Resumo

REGRA, Jaíde Aparecida Gomes. Response-class formation, resistance to change, and child behavioral therapy. Perspectivas [online]. 2010, vol.1, n.2, pp. 93-103. ISSN 2177-3548.

Understanding the process of response classes formation may help in the complex behavior analysis. The resistance to change hampers the behavioral therapist work. Identify variables that help the response classes unfolding is a challenge for the behavior’s analyst. The aim of this study is to identify relevant variables that increase difficulties to the new response class formation and interventions that modify the pre-established response classes. Recent studies show difficulties in acquiring new response classes when another class has been previously established. It is important to consider the aversive stimuli present in the new response class formation as well as the superposition of the operant and respondent behavior. The analysis of interactions samples between therapist and child shows small changes in the verbal responses. The intervention pretended to unfold a response class into two smaller classes. By identifying new classes of responses and their consequences, the child can change the previous response class. This analysis suggests that the changes occurred in the resistant response classes may have the function of exposing the child to new contingencies.

Palavras-chave : response classes; resistance to change; stimulus equivalence; child behavioral therapy.

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