Resumo

MUTO, Jéssica H. D.  e  POSTALLI, Lidia Maria M.. Teaching reading and writing to students with intellectual disabilities based on stimulus equivalence instruction. Psicol. teor. prat. [online]. 2022, vol.24, n.1, pp.1-16. ISSN 1516-3687.  https://doi.org/10.5935/1980-6906/ePTPPE14257.en.

The formation of stimulus equivalence classes has been considered a productive model of symbolic relations - or meaning - for teaching reading and writing. This study aimed to evaluate the effects of one module of a computerized reading and writing program for children with intellectual disabilities enrolled in a regular school. Three students aged between 8 and 10 participated in the study. The program was applied individually to each participant in the school premises across two to three weekly sessions of approximately 35 minutes each. General assessment was applied as a pre and post-test. The results showed that the better the participants' existing repertoires, the faster they advanced in the procedure and improved their reading and writing skills. Conducting this intervention in early school years can contribute to the process of leaning basic reading and writing.

Palavras-chave : reading; spelling; stimulus equivalence; matching-to-sample; intellectual disabilities.

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