Effects of teaching via CRMTS on reading and sentence construction for children with autism

Authors

DOI:

https://doi.org/10.5380/psi.v22i1.51327

Keywords:

constructed response matching to sample, autismo, sentença, leitura

Abstract

Children diagnosed with Autism Spectrum Disorder (ASD) have difficulties in reading and learning, making it necessary to evaluate and elaborate procedures for teaching and reading repertoires for this population. In addition, there is little data on the writing repertoires. This study aimed to verify the effects of a training through Constructed Response Matching to Sample - CRMTS to develop textual and reading comprehension and the construction of sentences, from a computerized procedure, divided into three studies. As a result, the three children demonstrated textual reading and word comprehension. Two children demonstrated textual reading, comprehension, and generalized construction of three- and five-term sentences. One child demonstrated textual reading, comprehension, and generalized sentence construction with two terms. There was formation of equivalence classes and ordinal classes. The combined strategies of grading the difficulty of the task, immediate reinforcement and provision of tips, added to the establishment of control by syllables, contribute for participants to learn and create words and sentences.
Keywords: constructed response matching to sample; autism; sentence; reading.

Author Biographies

Glenda Miranda da Paixão, Universidade Federal do Pará

Terapeuta Ocupacional pela Universidade do Estado do Pará

Mestre em Teoria e Pesquisa do Comportamento pela Universidade Federal do Pará.

Doutora em Teoria e Pesquisa do Comportamento pela Universidade Federal do Pará.

Grauben José Alves de Assis, Universidade Federal do Pará

Docente do Programa de Pós-graduação em Teoria e Pesquisa do Comportamento e Bolsista de Produtividade em Pesquisa do CNPq

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Published

2018-04-01

How to Cite

da Paixão, G. M., & Assis, G. J. A. de. (2018). Effects of teaching via CRMTS on reading and sentence construction for children with autism. Interação Em Psicologia, 22(1). https://doi.org/10.5380/psi.v22i1.51327

Issue

Vol. 22 No. 1 (2018)

Section

Research Reports

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