RESUMO
Specific learning disorder (SLD) is a neurodevelopmental disorder that affects 5-15% of school-aged children worldwide. Often, difficulties in reading (SLD-RD) and mathematics (SLD-MD) occur together. Deficits in phonological awareness (PA) have been identified as the common factor between the two difficulties. Intervention in PA has been shown to be effective in SLD-RD; however, it is not clear whether it is also effective in SLD-MD. Neuropsychological intervention is usually conducted face-to-face, but when the patient is in a remote location or during extraordinary situations such as the COVID-19 pandemic, tele neuropsychology (TeleNP) may be a suitable alternative. The objective of this study was to evaluate the efficacy of a telerehabilitation program for PA to improve math skills in children with SLD-RD/SLD-MD. The study had an N-of-1 SCED design, and included six children aged 10-12 years with SLD-RD/SLD-MD. After four baseline measurements with an arithmetic verification paradigm, they were treated with TeleNP-PA. The effect on each participant was evaluated using visual analysis and the reliable change index. After the intervention, all participants showed improvement in arithmetic tasks, suggesting that the PA intervention had a positive influence on these skills.
RESUMO
Behavior analysts, have been interested in conceptual aspects concerning the nature of human behavior, and also have been concerned by the pursuit of methodological strategies. In this search, we have used the Tower of London (TOL) as an experimental device, because it emphasizes the monitoring of rules. In order to show evidence about the methodological usefulness of the TOL as an experimental task for the study of conduct governed by rules, the objective of the study was to compare the performance of two groups of different ages (children and youth). 32 children and 30 adults participated. A quasi-experimental design groups was used. The virtual task was, designed through the Flash Mx program. The program is to present two images, one represented the initial configuration and the other represented the goal settings, by means of the mouse the participant could displace some areas to reach the goal. The results make clear the differences between children and adults in measures of latency, successes and index of difficulty in blocks of 5 to 8, which are difficult for children. Solve a task involves making contact executions taught, in which the individual has to deploy rules and determine the effectiveness of the same, so it is important to continue the research with this type of tasks from the viewpoint of behavior analysts (AU)
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Assuntos
Criança , Humanos , Análise e Desempenho de Tarefas , Controle Comportamental , Comportamento , Resolução de Problemas , Cognição , Neuropsicologia , Psicologia ExperimentalRESUMO
Effect of type of instruction on verbal report and performance in children and adults. The purpose of this paper was to assess, in two age groups, the effects of three types of instructions on the report verbal and execution. Matching-to-sample task was used and in each trial a question of multiple choices were included to be selected by the participants. In the experimental groups instructions made reference to the dimensions of the stimuli, the execution, and the relations of conditionality, while the control groups only were exposed to the task without instructions. Differences were found in execution and tests between children and adults, and differences according to the type of instruction in children. Also the types of correspondences varied both among populations as between types of instruction. The data are discussed in terms of the functional relationship between the verbal and the non-verbal behavior and in terms of linguistic development qualitatively different among children and adults (AU)
El objetivo del trabajo fue evaluar, en dos grupos etarios, los efectos de tres tipos de instrucciones sobre el informe verbal y la ejecución. Se empleo una tarea de discriminación condicional y en cada ensayo se incluyeron las instrucciones en forma de preguntas de opción múltiple que el participante tenía que elegir. En los grupos experimentales las instrucciones hicieron alusión a las dimensiones de los estímulos, la ejecución, y las relaciones de condicionalidad, y los grupos control sólo fueron expuestos a la tarea instrumental sin instrucciones. Se encontraron diferencias en ejecución y pruebas entre niños y adultos y diferencias de acuerdo al tipo de instrucción en los niños. También los tipos de correspondencias variaron tanto entre poblaciones como entre tipos de instrucción. Los datos se discuten en función de la relación funcional entre la conducta verbal y la no verbal y en términos del desarrollo lingüístico cualitativamente distinto entre los niños y los adultos (AU)
