Resumen

PICHARILLO, Alessandra Daniele Messali  y  POSTALLI, Lidia Maria Marson. Teaching Number Relationships Through Stimulus Equivalence to Children with Autism Spectrum Disorder. Rev. bras. educ. espec. [online]. 2021, vol.27, e0105.  Epub 02-Mar-2021. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702021v27e0105.

This study aimed to evaluate the effects of teaching the relationships between dictated number, Arabic number and quantity, employing the matching to sample procedure (MST), based on stimulus equivalence paradigm, and to evaluate the generalization through the use of manipulable materials with students with Autism Spectrum Disorder (ASD). Five students with ASD participated in this study, from 4 to 10 years old. A pre- and post-test design was used to evaluate the generalization, as well as multiple probes across groups of stimuli design. The procedure included the teaching of the relationships between dictated numbers and Arabic numbers (AB) and between dictated numbers and quantity represented by circles (AC), followed by transitivity tests (Arabic numbers and quantity relation - BC; and quantity and Arabic numbers relation - CB) for each of the three stimuli groups. Before and after teaching and testing each stimuli group, the AB, AC, BC and CB relations were evaluated using stimuli from the three groups. The results showed that the five participants learned the AB and AC relationships taught and formed equivalence classes, presenting the emergence of BC and CB relationships. In the generalization test (AD and BD), four participants had a percentage above 75% of correct answers in the number-printed-quantity and number-dictated-quantity relationships. The data replicated and expanded the results of the stimulus equivalence paradigm as a resource for teaching relationships between dictated numbers, Arabic numbers and quantity with children with ASD.

Palabras clave : Computerized teaching; Stimulus equivalence; Mathematics; Autism Spectrum Disorder.

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