Generalization of the say-do correspondence in a child with Autism Spectrum Disorder
Conteúdo do artigo principal
Resumo
Say-do correspondence refers to the equivalence between what a person says he/she is going to do and what he/she then does. The teaching of this ability has been reported in many studies with diverse populations for several decades for the establishment of numerous adaptive behaviors. This study aimed to improve previous studies´ results sampling children with autism spectrum disorder. Training was designed which was based on the use of prompts to prevent errors and differential reinforcement, among other elements. In addition, the evaluation of the correspondence generalization was made on a pre-established stimuli class. The results showed that the participant managed to establish the say-do correspondence and non-correspondence as well as the generalization of this relation to untrained stimuli. Results should be considered for what it means when designing training procedures and generalization of the say-do correspondence with children with limitations in their repertoire.
Detalhes do artigo
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Commons Attribution License, CCAL). Com esta licença, os autores conservam o direito de propriedade sobre artigos mas permitem que qualquer pessoa façam download e distribuam os artigos publicados na RACC sem necessidade da permissão do autor ou editor. Uma última condição é que sempre, e em todos os casos, o autor e a fonte original de publicação (p.e., RACC) sejam citados. Esta licença foi desenvolvido para facilitar o acesso aberto, gratuito e livre a trabalhos originais do arte e ciência.
Como Citar
Referências
Alsharif, S. (2020). Establishing the Correspondence between Listening to One’s Own Voice and Doing in Children with Autism Spectrum Disorder. [Doctoral dissertation, Columbia University]. https://doi.org/10.7916/d8-fa4p-4r84
Bloh, C., Scagliotti, C., Baugh, S., Sheenan, M., Silas, S., & Zulli, N. (2017). Using Errorless Teaching to Teach Generalized Manding for Information Using “How”? The Journal of Special Education Apprenticeship, 6(1), artículo 4. https://doi.org/10.58729/2167-3454.1059
DiCola, K., & Clayton, M. (2017). Using Arbitrary Stimuli to Teach Say-Do Correspondence to Children with Autism. International Journal of Psychology and Psychological Therapy, 17(2), 149-160. https://www.ijpsy.com/volumen17/num2/463/using-arbitrary-stimuli-to-teach-say-do-EN.pdf
Freire, N. N., & de Medeiros, C. A. (2018). Correspondência verbal na Terapia Analítica Comportamental: Contribuições da pesquisa básica. Revista Brasileira de Terapia Comportamental e Cognitiva, 20(1), 40-57. https://doi.org/10.31505/rbtcc.v20i1.1136
Gómez, I., Luciano, M. C., Ybarra, J. L., & Plaza, M.C. (2002). Actividades de ocio en ancianos. Análisis y Modificación de Conducta, 28(117), 5-24. https://www.researchgate.net/publication/39151448_Actividades_de_ocio_en_ancianos
Hernández López, M., Rodríguez Valverde, M., & Luciano, C. (2011). Contextual Control and Generalization of Say-Do Correspondence. A Preliminary Study. International Journal of Psychology and Psychological Therapy, 11(2), 269-284. https://www.ijpsy.com/volumen11/num2/297/contextual-control-and-generalization-of-EN.pdf
Herruzo, J., & Luciano, M. C. (2010). Procedimientos para establecer la "correspondencia decir-hacer". Un análisis de sus elementos y problemas pendientes. Acta Comportamentalia: Revista Latina De Análisis Del Comportamiento, 2(2), 192-218. https://www.revistas.unam.mx/index.php/acom/article/view/18293
Herruzo, J., Luciano, M. C., & Pino, M. J. (2001). Disminución de conductas disruptivas mediante un procedimiento de correspondencia «Decir-Hacer». Acta Comportamentalia: Revista Latina De Análisis Del Comportamiento, 9(2), 145-162. https://www.revistas.unam.mx/index.php/acom/article/view/14636
Huffman, R. W., Sainato, D. M., & Curiel, E. S. (2015). Correspondence Training Using Special Interests to Increase Compliance During Transitions: An Emerging Technology. Behavior Analysis in Practice, 9(1), 25–33. https://doi.org/10.1007/s40617-015-0100-1
Lima, E. L., & Abreu-Rodrigues, J. (2010). Verbal mediating responses: effects on generalization of say–do correspondence and non-correspondence. Journal of Applied Behavior Analysis, 43(3), 411–424. https://doi.org/10.1901/jaba.2010.43-411
Lora, C. C., Kisamore, A. N., Reeve, K. F., & Townsend, D. B. (2020). Effects of a problem‐solving strategy on the independent completion of vocational tasks by adolescents with autism spectrum disorder. Journal of Applied Behavior Analysis, 53(1), 175-187. https://doi.org/10.1002/jaba.558
Luciano, C., Barnes-Holmes, Y., & Barnes-Holmes, D. (2002). Establishing reports of saying and doing and discriminations of say-do relations. Research in Developmental Disabilities, 23(6), 406-421. https://doi.org/10.1016/S0891-4222(02)00142-7
Luciano, M. C., Herruzo, J., & Barnes-Holmes, D. (2001). Say-Do Generalization. The Psychological Record, 51, 111-130. https://doi.org/10.1007/BF03395389
Luciano Soriano, M. C., Molina-Cobos, F. J., & Gómez-Becerra, I. (2000). Say-do-report training to change chronic behaviors in mentally retarded subjects. Research in Developmental Disabilities, 21(5), 355-366. https://doi.org/10.1016/S0891-4222(00)00048-2
Luciano M. C., Valdivia-Salas, S., Cabello Luque, F., & Hernández, M. (2009). Developing self-directed rules. In R.A. Rehfeldt & Y. Barnes-Holmes (Eds.), Derived Relational Responding. Applications for learners with autism and other developmental disabilities (pp. 335-352). New Harbinger.
