Categorização hierárquica: revisão de estudos e possibilidades de intervenção para indivíduos com e sem atraso no desenvolvimento
DOI:
https://doi.org/10.18761/PAC.2021.v12.RFT.18Palavras-chave:
teoria das molduras relacionais, moldura de hierarquia, autismo (TEA)Resumo
A Teoria das Molduras Relacionais (Relational Frame Theory - RFT) explica a linguagem e cognição a partir do Responder Relacional Arbitrariamente Aplicável (RRAA). Um dos comportamentos passiveis de serem compreendidos a partir dessa perspectiva é a categorização hierárquica. O presente estudo teve como objetivo analisar as produções de literatura sobre molduras relacionais de hierarquia, com foco na avaliação, ensino e intervenções sobre categorização hierárquica. A partir do protocolo PRISMA, foram realizadas buscas a partir do Portal de Periódicos CAPES, e incluídos por meio de referências bibliográficas e por busca do Researchgate, publicações que atendiam aos seguintes critérios de inclusão: serem estudos empíricos relacionados à RFT e com treino relacional na moldura de hierarquia, focados em estabelecer a categorização. Um total de 15 publicações foram incluídas na revisão e foram classificadas em duas categorias: (a) Treino de Categorização Hierárquica e; (b) Outros. Os resultados da revisão demonstraram a existência de poucos estudos em molduras relacionais de hierarquias, incluído população com TEA. No entanto, foi possível atentar a eficiência dos procedimentos de ensino e foi destacada a importância de fomentar pesquisas na área, principalmente na população com TEA, com a perspectiva de aprimorar os currículos de ensino.
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Brooks Newsome, K., Nix Berens, K., Ghezzi, P. M., Aninao, T., & Newsome, W. D. (2014). Training relational language to improve reading comprehension. European Journal of Behavior Analysis, 15(2), 165-197. https://doi.org/10.1080/15021149.2014.11434512
Carneiro, P., Albuquerque, P., & Fernandez, A. (2009). Opposite developmental trends for
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Bruna Nery Rosa, Carolina Coury Silveira, João Henrique de Almeida 001-016
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-016
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Eimas, P. D., & Quinn, P. C. (1994). Studies on the formation of perceptually based basic-level categories in young infants. Child Development, 65(3), 903–917. https://doi.org/10.2307/1131427
Foody, M., Barnes-Holmes, Y., Barnes-Holmes, D., Rai, L., & Luciano, C. (2015). An empirical investigation of the role of self, hierarchy, and distinction in a common act exercise. The Psychological Record, 65(2), 231-243. https://doi.org/10.1007/s40732-014-0103-2
Gale, L., & Stewart, I. (2020). Assessing and Training Comparative Relations in Children with Autism Spectrum Disorder. Journal of European Psychology Students, 11(1), 1–14. https://doi.org/10.5334/jeps.487
Gil, E., Ruiz, F. J., Luciano, C., & Valdivia-Salas, S. (2012). A preliminary demonstration of transformation of functions through hierarchical relations. International Journal of Psychology and Psychological Therapy, 12 (1), 1-19
Gil-Luciano, B., Ruiz, F. J., Valdivia-Salas, S., & Suárez-Falcón, J. C. (2017). Promoting psychological flexibility on tolerance tasks: Framing behavior through deictic/hierarchical relations and specifying augmental functions. The Psychological Record, 67(1), 1-9. https://doi.org/10.1007/s40732-016-0200-5.
Gil, E. (2011). Transformación de funciones a través del marco relacional de jerarquía .Tese de Doutorado não publicada. Universidad de Almería.
Gil, E., Ruiz, F. J., Luciano, C., & Valdivia-Salas, S. (2014). A further experimental step in the analysis of hierarchical responding. International Journal of Psychology and Psychological Therapy, 14 (2), 137-153.
Hayes, S. C. Barnes-Holmes, D., & Roche, B. (2001). Relational Frame Theory: A Post-Skinnerian account of human language and cognition. New York: Plenum Press.
Laipelt, R., C., F., & Krebs, L., M., (2018) Teorias da linguística cognitiva para pensar a categorização no âmbito da ciência da informação. Transinformação,30, 81-93. https://doi.org/10.1590/2318-08892018000100007.
López-López, J. C., & Luciano, C. (2017). An experimental analysis of defusion interactions based on deictic and hierarchical framings and their impact on cognitive performance. The Psychological Record, 67(4), 485-497. http://doi.org/10.1007/s40732-017-0250-3
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of consulting and clinical psychology, 55(1), 3. http://doi.org/10.1037//0022-006x.55.1.3
McCabe, A. E., Siegel, L. S., Spence, I., & Wilkinson, A. (1982). Class-inclusion reasoning: Patterns of performance from three to eight years. Child Development, 780-785.
