Comparação de procedimentos para ensino de emoções faciais para criança com TEA: Um estudo exploratório

• Autores: Maria Elisa Kusano, Camila Domeniconi, Andréia Schmidt
• Localización: Acta comportamentalia: revista latina de análisis del comportamiento, ISSN 0188-8145, Vol. 31, Nº. 2, 2023, págs. 233-254
• Idioma: portugués
• Títulos paralelos:
  • Comparison of procedures for teaching facial emotions to children with ASD: Exploratory study
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• Resumen
  • English

    Recognizing facial expressions is critical in social interactions. Individuals with Autism Spectrum Disorder (ASD) may present difficulties in this recognition, requiring specific teaching interventions. Despite being widely used, there is no consensus on the effects of sensory stimulation in this type of teaching. The aim of this study was to investigate the effect of the use of vestibular sensory stimulation (a type of sensory stimulation) during the teaching of emotional expression recognition to a 3:8-years-old boy diagnosed with ASD. A multiple-probe design was used, in which the matching-to-sample procedure (MTS) and the MTS procedure associated with movements provided by a skateboard (vestibular stimulation – MTS/ES) were used alternately to teach pairs of facial expressions - happiness, sadness, anger, fear, surprise, and disgust. In Study 1, schematic drawings of faces were used. The comparison stimuli (drawings) were presented in printed form and the sample was auditory. In the teaching phase of each condition (MTS or MTS/ES), initially, each facial expression was taught separately: in each trial, the S+ and the neutral face (S-) were presented. After the learning criterion was reached with each facial expression separately, the samples were presented alternately and the comparisons were the two emotional expressions taught, plus the neutral face. In the MTS/ES condition, the participant had access to visual stimuli (trials) after a 2-me-ter course sitting on a skateboard. The results of the two tested procedures were inconclusive since the child learned all the stimuli, including improved performance in the probes with untrained stimuli. In Study 2, photos were used for teaching, with minor changes in the procedure: tablet were no longer used as a consequence to avoid challenging behaviors and the reinforcement schedule remained the same throughout the procedure (CRF). The participant learned all the name-photo relations, and no advantages were found for the use of vestibular stimulation - the use of skateboard was irrelevant. In the teaching of disgust and fear in the MTS/ES condition, the participant only reached the learning criterion after removing the vestibular stimulus. As in other studies on sensory stimulation, confounding varia-bles can interfere with the results of this type of investigation and it is necessary to discuss the need for more controlled studies on the effects of sensory stimulation in teaching procedures.

  • português

    Reconhecer expressões faciais é fundamental nas interações sociais. Indivíduos com Transtorno do Espectro Autista (TEA) podem apresentar dificuldades nesse reconhecimento, exigindo intervenções de ensino específicas. Apesar de muito utilizada, a estimulação sensorial nesse tipo de ensino tem sido pouco estudada sistematicamente. O objetivo deste estudo foi investigar o efeito do uso de estímulos sensoriais vestibulares durante o ensino de reconhecimento de expressões faciais de emoções para um menino de 3 anos e 8 meses com diagnóstico de TEA. Utilizamos um delineamento de múltiplas sondagens, em que o procedimento de emparelhamento ao modelo (MTS), e o de MTS associado a uma estimulação vestibular foram utilizados de forma alternada para ensino de pares de expressões faciais de emoções (alegria/tristeza, raiva/medo, surpresa/nojo). No Estudo 1 utilizamos desenhos esquemáticos de faces. Os resultados foram inconclusivos, apesar da criança ter aprendido todos os estímulos, inclusive com melhora do desempenho nas sondagens em relação a estímulos não treinados. No Estudo 2 utilizamos fotos para o ensino, com pequenas alterações no procedimento. O participante mostrou aprendizagem nas duas condições de ensino, sem vantagens para o uso de estimulação vestibular. Discute-se a necessidade de mais estudos sobre os efeitos da estimulação sensorial em procedimentos de ensino.