Ensino de mandos para pessoas com TEA: uma revisão sistemática

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.11000

Barra lateral de artigos

PDF (Español (España)) HTML (Español (España)) Lector Inteligente (Español (España)) ePub (Español (España))

Publicado: nov 25, 2022
Edição: v. 40 n. 3 (2022): Avances en Psicología Latinoamericana
Seção Artículos


Palavras-chave: Mando Transtorno do Espectro Autista Análise do Comportamento Revisão Sistemática

Conteúdo do artigo principal

Autores

  Jade Cristine Trindade Martins
Universidade Federal do Pará
  Carlos Barbosa Alves de Souza
Universidade Federal do Pará

Resumo

O ensino de mando para pessoas com Transtorno do Espectro Autista (TEA) tem sido tema frequente de investigações analítico-comportamentais. Algumas revisões conceituais e sistemáticas sobre o ensino de mando foram realizadas, mas elas apresentam limitações que o presente estudo buscou superar. A presente revisão sistemática analisou estudos experimentais sobre o ensino de mandos para pessoas com TEA buscando identificar: (a) características dos participantes, ambientes experimentais, variáveis independente (VI) e dependente (VD), e resultados obtidos; e (b) investigar possíveis relações entre as categorias analisadas. Uma busca nas bases de dados SCOPUS, Web of Science e PUBMED utilizando o termo “mand*”, combinado com os termos “autism”, “developmental disabilit*” ou “intellectual disabilit*”, resultou, após a aplicação dos critérios de inclusão/exclusão, na identificação de 176 artigos publicados até setembro de 2020. A maioria dos estudos foi realizada em escolas, com crianças com repertório verbal pré-existente. As VIS e VDS mais comuns foram reforçamento diferencial e fornecimento de ajuda e manipulação da operação motivadora para o ensino de mando por item/informação, e treino de comunicação funcional para redução de comportamentos-problema. A maioria dos procedimentos de ensino mostrou-se pelo menos parcialmente eficaz para todas as VDS avaliadas, sendo importante a realização de análises mais detalhadas da variação desses resultados com relação aos repertórios pré-intervenções dos participantes. Sugere-se a necessidade de mais investigações com pessoas com comportamento verbal ausente ou limitado, e em jovens e adultos com TEA.

Como Citar
Trindade Martins, J. C., & Barbosa Alves de Souza, C. (2022). Ensino de mandos para pessoas com TEA: uma revisão sistemática. Avances En Psicología Latinoamericana , 40(3), 1–17. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.11000
Referências

As referências marcadas com asterisco indicam os artigos incluídos na revisão. A lista completa dos 176 artigos revisados está disponível nas referencias da tabela localizada em: https://www.researchgate.net/publication/364221203_Tabela_1_Descricao_das_categorias_de_analise_dos_artigos_incluidos_em_Martins_JCT_Souza_CBA_2022_Ensino_de_mandos_para_pessoas_com_TEA_Uma_revisao_sistematica_Avances_en_Psicologia_Latinoamericana_403

*Aktas, B., & Ciftci-Tekinarslan, I. (2018). The effectiveness of parent training a mothers of children with autism use of mand model techniques. International Journal of Early Childhood Special Education, 10(2), 106-120. https://doi.org/10.20489/intjecse.512378

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97. https://doi.org/10.1901/jaba. 1968.1-91

*Barlow, K. E., Tiger, J. H., Slocum, S. K., & Miller, S. J. (2013). Comparing acquisition of exchangebased and signed mands with children with autism. The Analysis of Verbal Behavior, 29(1), 59-69. https://doi.org/10.1007/bf03393124

Brady, N. C., Saunders, K. J., & Spradlin, J. E. (1994). A conceptual analysis of request teaching procedures for individuals with severely limited verbal repertoires. The Analysis of Verbal Behavior, 12, 43-52. http://dx.doi.org/10.1007/bf03392896