McHugh, L., & Reed, P. (2008). Using Relational Frame Theory to build grammar in children with Autistic Spectrum Conditions. The Journal of Speech and Language Pathology–Applied Behavior Analysis, 3(1), 60. http://doi.org/10.1037/h0100233
Ming, S., Mulhern, T., Stewart, I., Moran, L., & Bynum, K. (2018). Training class inclusion responding in typically developing children and individuals with autism. Journal of applied behavior analysis, 51(1), 53-60. http://doi.org/10.1002/jaba.429
Mulhern, T., Stewart, I., & McElwee, J. (2017). Investigating relational framing of categorization in young children. The Psychological Record, 67(4), 519-536. http://doi.org/10.1007/s40732-017-0255-y
Mulhern, T., Stewart, I., & McElwee, J. (2018). Facilitating relational framing of classification in young children. Journal of contextual behavioral science, 8, 55-68. https://doi.org/10.1016/j.jcbs.2018.04.001
Murphy, G. L., (2002) The big book of concepts. MIT Press.
Perez, W. F., Nico, Y. C., Kovac, R., Fidalgo, A. P., & Leonardi, J. L. (2013). Introdução à Teoria das Molduras Relacionais (Relational Frame Theory): principais conceitos, achados experimentais e possibilidades de aplicação. Perspectivas em análise do comportamento, 4(1), 32-50. https://doi.org/10.18761/perspectivas.v4i1.105
Categorização hierárquica: revisão de estudos e possibilidades de intervenção para indivíduos com e sem atraso no desenvolvimento 001-016
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-016 16 www.revistaperspectivas.org
Persicke, A., Tarbox, J., Ranick, J., & Clair, M. S. (2012). Establishing metaphorical reasoning in children with autism. Research in Autism Spectrum Disorders, 6(2), 913-920. https://doi.org/10.1016/j.rasd.2011.12.007
Slattery B., Stewart I., O’Hora D. (2011) Testing for transitive class containment as a feature of hierarchical classification. Journal of the Experimental and Analysis of Behavior, 96, 243-260. http://doi.org/10.1901/jeab.2011.96-243
Slattery, B., & Stewart, I. (2014). Hierarchical classification as relational framing. Journal of the Experimental Analysis of Behavior, 101(1), 61-75. http://doi.org/10.1002/jeab.63
Stewart, I., Slattery, B., Chambers, M., & Dymond, S. (2018). An empirical investigation of part-whole hierarchical relations. European Journal of Behavior Analysis, 19(1), 105-124. http://doi.org/10.1080/15021149.2017.1416525
Zagrabska-Swiatkowska, P., Mulhern, T., Ming, S., Stewart, I., & McElwee, J. (2020). Training class inclusion responding in individuals with autism: Further investigation. Journal of Applied Behavior Analysis, 53(4), 2067-2080. https://doi.org/10.1002/jaba.712
Brooks Newsome, K., Nix Berens, K., Ghezzi, P. M., Aninao, T., & Newsome, W. D. (2014). Training relational language to improve reading comprehension. European Journal of Behavior Analysis, 15(2), 165-197. https://doi.org/10.1080/15021149.2014.11434512
Carneiro, P., Albuquerque, P., & Fernandez, A. (2009). Opposite developmental trends for
15 www.revistaperspectivas.org
Bruna Nery Rosa, Carolina Coury Silveira, João Henrique de Almeida 001-016
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-016
false recognition of basic and superordinate names. Memory, 17, 411-427. https://doi.org/10.1080/09658210902758847
Eimas, P. D., & Quinn, P. C. (1994). Studies on the formation of perceptually based basic-level categories in young infants. Child Development, 65(3), 903–917. https://doi.org/10.2307/1131427
Foody, M., Barnes-Holmes, Y., Barnes-Holmes, D., Rai, L., & Luciano, C. (2015). An empirical investigation of the role of self, hierarchy, and distinction in a common act exercise. The Psychological Record, 65(2), 231-243. https://doi.org/10.1007/s40732-014-0103-2
Gale, L., & Stewart, I. (2020). Assessing and Training Comparative Relations in Children with Autism Spectrum Disorder. Journal of European Psychology Students, 11(1), 1–14. https://doi.org/10.5334/jeps.487
Gil, E., Ruiz, F. J., Luciano, C., & Valdivia-Salas, S. (2012). A preliminary demonstration of transformation of functions through hierarchical relations. International Journal of Psychology and Psychological Therapy, 12 (1), 1-19
Gil-Luciano, B., Ruiz, F. J., Valdivia-Salas, S., & Suárez-Falcón, J. C. (2017). Promoting psychological flexibility on tolerance tasks: Framing behavior through deictic/hierarchical relations and specifying augmental functions. The Psychological Record, 67(1), 1-9. https://doi.org/10.1007/s40732-016-0200-5.
