Resumen de Ensino de notas musicais ao piano para um menino com autismo

Melanie F. Pearson Van Langendonck, Valéria Peres Asnis, Nassim Chamel Elias

• English

  Behavioral literature brings some studies on music teaching through conditional discriminations teaching, however, only two of them were conducted with individuals with Autism Spectrum Disorder (ASD). This study aimed to verify the effects of teaching conditional discriminations between pictures (composed by musical symbol and background color) and keys in the recognition of piano musical notes in a 4 years and 10 months old boy diagnosed with ASD. It was also verified whether the control of the response was by the color or symbol of the pictures, the learning of conditional discriminations not directly taught and the recombination of the notes learned in novel musical sequences. A multiple baseline with multiple probes design across sets of musical notes was used. The teaching was divided into three phases, in which seven musical notes written in the treble clef, from central C to B, were presented in configurations ranging from one to 38 symbols. The relations between symbol and color cards and the corresponding keys on the piano were taught. The teaching procedure of musical note discrimination promoted the acquisition of repertoire regarding musical reading under the control of the card color, measured by the response of playing the corresponding key. The results suggest effectiveness in teaching with a performance higher than 70% of correct responses of playing the corresponding key in the teaching and testing phases. It was also observed the establishment of conditional discriminations among, at least, the pictures, piano keys, and musical symbols. Emerging relations between teaching classes could also be observed. The participant also learned to recombine the musical notes, since the sheet music in the tests were different from the ones used during training (novel sequences and novel sequence sizes). Data found in this study replicate, to some extent, those found in other papers with adolescent or pre-adolescent and expand the applicability of teaching piano notes with MTS tasks to an under-five-year-old boy diagnosed with ASD.

  Finally, it can be inferred that the teaching procedure proved to be efficient in the acquisition of musical repertoire by its organized and planned structure, with the use of matching-to-sample trials, reinforcers, imitation and prompts, allied to the presentation of the activities in an environment with few distracting stimuli.

• português

  A literatura comportamental traz estudos sobre ensino musical usando discriminações condicionais, mas somente dois foram realizados com indivíduos com autismo. Este estudo teve como objetivo verificar os efeitos do ensino com discriminações condicionais entre figuras (compostas por símbolo musical e cor de fundo) e teclas no reconhecimento de notas musicais ao piano em um menino com 4 anos de idade diagnosticado com autismo. Foi verificado também se o controle da resposta se deu pela cor ou pelo símbolo das figuras, o aprendizado de discriminações condicionais não ensinadas diretamente e a recombinação das notas em novas sequências. Foi utilizado delineamento de linha de base com sondas múltiplas. O ensino foi dividido em três fases, em que as sete notas musicais grafadas na clave de sol foram apresentadas em configurações que variaram de um a 38 símbolos. Foram ensinadas as relações entre cartões com símbolo e cor e as teclas correspondentes no piano. O procedimento promoveu a aquisição de repertório referente a leitura musical dos cartões pela cor, medido pela resposta de tocar a tecla correspondente. Os resultados sugerem eficácia no ensino com um desempenho superior a 70% de respostas corretas de tocar a tecla do piano nas fases de ensino e de teste. Relações emergentes também puderam ser observadas.