal repertories of sentences, and aim to subside the implantation of curriculum as supplemental activity into auditory rehabilitation services.

Scientific publications
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
DAS NEVES, ANDERSON JONAS; MOREIRA ALMEIDA-VERDU, ANA CLAUDIA; DO NASCIMENTO SILVA, LEANDRA TABANEZ; MORTARI MORET, ADRIANE LIMA; DE SOUZA, DEISY DAS GRACAS. Auditory sentence comprehension in children with cochlear implants after simple visual discrimination training with specific auditory-visual consequences. LEARNING & BEHAVIOR, AUG 2020. Web of Science Citations: 0.

Please report errors in scientific publications list by writing to: cdi@fapesp.br.