Controle Restrito na leitura: avaliação de crianças com Transtorno do Espectro Autista

Abstract

The aims of the present study were (1) to identify restricted control of stimulus in the performance of children with Autistic Spectrum Disorder in a task of matching-to-sample (MTS) that used syllables and words as stimulus and (2) to evaluate a procedure known as differential observation response (DOR), which stopped the child's response to the comparison stimulus was based on only one of the syllables of the word presented as a model. Three baseline tasks (LB) were performed with two different functions. The first was an (MTS) task syllable, in which the participant should present between 34% and 67% of hits to consider that he had restricted control in the reading of words. The second and third Baseline were (MTS) word-word and (MTS) syllable-syllable, used to ensure that participants had minimal repertoire of identity involving words and syllables. The MTS tasks were not strengthened, but Visual Auditory Discrimination (VR 3) sessions were inserted into a variable way to reinforce these responses and the responder continues to occur. For both participants, restricted control was identified. Error analysis showed patterns of position-restricted control responses, syllables or minim al verbal units as letters. During the Base (LB) MTS word-word and syllable-syllable there was an increase in the performance of participants, even if there was no specific reinforcement for the (MTS) tasks, which can infer the performance of some possible other unknown variables. After the (DOR) procedure, and with return to the Baseline, there was an improvement in the performance of both participants, indicating a decrease of the restricted control and change in the error pattern.