Leitura, modelagem do comportamento verbal e análises de igualação em uma criança com paralisia cerebral

Abstract

Procedures of reading and speaking for people with Cerebral Palsy are relevant, seen that the process of inclusion in schools are recent and one of its premisses is the respect for their singularity. Behavior Analysis predicts that learning takes place from the arrangement of specific contingencies of reinforcement based in the repertoire and learning rhythm of each person. This research had the goal of promoting reading abilities and extending the generality of the Matching Law based on the analysis of the relative distribution of responses and reinforcements when teaching ten verbalizations (speak and reading) related to relevant words in the context of a non-verbal child with Cerebral Palsy. The procedure was done with tasks of matching to sample performed by the software Contingência Programada and by the shaping of verbal behavior, with differentiational reinforcement points for responses to looking (1), pointing (2) and verbalizing (5), in different conditions with the use of syllables, words and figures. The results demonstrated that the participant learned receptive and textual reading of the ten proposed words, showed an improvement in the topography of his orality and got a correct answer percentage of 84,6% on the stage of verification of reading with comprehension