Programa de ensino informatizado e individualizado do alfabeto digital por equivalência de estímulos.
Abstract
ABSTRACT
This study had as objective, develops, implements and evaluates an
informatized and individualized teaching program to qualify deaf students in the
application of digital alphabet. For that, two studies were conducted with 12
deaf children, with ages between seven and twelve years that were studying in
an institution of support to deaf people in a city in São Paulo state. In Study 1
was evaluated the skills related to digital alphabet through selection tasks and
construction tasks. The stimulus was pictures and words represented in digital
alphabet or in Arabic alphabet. The results showed many individual variations,
with some students presenting some degree of coherence in all the evaluated
relations, while others presented low percentages of coherence and just for
some of the relations; however, most of them presented difficulties in the task to
name a picture (composing name, selecting letter to letter, in the correct
sequence, in any of the alphabets). The 12 participants were then exposed to
the Study 2 that consisted of application and evaluation of a teaching program.
The teaching tasks consisted of selecting a word of the digital alphabet when
the picture was the model, select and sequence letters of the digital alphabet to
construct a word like the one in the model and select a word in Arabic alphabet,
when the word in the digital alphabet was the model. The others relations were
potentially emergent, according to the predictions of the equivalence paradigm
and were simply tested. It as used two subject delineating as its own control to
evaluate the efficiency of the program, one of pre and post test and one of
multiple base line in words. There were five teaching steps in the program; in
each step three words were taught (two other words, composed by syllable
recombination of the teaching words were just evaluated, for generalization). It
was also evaluated an execution task in which in front of the model (picture,
pressed word in digital alphabet or pressed word in the Arabic alphabet) the
participant was supposed to express the gesture movement of the digital
alphabet (spelling). Nine of the twelve participants concluded the program and
presented better performances in the post-test comparing to the pre-test. The
teaching fortified relations that was still not well established and favored the
establishing of some skills that were not presented in the background before the
beginning of the program. The data of multiple base line showed the changes in
naming the pictures (in any of the alphabets) just after the teaching of a relation
between picture and the pressed word related and this happened in a
systematic way, for the 15 words, for most of the participants. This delineation
also showed maintenance of the acquired background, for most of the words
and most of the participants that concluded the program. The discussion
focused the importance of the teaching and the potential benefits of the domain
of the skills evolved in the use of digital alphabet by the deaf students.