*Brodhead, M. T., Higbee, T. S., Gerencser, K. R., & Akers, J. S. (2016). The use of a discriminationtraining procedure to teach mand variability to children with autism. Journal of Applied Behavior Analysis, 49(1), 34-48. http://dx.doi.org/10.1002/jaba.280

Carter, M., & Grunsel, J. (2001). The behavior chain interruption strategy: A review of research and discussion of future directions. Research and Practice for Persons with Severe Disabilities, 26(1), 37-49. http://dx.doi.org/10.2511/rpsd.26.1.37

Castro, R. M. L., Costa, M. R. C., Silva, A. J. M., Souza, C. B. A., & Barros, R. S. (2020). Vídeos para instrução remota de cuidadores de crianças com desenvolvimento atípico durante a pandemia de covid-19. Revista Brasileira de Análise do Comportamento, 16(2), 174-182. http://dx.doi.org/10.18542/rebac.v16i2.9609

*Chezan, L. C., Drasgow, E., Martin, C. A., & Halle, J. W. (2016). Negatively-reinforced mands: An examination of resurgence to existing mands in two children with autism and language delays. Behavior Modification, 40(6), 922-953. http://dx.doi.org/10.1177/0145445516648664

Custer, T. N., Stiehl, C. M., & Lerman, D. C. (2021). Outcomes of a practical approach for improving conversation skills in adults with autism. Journal of Applied Behavior Analysis, 54, 309-333. https://doi.org/10.1002/jaba.752

DeSouza, A. A., Akers, J. S., & Fisher, W. W. (2017). Empirical application of Skinner’s verbal behavior to interventions for children with autism: A review. The Analysis of Verbal Behavior, 33(2), 229-259. http://dx.doi.org/10.1007/s40616-017-0093-7

*DeLeon, I. G., Fisher, W. W., Herman, K. M., & Crosland, K. C. (2000). Assessment of a response bias for aggression over functionally equivalent appropriate behavior. Journal of Applied Behavior Analysis, 33(1), 73-77. http://dx.doi.org/10.1901/jaba.2000.33-73

*Drasgow, E., Halle, J. W., & Ostrosky, M. M. (1998). Effects of differential reinforcement on the generalization of a replacement mand in three children with severe language delays. Journal of Applied Behavior Analysis, 31(3), 357-374. http://dx.doi.org/10.1901/jaba.1998.31-357

*Drasgow, E., Martin, C. A., Chezan, L. C., Wolfe, K., & Halle, J. W. (2015). Mand training: An examination of response-class structure in three children with autism and severe language delays. Behavior Modification, 40(3), 347-376. http://dx.doi.org/10.1177/0145445515613582

Durand, V. M. (1993). Problem behaviour as communication. Behaviour Change, 10(4), 197-207. https://doi.org/10.1017/S0813483900005301

*Endicott, K., & Higbee, T. S. (2007). Contriving motivating operations to evoke mands for information in preschoolers with autism. Research in Autism Spectrum Disorders, 1(3), 210-217. https://doi.org/10.1016/j.rasd.2006.10.003

*Finn, H. E., Miguel, C. F., & Ahearn, W. H. (2012). The emergence of untrained mands and tacts in children with autism. Journal of Applied Behavior Analysis, 45(2), 265-280. https://doi.org/10.1901/jaba.2012.45-265

*Fragale, C. L., O’Reilly, M. F., Aguilar, J., Pierce, N., Lang, R., & Lancioni, G. E. (2012). The influence of motivating operations on generalization probes of specific mands by children with autism. Journal of Applied Behavior Analysis, 45(3), 565-577. https://doi.org/10.1901/jaba.2012.45-565

*Howlett, M. A., Sidener, T. M., Progar, P. R., & Sidener, D. W. (2011). Manipulation of motivating operations and use of a script-fading procedure to teach mands for location to children with language delays. Journal of Applied Behavior Analysis, 44(4), 943-947. https://doi.org/10.1901/jaba.2011.44-943

