Resumen de Ensino de relações condicionais por pareamento auditivo-visual e exclusão para uma idosa com afasia fluente

Sabrina Roberta Oliveira Fontanesi, Andréia Schmidt

• português

  A afasia frequentemente decorre de acidentes vasculares cerebrais, requerendo intervenções específicas para a recuperação dos repertórios verbais afetados. O objetivo desse estudo foi verificar a efetividade de um procedimento de ensino por exclusão, associado ao pareamento auditivo-visual (PAV) entre palavras ditadas (A), figuras (B) e palavras escritas (C), na aprendizagem de relações condicionais. Adicionalmente, testou-se a emergência de desempenhos não diretamente ensinados (ecoico, nomeação e textual) e a formação de classes de equivalência.

  A participante (79 anos, com afasia fluente), aprendeu oito relações condicionais envolvendo oito substantivos não familiares. Realizou-se medidas de pré e pós-teste das relações ensinadas (AB/AC) e das relações emergentes de simetria (BA/CA), transitividade (BC/CB), ecoico (AD), nomeação (BD) e textual (CD). A participante não aprendeu as relações AB a partir do procedimento de ensino por exclusão, mas atingiu os critérios de aprendizagem para as relações AB/AC após a associação do ensino por exclusão ao PAV. Verificou-se emergência de relações transitivas, mas os dados de simetria foram inconclusivos. Não houve emergência de repertórios vocais (AD/BD/CD). Discute-se os processos envolvidos na aprendizagem de relações condicionais arbitrárias por idosos e como a afasia pode afetar de forma diferenciada a emergência das propriedades relacionais avaliadas na formação de classes.

• English

  Aphasia is a sequel due to stroke and requires specific interventions for the recovery of verbal repertoires. There are several forms of intervention for language difficulties presented by individuals with aphasia. However, few of them focus on evaluation and intervention on the stimulus control relations involved between verbal stimuli (spoken or written words) and nonverbal stimuli (objects, people, properties of objects, etc.) that were lost in aphasia. This proposal was initially made by Sidman et al. in the early 1970s and still few studies with this population have been developed from this perspective. The purpose of this study was to verify the effectiveness of a teaching-by-exclusion procedure, associated with auditory-visual pairing, in the learning of conditional relations between dictated words and figures (AB), and between dictated words and written words (AC). In addition, we tested the emergence of repertoires not directly taught - symmetry (BA and CA), transitivity (BC and CB), echoic (AD), naming (BD) and textual (CD) - and the formation of equivalence classes. The participant, an elderly woman (79 years old) with fluent aphasia, learned eight conditional relations involving eight undefined nouns. Pre- and post-test of taught and emergent relations were performed.

  The teaching by exclusion procedure was not effective for the elderly to meet the proposed learning criteria. However, the association of teaching by exclusion with auditory-visual matching favored the learning of all relations taught. The results confirmed the propositions of Sidman and colleagues regarding the independence of behaviors under control of different stimulus modalities in individuals with aphasia. The relations directly taught were maintained in the post-test and directly derived relations (symmetry and transitivity) emerged. However, the same did not occur with the performances that required a vocal response of the participant (echoic, naming and textual). The symmetry BA data were inconclusive, which compromises conclusions about the formation of equivalence classes. Other studies have reported difficulties in the elderly to present emergence of symmetry, but in the present study, this result may be a procedural problem. We discuss the processes involved in the learning of arbitrary conditional relations by the elderly and the need to design intervention for the elderly, especially for those with some type of disorder, taking into account the relations that are deteriorated among the stimuli of a class. Teaching by exclusion, associated with auditory-visual matching, may be a good alternative for the teaching of conditional relationships for the elderly.