Ensino de comportamento verbal no transtorno do espectro autista: análise de estudos experimentais.

Abstract

In the Behavior Analysis, several experimental and interventional models were proposed for the development of verbal repertoires of people diagnosed with Autism Spectrum Disorder (ASD). The programs start from the analysis of the variables involved in the acquisition and maintenance of verbal repertoires, arranging contingencies and creating teaching opportunities. The present study aims to investigate environmental variables relevant to the teaching of new skills related to verbal behavior in ASD. Collections of post-graduate programs linked to the Universidade Federal de São Carlos, Pontifícia Universidade Católica of São Paulo, Universidade Federal do Pará and Universidade Católica de São Paulo were consulted; the Scielo and PEPSIC databases, in addition to the periodicals Interação em Psicologia, Psicologia Argumento, Psicolog, and Revista Brasileira de Análise do Comportamento. We included studies published in the last 15 years. Conceptual divergences and convergences were pointed out, as well as methodological diversity. The studies consider indispensable the knowledge of previous skills from interviews with caregivers and evaluation protocols. The most used procedures were evaluation of preference, reinforcement, instruction and prompting, besides the methodologies MTS, modeling, correction, fading, delay of tip, DTT, pairing, ROD, teaching of caregivers, waiting, MEI, PECS, environmental arrangement, Lag, among others.