Using class-specific compound consequences to teach dictated and printed letter relations to a child with autism

Autor(es)

Varella, Andre A. B. ^[1] ; de Souza, Deisy G. ^[1]

Afiliação do(s) autor(es)

^[1] Univ Fed Sao Carlos, Brazil Inst Nacl Ciencia & Technol Comportamento, BR-13565905 Sao Carlos, SP - Brazil

• Tipo de documento: Artigo Científico
• Fonte: JOURNAL OF APPLIED BEHAVIOR ANALYSIS; v. 48, n. 3, p. 675-679, SEP 2015.
• Citações Web of Science: 2

Resumo

The effects of class-specific compound consequences embedded in an identity-matching task to establish arbitrary emergent relations were evaluated. A 3-year-old child with autism was taught identity relations between lowercase letters (Set 1) and uppercase letters (Set 2). A compound stimulus that consisted of an auditory component (dictated letter name) and a visual component (an uppercase letter for Set 1 or lowercase letter for Set 2) followed correct responses. All targeted arbitrary relations emerged (uppercase-lowercase, lowercase-uppercase, dictated name/uppercase, and dictated name/lowercase), suggesting that this procedure may be useful for teaching. (AU)

• Processo FAPESP: 13/06734-6 - Efeitos do estabelecimento de repertórios conceituais "maior que" e "menor que" na emergência de relações ordinais em indivíduos com autismo
• Beneficiário: André Augusto Borges Varella
• Linha de fomento: Bolsas no Brasil - Pós-Doutorado
• Processo FAPESP: 08/57705-8 - Instituto de Estudos sobre Comportamento, Cognição e Ensino
• Beneficiário: Deisy das Graças de Souza
• Linha de fomento: Auxílio à Pesquisa - Temático