Machalicek, W., Shogren, K., Lang, R., Rispoli, M., O’Reilly, M. F., Franco, J. H., & Sigafoos, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3(2), 547–555. https://doi.org/10.1016/j.rasd.2008.11.003
Molina-Cobos, F. J., Amador Castro, M. C. & Fernández Rodríguez, M. D. (2008). Correspondencia decir-hacer para la mejora de conductas perturbadoras en adultos con síndrome de Down. Psicothema, 20(1), 71-79. https://www.psicothema.com/pi?pii=3431
Morrison, R. S., Sainato, D. M., Benchaaban, D., & Endo, S. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25(1), 58–72. https://doi.org/10.1177/105381510202500106
Pino, M. J., Herruzo, J., & Herruzo, C. (2019). A New Intervention Procedure for Improving Classroom Behavior of Neglected Children: Say Do Say Correspondence Training. International Journal of Environmental Research and Public Health, 16(15), artículo 2688. https://doi.org/10.3390/ijerph16152688
Rodríguez-Bocanegra, M., Ferro-García, R., & Ascanio-Velasco, L. (2021). Reducción de conductas problemáticas conversacionales en un niño con Trastorno del Espectro del Autismo mediante un procedimiento de correspondencia “decir-hacer”. Un estudio de caso único. Acta Comportamentalia: Revista Latina De Análisis Del Comportamiento, 29(3), 7-24. https://www.revistas.unam.mx/index.php/acom/article/view/80290
Rosenberg, N., Congdon, M., Schwartz, I., & Kamps, D. (2015). Use of Say-Do Correspondence Training to Increase Generalization of Social Interaction Skills at Recess for Children with Autism Spectrum Disorder. Education and Training in Autism and Developmental Disabilities, 50(2), 213–222. https://www.jstor.org/stable/24827536
Ruiz-Olivares, R., Pino, M. J., & Herruzo, J. (2010). Reduction of disruptive behaviors using an intervention based on the good behavior game and the say-do-report correspondence. Psychology in the Schools, 47(10), 1046–1058. https://doi.org/10.1002/pits.20523
Serrador-Diez, C., Rueda, G., Froxán-Parga, M., & López, P. (2021). Time delay in the acquisition of verbal correspondence in adults: An exploratory study. Revista Brasileira de Análise do Comportamento, 17(2), 219-228. http://dx.doi.org/10.18542/rebac.v17i2.11691
Stokes, J. V., Cameron, M. C., Dorsey, M. F., & Fleming, E. (2004). Task analysis, correspondence training, and general case instruction for teaching personal hygiene skills. Behavioral Interventions, 19(2),121-135. https://doi.org/10.1002/bin.153
Yang, Y. J., Sukhodolsky, D. G., Lei, J., Dayan, E., Pelphrey, K. A., & Ventola, P. (2017) Distinct neural bases of disruptive behavior and autism symptom severity in boys with autism spectrum disorder. Journal of Neurodevelopmental Disorders, 9, artículo 1. https://doi.org/10.1186/s11689-017-9183-z
Wechsler, D. (2002). The Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSI-III). [Database record]. APA PsycTests. https://doi.org/10.1037/t15177-000
Wechsler, D. (2011). WPPSI - III. Escala de Inteligencia de Wechsler para preescolar y primaria - III: Manual técnico. Manual Moderno.