Resumo

GUIMARAES, Mariana Chernicharo  e  MICHELETTO, Nilza. Procedures to teach mand frames and to promote variation of the responses in children with autism. Estud. psicol. (Natal) [online]. 2017, vol.22, n.4, pp. 366-377. ISSN 1413-294X.  http://dx.doi.org/10.22491/1678-4669.20170038.

This study evaluated a procedure to teach and produce variability in mand topographies to two children with autism. The objectives of the study were: 1) teaching new mand frames by a procedure of fading out the verbal model, 2) verifying whether new mand frames were emitted by recombinative generalization, and 3) teaching variability by direct reinforcing variation. Five mand frames were taught by a procedure of fading out the echoic model. To teach variability, a Lag schedule was used in which reinforcement was delivered contingent on the response being different from the previous ones. The Lag schedule was increased gradually. The results showed that the children learned the five mand frames. New mand topographies emerged from recombinative generalization, i.e., combinations between taught mand frames with new objects and parts of different mand frames recombined in new frames. Variability was produced only when variation was reinforced after mand frames were taught.

Palavras-chave : response variability; creativity; discrimination learning; mand; autism.

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