Izabela Oliveira Bandeira de Melo, Eduardo Cunha Vilela, Kamila Regina Machado, Matheus de Araújo Torres, Felipe Gurgel Tiso, Átila Moreira Cedro, Edson Massayuki Huziwara
Most of the procedures to teach conditional auditory-visual relations for child users of cochlear implant are taken from matching to sample tasks. In an attempt to increase what the participants learn, taking into account their long-term hearing privation, such matching tasks are combined with additional teaching procedures, namely, exclusion and fading. When carried out in an isolated way, the results in both procedures seem to show that their use determines a process of conditional auditory-visual relations with less error occurrence. Even considering the evident decrease in error occurrence, it is still possible to identify fragile aspects in both procedures leading to the need to control variables that affect the learning process. The aim of this experiment was to use exclusion procedure as a basis for the teaching of auditoryvisual relations and determine if the use of fading linked to exclusion contributes to non-error learning. Six children with prelingually deaf, severe or profound hearing loss and cochlear implant users aged 6 to 9 took part in this experiment. The whole teaching process was based on the use of matching to sample tasks. Firstly, all the participants underwent identity training.
Consequently, such participants were classified into two groups. The first group underwent a teaching practice named Exclusion and soon after, Fading+Exclusion. The second group also underwent both practices in the opposite order. Both teaching practices have three stages.
The first two focus on teaching and the third one on the assessment of the acquisition of three conditional auditory-visual relations. The results showed that, whatever the order was, the participant made more errors at the Exclusion teaching compared to Fading+Exclusion. The error quantity at the assessment stage was similar. It is therefore possible to suggest that the combination of fading and exclusion produces a decrease of error occurrence at the acquisition of auditory-visual relations process. Although exclusion answering has been achieved, it did not guarantee the learning of all relations to every participants. The attempt repetition effect is discussed following the behavior momentum theory and the identity training effects as checking strategies for further research.
Pesquisas que visam ensinar relações condicionais auditivo-visuais para crianças usuárias de implante coclear em tarefas de emparelhamento de acordo com o modelo podem utilizar estratégias adicionais, como o responder por exclusão e fading. De forma isolada, tais estratégias parecem indicar um desempenho com menor ocorrência de erros. Este experimento utilizou o responder por exclusão como base para o ensino de relações auditivo-visuais e investigou se o uso do fading associado ao exclusão contribuiu para uma aprendizagem sem erros. Participaram seis crianças entre 6 e 9 anos de idade, com surdez pré-lingual severa ou profunda e usuárias de implante coclear. Os participantes fizeram o treino de identidade e, em seguida, realizaram duas condições de ensino: Exclusão e Fading+exclusão. Os resultados demonstraram que os participantes cometeram mais erros nos passos de treino da condição Exclusão quando comparado à condição Fading+exclusão. Isso sugere que a utilização de procedimentos combinados de fading e exclusão diminuem a ocorrência de erros durante o processo de ensino, mas produzem os mesmos efeitos em termos de aprendizagem. A ocorrência de erros se destaca nas primeiras tentativas de responder por exclusão. Embora o responder por exclusão tenha sido alcançado, tal fato não garantiu a aprendizagem para todos os participantes.
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