*Hung, D. W. (1980). Training and generalization of yes and no as mands in two autistic children. Journal of Autism and Developmental Disorders, 10(2), 139-152. https://doi.org/10.1007/BF02408465

*Johnson, L., McComas, J., Thompson, A., & Symons, F. J. (2004). Obtained versus programmed reinforcement: Practical considerations in the treatment of escape-reinforced aggression. Journal of Applied Behavior Analysis, 37(2), 239-242. https://doi.org/10.1901/jaba.2004.37-239

*Kern, L., Carberry, N., & Haidara, C. (1997). Analysis and intervention with two topographies of challenging behavior exhibited by a young woman with autism. Research in Developmental Disabilities, 18(4), 275-287. https://doi.org/10.1016/s0891-4222(97)00009-7

Kirkpatrick, M., Akers, J., & Rivera, G. (2019). Use of behavioral skills training with teachers: A systematic review. Journal of Behavioral Education, 28(3), 344-361. https://doi.org/10.1007/s10864-019-09322-z

*Kodak, T., & Clements, A. (2009). Acquisition of mands and tacts with concurrent echoic training. Journal of Applied Behavior Analysis, 42(4), 839-843. https://doi.org/10.1901/jaba.2009.42-839

*Kunnavatana, S. S., Wolfe, K., & Aguilar, A. N. (2018). Assessing mand topography preference when developing a functional communication training intervention. Behavior Modification, 42(3), 364-381. https://doi.org/10.1177/0145445517751437

*Landa, R. K., Hansen, B., & Shillingsburg, M. A. (2017). Teaching mands for information using ‘when’ to children with autism. Journal of Applied Behavior Analysis, 50(3), 538-551. https://doi.org/10.1002/jaba.387

Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36, 407-414. https://doi.org/10.1901/jaba.2003.36-407

*LaRue, R. H., Sloman, K. N., Weiss, M. J., Delmolino, L., Hansford, A., Szalony, J., Madigan, R., & Lambright, N. M. (2011). Correspondence between traditional models of functional analysis and a functional analysis of manding behavior. Research in Developmental Disabilities, 32(6), 2449-2457. https://doi.org/10.1016/j.ridd.2011.07.015

*Loughrey, T. O., Contreras, B. P., Majdalany, L. M., Rudy, N., Sinn, S., Teague, P., Marshall, G., Mc-

Greevy, P., & Harvey, A. C. (2014). Caregivers as interventionists and trainers: Teaching mands to children with developmental disabilities. The Analysis of Verbal Behavior, 30(2), 128-140. https://doi.org/10.1007/s40616-014-0005-z

*McCulloch, E. B., & Noonan, M. J. (2013). Impact of online training videos on the implementation of mand training by three elementary school paraprofessionals. Education and Training in Autism and Developmental Disabilities, 48(1), 132-141. https://www.jstor.org/stable/23879892

Michael, J. (1988). Establishing operations and the mand. The Analysis of Verbal Behavior, 6, 3-9. https://doi.org/10.1007/BF03392824

Michael, J. (1993). Establishing operations. The Behavior Analyst, 16, 191-206. https://doi.org/10.1007/BF03392623

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLOS Medicine, 6(7), Article e1000097. https://doi.org/10.1371/journal.pmed.1000097

*Nigro-Bruzzi, D., & Sturmey, P. (2010). The effects of behavioral skills training on mand training by staff and unprompted vocal mands by children. Journal of Applied Behavior Analysis, 43(4), 757-761. https://doi.org/10.1901/jaba.2010.43-757

*Nuzollo-Gomez, R., & Greer, R. D. (2004). Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history. The Analysis of Verbal Behavior, 20(1), 63-76. https://doi.org/10.1007/BF03392995

Raulston, T., Carnett, A., Lang, R., Tostanoski, A., Lee, A., Machalicek, W., Sigafoos, J., O’Reilly, M. F., Didden, R., & Lancioni, G. E. (2013). Teaching individuals with autism spectrum disorder to ask questions: A systematic review. Research in Autism Spectrum Disorders, 7, 866-878. https://doi.org/10.1016/j.rasd.2013.03.008

*Rodriguez, N. M., Levesque, M. A., Cohrs, V. L., & Niemeier, J. J. (2017). Teaching children with autism to request help with difficult tasks. Journal of Applied Behavior Analysis, 50(4), 717-732. https://doi.org/10.1002/jaba.420

Schopler, E., Reichler, R. J., & Renner, B. R. (1988). The childhood autism rating scale. Western Psychological Services.

