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The present study aimed to develop low-cost compact devices for measuring writing on whiteboards and blackboards during university lectures. Both of t …

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Recontar histórias lidas previamente (um tipo de intraverbal) representa demanda acadêmica comum no contexto escolar regular e familiar. Esse repertório pode ser desafia­dor para crianças com transtorno do espectro autista (TEA), que apresentam dificuldade na aquisição de intraverbais e de interação com seus pares. O objetivo foi comparar a eficiência de três procedimentos (encadeamento para frente - FCP; encadeamento de trás para frente - BCP; esvanecimento de roteiro - SFP) no estabelecimento de intraverbais na forma de recon­tar histórias curtas em criança com TEA de 6 anos. Cada história compreendeu quatro partes com cena e frase (SFP com frases apenas). No ensino com FCP, cada parte podia ser recontada de forma independente desde o princípio e, quando necessário, correções eram aplicadas. No caso de BCP, as três primeiras partes eram apresentadas para a criança e, a última parte, podia ser recontada sem pista. Com o tempo, pistas da terceira, segunda e primeira parte (nessa ordem) eram também removidas. No caso de SFP, a criança deveria ler cada frase da história e, com o tempo, as palavras eram gradativamente omitidas. Todos os procedimentos foram eficazes, mas o FCP foi mais eficiente, pois 14 sessões de treino foram suficientes para o esta­belecimento do recontar a história sem erros. No entanto, foram necessárias 16 e 19 sessões nos casos de BCP e SFP, respectivamente. Foi discutida influência de história anterior com o FCP, ao qual a criança era exposta antes da pesquisa em ambiente clínico e domiciliar de intervenção. Paralelamente, o ensino de responder perguntas sobre as histórias foi realizado com manipulação de um diferente tipo de pista para cada caso (tato; ecoico; tato e ecoico combinados). Todas as pistas foram eficazes e eficientes em medida semelhante.

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AbstractPhysical activity produces important physiological, mental health, academic, and cognitive benefits in children and youth. Despite these advantages, a large proportion of this population does not meet the recommended amount of physical activity. Recent studies have shown that the interdependent (IGC) and dependent (DGC) group contingencies improve physical activity; however, no comparison of the effects of these contingencies on physical activity has been conducted. We used a multielement within a concurrent multiple baseline design across three classes to compare the effectiveness of group contingencies on physical activity. Both group contingencies increased physical activity, with the IGC producing slightly higher overall levels of physical activity at the classwide and individual levels of analyses. We also compared participants' positive and negative statements and found that, regardless of the group contingency in effect, participants emitted higher levels of positive statements about the contingency when they earned the reward than when they did not, suggesting that reward delivery influenced statements more so than the group contingency arrangement. Results are discussed within the context of treatment decisions and future research.

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AbstractThe current study compared equivalence‐based instruction (EBI) to self‐study of American Sign Language (ASL) videos to teach eight 3‐member classes of signs with 24 college students. Four of the equivalence classes consisted of verbs (i.e., throw, touch, blow, spin) and four classes were object nouns (i.e., truck, dollar, egg, ball). Each class consisted of (a) a picture corresponding to the targeted sign, (b) a video clip depicting the sign's topography, and (c) a printed corresponding word. Pretests and posttests assessed the degree to which participants (a) showed emergence of classes during match‐to‐sample (MTS) tests, (b) could sign both single words and verb‐noun pairs (i.e., speaker tasks), and (c) could comply with signed requests consisting of ASL verb‐noun pairs (i.e., listener tasks). EBI consisted of training the AB relation (picture to video clip) followed by tests of all possible derived relations. The AC relation (picture to printed word) was not trained because it was assumed to be present in the participants' repertoires. Self‐study consisted of viewing video clips of the eight ASL signs simultaneously presented with the printed word. The MTS posttest showed equivalence classes emerged for all participants from both EBI and self‐study groups. In addition, all EBI participants met passing criterion for emitting all single signs, all verb‐noun sign pairs, and they complied with all listener tasks. In contrast, only 4 of 12 participants from the self‐study group emitted the single signs. After re‐exposure to self‐study, most participants then passed all posttests. These results are important because they demonstrate recombinative generalization of ASL signs, which increases the utility of ASL skills.

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AbstractThe extent to which multiple schedules are an effective schedule thinning method following functional communication training (FCT) relies on the control the schedule‐correlated stimuli exert over behavior. Thus, the stimuli used to signal the schedule in place (e.g., reinforcement and extinction) in a multiple schedule arrangement require special attention. To date, the majority of the research on multiple schedules has evaluated the use of different arbitrary signals as schedule‐correlated stimuli (e.g., poster boards). These signals are considered static as they lack movement. More recently, some studies have successfully used dynamic signals, which include movement or animation, within multiple schedule arrangements. However, the extent to which one type of signal may result in faster stimulus control over behavior has not been evaluated. Thus, the purpose of this study was to compare the use of static and dynamic signals as schedule‐correlated stimuli in multiple schedules used within the context of FCT. Four children diagnosed with autism spectrum disorder participated in the study. The results suggest that no differences in discriminated manding were observed for three out of four participants. Only dynamic signals resulted in discriminated manding for one participant.