<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202017000200011</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20170013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de relações numéricas para crianças com transtorno do espectro autista]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching numbers relations to children with autism spectrum disorder]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza de las relaciones numéricas para niños con trastorno de espectro autista]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Rafael Vilas Boas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arantes]]></surname>
<given-names><![CDATA[Ana Karina Leme]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goyos]]></surname>
<given-names><![CDATA[Antônio Celso de Noronha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<numero>45</numero>
<fpage>11</fpage>
<lpage>20</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202017000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202017000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202017000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A literatura da &#225;rea de An&#225;lise do Comportamento tem mostrado cont&#237;nuas evid&#234;ncias de que programas de ensino baseados no paradigma de equival&#234;ncia de est&#237;mulos s&#227;o eficazes no ensino de diferentes habilidades acad&#234;micas tanto em crian&#231;as de desenvolvimento t&#237;pico quanto em crian&#231;as com atrasos de desenvolvimento. O procedimento informatizado de escolha-de-acordo-com-o-modelo (MTS, em ingl&#234;s) foi usado com sucesso, em estudos anteriores, para o ensino de habilidades matem&#225;ticas (por exemplo, uso de sistema monet&#225;rio) para jovens com defici&#234;ncia intelectual. Este estudo teve como objetivo avaliar a efic&#225;cia do ensino informatizado em tarefas de MTS, e desenvolver, aplicar e avaliar um curr&#237;culo para ensino de conceito de n&#250;mero para crian&#231;as com TEA. Para o ensino do conceito de n&#250;mero, foi conduzido um treino gradual, usando como est&#237;mulos grupos de tr&#234;s numerais, em tarefas de MTS computadorizado para a forma&#231;&#227;o das classes de &#8216;numeral&#8217; e &#8216;quantidade&#8217;, relacionadas entre si. Participaram da pesquisa tr&#234;s alunos com TEA de oito a 12 anos de idade. Os resultados mostraram que o procedimento foi eficaz para todos os participantes, e que um dos tr&#234;s participantes adquiriu todo o repert&#243;rio desejado em um total de 24 sess&#245;es de ensino. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purposes of this research are to evaluate the effectiveness of MTS computerized teaching tasks, and develop, apply and evaluate a Stimulus Equivalence Paradigm based curriculum to teach number concept. Studies that used MTS procedure to teach arbitrary conditional discriminations and equivalence relations obtained positive results on subjects with disability. We propose a systematic replication of Rossit (2003), that used MTS tasks to teach monetary system to youths with intellectual disability on a Stimulus Equivalence Paradigm based organized curriculum. In order to teach number concept, the experimental stimuli (numerals from one until nine, and figures of non-representational forms) were divided in three stimuli groups of increasing values in a multiple baseline design among stimuli groups. Participants in the research were three ASD students, eight to 12 years old. The results show efficacy on teaching number concept for ASD children with strategy derived from Stimulus Equivalence, replicating the results obtained by Rossit (2003) and corroborating previous notes on the contribution of resource derived from the Applied Behavior Analysis for the success in including students with ASD. To teach the concept of number, a gradual training was conducted using as stimuli groups of three numerals, in tasks of computerized MTS for the formation of the &#8216;numeral&#8217; and &#8216;quantity&#8217; classes, related to each other. Three students with ASD from eight to 12 years old participated in the study. The results showed that the procedure was effective for all participants, and one of the three participants acquired the whole wanted repertoire in 24 teaching sessions. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La literatura sobre la conducta en An&#225;lisis de la Conducta evidencia que programas de educaci&#243;n basados en el paradigma de la equivalencia de est&#237;mulos son eficaces en la ense&#241;anza de diversas habilidades acad&#233;micas, en ni&#241;os con desarrollo t&#237;pico y ni&#241;os con retrasos en el desarrollo. El procedimiento informatizado de elecci&#243;n-de-acuerdo-con-modelo (MTS, en Ingl&#233;s) se ha utilizado con &#233;xito en estudios previos para la educaci&#243;n de habilidades matem&#225;ticas (por ejemplo, utilizar el sistema monetario) para los j&#243;venes con discapacidad intelectual. Este estudio tuvo como objetivo evaluar la eficacia de la ense&#241;anza informatizada en las tareas de MTS, desarrollar, implementar y evaluar un curr&#237;culo para la ense&#241;anza de conceptos num&#233;ricos para ni&#241;os con TEA. Para la ense&#241;anza del concepto de n&#250;mero, un entrenamiento gradual se llev&#243; a cabo, utilizando como est&#237;mulos grupos de tres n&#250;meros en tareas MTS informatizados para la formaci&#243;n de la clase &#8220;n&#250;mero&#8221; y &#8220;cantidad&#8221; vinculado. Los participantes fueron tres estudiantes con TEA de ocho a 12 a&#241;os de edad. Los resultados mostraron que el procedimiento fue efectivo para todos los participantes, y que uno de los tres participantes adquiri&#243; todo el repertorio deseado en un total de 24 sesiones de ense&#241;anza. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Crianças Autistas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino da Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Equivalência de Estímulos]]></kwd>
<kwd lng="pt"><![CDATA[Matching to Sample]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum]]></kwd>
<kwd lng="en"><![CDATA[Math Teaching]]></kwd>
<kwd lng="en"><![CDATA[Stimulus Equivalence]]></kwd>
<kwd lng="en"><![CDATA[Matching to Sample]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="es"><![CDATA[Niños Autistas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Matemática]]></kwd>
<kwd lng="es"><![CDATA[Equivalencia de Estímulos]]></kwd>
<kwd lng="es"><![CDATA[Matching to Sample]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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