Comparação entre procedimentos de ensino com e sem recursos naturais para a aprendizagem de estímulos numéricos por crianças com autismo

Abstract

Individuals with Autism Spectrum Disorder (ASD) may encounter difficulties in acquiring symbolic behaviors, such as the repertoire of written language, oral language and mathematics. Through the model matching procedure (MTS), it is possible to form equivalent classes for individuals with learning difficulties, and the use of playful activities can help in the acquisition of new behaviors. The present study aimed to make a comparison between two teaching procedures, based on pairing with the model: visual auditory discrimination without the use of playful resources (Procedure A) and visual auditory discrimination with playful resources (Procedure B), observing the performance in teaching number and quantity relationships and emerging relationships and the number of escape occurrences. Three children between 3 and 5 years of age started with ASD, participated in the research and in the design used by the multiple surveys. The results showed that all participants formed equivalent classes, with no difference in performance in relation to Procedures A and B for the participants. The difference resulted in the number of occurrences of escape behaviors, being higher in the procedure that did not use playful resources. Therefore, it was possible to observe that the equivalence of stimuli is efficient in teaching numbers and quantities to autistic learners and that through the use of playful resources, an increase in motivation can occur during activities.