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Master's Dissertation
DOI
Document
Author
Full name
Marcus Vinicius Alves de Brito Sousa
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2018
Supervisor
Committee
Hübner, Maria Martha Costa (President)
Debert, Paula
Faggiani, Robson Brino
Souza, Ariene Coelho
Title in Portuguese
Uma análise dos efeitos de componentes de um tutorial computadorizado sobre o desempenho de aplicadores de treinos com tentativas discretas
Keywords in Portuguese
Autismo
Ensino por tutorial computadorizado
Tentativa discreta
Abstract in Portuguese
O presente trabalho teve como objetivo analisar a eficácia dos componentes de um tutorial computadorizado sobre o desempenho dos participantes na realização de tentativas discretas. Foi realizada uma replicação do estudo de Faggiani (2014). A presente pesquisa foi conduzida com oito estudantes de graduação de Psicologia de uma faculdade pública (Experimento I) e outros dois estudantes de graduação (Experimento II). Os participantes foram submetidos a um tutorial computadorizado, contendo animações, vídeo-modelação e textos contendo conceitos, com o objetivo de ensinar tentativas discretas de emparelhamento de identidade. No Experimento I, os participantes foram divididos em quatro grupos e submetidos a quatro módulos (Ensino Teórico, Vídeo-Modelação, Observação de Correção e Identificação de Erros), em ordens diferentes. As ordens de apresentação dos módulos de ensino foram alteradas entre grupo de participantes, de forma a avaliar a efetividade de cada um dos módulos no ensino de procedimentos de tentativa discreta. Após cada um dos módulos, o desempenho dos participantes era avaliado em um pós-teste com o experimentador atuando como uma criança com autismo. Ao atingir critério de 100% de acertos, os participantes realizavam uma fase de follow up. Caso não fosse atingido critério após o tutorial, o participante realizava uma fase de ensino presencial. Foi realizado um delineamento de linha de base múltipla em cada Grupo. Durante o procedimento, os participantes não foram ensinados a realizar imitação motora, entretanto era permitido que lessem a folhas-resumo com os passos da tentativa-discreta de emparelhamento e imitação antes de cada teste. O Experimento II avaliou os efeitos das folhas-resumo com os passos das tentativas discretas sobre o desempenho de dois participantes. Os resultados demonstram que sete de oito participantes aprenderam a realizar tentativas discretas no Experimento I. Os grupos que realizaram inicialmente os módulos de Identificação de Erros e Observação da Correção apresentaram melhor desempenho inicial, entretanto foi necessário que a maioria dos participantes realizasse dois ou mais módulos para desempenhar com 100% de acerto. As folhas-resumo contribuiram para o desempenho dos participantes, entretanto demonstraram ser insuficientes para que a aprendizagem de tentativas discretas, quando apresentadas de forma isolada
Title in English
An Analysis of the effects of Components of a computer-based-tutorial on applicants performing trainings with discrete trials
Keywords in English
Autism
Computer-based teaching
Discrete trials
Abstract in English
The goal of the current study was to analyse the efficacy of different components on a computer-based-tutorial on the performance of the application of discrete trials. A replication of Faggianis study (2014) was performed. The present research was conducted with eight undergraduate psychology students from one public college (Experiment I) and two other undergraduate students (Experiment II). The participants were exposed to a computer-based-tutorial containing animations, video-modeling and teorical teaching, with the objective of teaching on how to implement discrete trials of matching to sample and motor imitation. On Experiment I, the participants were divided in four groups and exposed to four experimental conditions (teorical teaching, video modelling, observation of correction and error identification), in different orders. The order in which the experimental conditions were presented were randomized between groups of participants, so it was possible to evaluate the efficiency of each condition in teaching discrete trials. After each experimental condition, the performance of the participant was evaluated in a test with the experimenter acting as a child with autism. When the participant fulfilled the 100% correct response criterion, he was conducted to a follow-up phase. If the criteria was not met after the tutorial, the participant performed a presential teaching phase. A multiple baseline design was used in each group. During procedure, the participants were not taught on how to implement motor imitation trials, however they were allowed to read a summary sheet containing steps on how to perform matching to sample and motor imitation trials before each test. The Experiment II evaluated the effect of the summary sheet containing components of the discrete trial on the performance of two participants. The results showed that seven of eight participants learned how to perform discrete trials of matching in Experiment I. The groups that initially performed the Error Identification and Observation of Correction modules presented better initial performance, however, it was necessary for most participants to perform two or more modules to perform with 100% performance. The summary sheets contributed to the performance of the participants, however they proved to be insufficient for the learning of discrete trials, when presented without the modules
 
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2019-04-11
 
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