Emergência de intraverbal e intraverbal reverso após treino de discriminação condicional em crianças com autismo

Abstract

Verbal behavior, like all operant behavior, produces consequences capable of maintaining, increasing or decreasing its frequency. It is analyzed based on units called verbal operants, intraverbal being one of them. Studies have shown the importance of teaching intraverbals to children with Autism Spectrum Disorder (ASD), as this group experiences greater difficulty with these repertoires. The aim of this study was to verify the effects of teaching tact and listener behavior on the emergence of complex intraverbals in the question-answer format. The participants comprised four children diagnosed with ASD. Initially, the CARS protocol was applied with the family, an intraverbal repertoire survey protocol and a probe with twenty questions in three baseline sessions. Of these questions, three that the participant did not answer correctly were selected for the teaching phases. The other seven questions were used as controls. Next, they were exposed to the teaching of name-figure and question-figure conditional discriminations and a tactile test for the figures. Finally, the ten questions were reapplied. The results show that new questions emerged from the teaching, which may contribute to teaching savings.