Shafer, E. (1994). A review of interventions to teach a mand repertoire. The Analysis of Verbal Behavior, 12, 53-66. https://doi.org/10.1007/BF03392897

*Sigafoos, J., Doss, S., & Reichle, J. (1989). Developing mand and tact repertoires in persons with severe developmental disabilities using graphic symbols. Research in Developmental Disabilities, 10, 183-200. https://doi.org/10.1016/0891-4222(89)90006-1

*Silbaugh, B. C., Swinnea, S., & Falcomata, T. S. (2020). Replication and extension of the effects of lag schedules on mand variability and challenging behavior during functional communication training. The Analysis of Verbal Behavior, 36(1), 49-73. https://doi.org/10.1007/s40616-020-00126-1

Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.

Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). The Vineland adaptive behavior scales: Interview edition survey form. American Guidance Service.

*Strasberger, S. K., & Ferreri, S. J. (2013). The effects of peer assisted communication application training on the communicative and social behaviors of children with autism. Journal of Developmental and Physical Disabilities, 26(5), 513-526. https://doi.org/10.1007/s10882-013-9358-9

Sundberg, M. L. (2008). vb-mapp: Verbal Behavior Milestones Assessment and Placement Program. AVB Press.

*Tincani, M., Crozier, S., & Alazetta, L. (2006). The picture exchange communication system: Effects on manding and speech development for school-aged children with autism. Education and Training in Developmental Disabilities, 41(2), 177-184. https://www.jstor.org/stable/23880179

Tincani, M., & Travers, J. (2019). Replication research, publication bias, and applied behavior analysis. Perspectives in Behavioral Science, 42(1), 59-75. https://doi.org/10.1007/s40614-019-00191-5

*Valentino, A. L., Fu, S. B., & Padover, J. L. (2019). Teaching mands for information using “why” to children with autism. The Analysis of Verbal Behavior, 35(2), 245-257. https://doi.org/10.1007/s40616-019-00113-1

*Valentino, A. L., & Shillingsburg, M. A. (2011). Acquisition of mands, tacts, and intraverbals through sign exposure in an individual with autism. The Analysis of Verbal Behavior, 27(1), 95-101. https://doi.org/10.1007/BF03393094

*Wacker, D. P., Harding, J. W., & Berg, W. K. (2008). Evaluation of mand-reinforcer relations following long-term functional communication training. The Journal of Speech and Language Pathology and Applied Behavior Analysis, 2, 25-35. http://dx.doi.org/10.1037/h0100229

Wallace, M. D. (2007). A comprehensive analysis of mand training. Journal of Speech and Language Pathology - Applied Behavior Analysis, 2(3), 278-286. http://dx.doi.org/10.1037/h0100225

*Yamamoto, J., & Mochizuki, A. (1998). Acquisition and functional analysis of manding with autistic students. Journal of Applied Behavior Analysis, 21(1), 57-64. https://doi.org/10.1901/jaba.1988.21-57

Estatísticas de consulta

Downloads

Não há dados estatísticos.
Métricas de publicação

622 696




 

Crossref
Scopus
Google Scholar
Europe PMC
Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Os autores conservam os direitos de autor e garantem à revista o direito de ser a primeira publicação do trabalho da mesma forma que licenciado sob uma Creative Commons Attribution License que permite a outros compartilhar o trabalho com um reconhecimento da autoria do trabalho e a publicação inicial nesta revista. 

Artigos mais lidos pelo mesmo(s) autor(es)