Transferência e Transformação de Funções Relacionais de/Maior-Que/ e/Menor-Que/ em Crianças com Deficiência Intelectual

Abstract

The purpose of this study was to investigate the emergence of the concept relational/less-than/ and/greater-than/ in children with intellectual disabilities, for sets and printed numerals; and analyzing the emergency of derived relationships, function transformation, generalization and production responses. Participants were three children with intellectual disabilities, aged 8 to 11 years, enrolled in the regular school system and experimentally naive and underperforming the 50% for relational concepts/greater-than/ and/less-than/ in the register mapping input. Digits were used and sets 1 to 9, line drawings, symbols (/equals/,/other/,/less-than/,/greater-than/ and the corresponding recorded sound. The experimental design consisted of training concept of numbers and relational concepts; Tests to evaluate the immediate emerging relationships derived relational responding, function transformation, generalization, production and maintenance of responses at 30 and 60 days. The three participants presented at the end of the study, the numeric concepts involving the values from 1 to 9. Also acquired relational concept/less-than/ taught directly by procedures based on multiple copies of modified MTS task, as well as the transfer of relational responding to this repertoire to relations not directly taught and the transference to new relational concepts.