Gil, E. (2011). Transformación de funciones a través del marco relacional de jerarquía .Tese de Doutorado não publicada. Universidad de Almería.
Gil, E., Ruiz, F. J., Luciano, C., & Valdivia-Salas, S. (2014). A further experimental step in the analysis of hierarchical responding. International Journal of Psychology and Psychological Therapy, 14 (2), 137-153.
Hayes, S. C. Barnes-Holmes, D., & Roche, B. (2001). Relational Frame Theory: A Post-Skinnerian account of human language and cognition. New York: Plenum Press.
Laipelt, R., C., F., & Krebs, L., M., (2018) Teorias da linguística cognitiva para pensar a categorização no âmbito da ciência da informação. Transinformação,30, 81-93. https://doi.org/10.1590/2318-08892018000100007.
López-López, J. C., & Luciano, C. (2017). An experimental analysis of defusion interactions based on deictic and hierarchical framings and their impact on cognitive performance. The Psychological Record, 67(4), 485-497. http://doi.org/10.1007/s40732-017-0250-3
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of consulting and clinical psychology, 55(1), 3. http://doi.org/10.1037//0022-006x.55.1.3
McCabe, A. E., Siegel, L. S., Spence, I., & Wilkinson, A. (1982). Class-inclusion reasoning: Patterns of performance from three to eight years. Child Development, 780-785.
McHugh, L., & Reed, P. (2008). Using Relational Frame Theory to build grammar in children with Autistic Spectrum Conditions. The Journal of Speech and Language Pathology–Applied Behavior Analysis, 3(1), 60. http://doi.org/10.1037/h0100233
Ming, S., Mulhern, T., Stewart, I., Moran, L., & Bynum, K. (2018). Training class inclusion responding in typically developing children and individuals with autism. Journal of applied behavior analysis, 51(1), 53-60. http://doi.org/10.1002/jaba.429
Mulhern, T., Stewart, I., & McElwee, J. (2017). Investigating relational framing of categorization in young children. The Psychological Record, 67(4), 519-536. http://doi.org/10.1007/s40732-017-0255-y
Mulhern, T., Stewart, I., & McElwee, J. (2018). Facilitating relational framing of classification in young children. Journal of contextual behavioral science, 8, 55-68. https://doi.org/10.1016/j.jcbs.2018.04.001
Murphy, G. L., (2002) The big book of concepts. MIT Press.
Perez, W. F., Nico, Y. C., Kovac, R., Fidalgo, A. P., & Leonardi, J. L. (2013). Introdução à Teoria das Molduras Relacionais (Relational Frame Theory): principais conceitos, achados experimentais e possibilidades de aplicação. Perspectivas em análise do comportamento, 4(1), 32-50. https://doi.org/10.18761/perspectivas.v4i1.105
Categorização hierárquica: revisão de estudos e possibilidades de intervenção para indivíduos com e sem atraso no desenvolvimento 001-016
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-016 16 www.revistaperspectivas.org
Persicke, A., Tarbox, J., Ranick, J., & Clair, M. S. (2012). Establishing metaphorical reasoning in children with autism. Research in Autism Spectrum Disorders, 6(2), 913-920. https://doi.org/10.1016/j.rasd.2011.12.007
Slattery B., Stewart I., O’Hora D. (2011) Testing for transitive class containment as a feature of hierarchical classification. Journal of the Experimental and Analysis of Behavior, 96, 243-260. http://doi.org/10.1901/jeab.2011.96-243
Slattery, B., & Stewart, I. (2014). Hierarchical classification as relational framing. Journal of the Experimental Analysis of Behavior, 101(1), 61-75. http://doi.org/10.1002/jeab.63
Stewart, I., Slattery, B., Chambers, M., & Dymond, S. (2018). An empirical investigation of part-whole hierarchical relations. European Journal of Behavior Analysis, 19(1), 105-124. http://doi.org/10.1080/15021149.2017.1416525
Zagrabska-Swiatkowska, P., Mulhern, T., Ming, S., Stewart, I., & McElwee, J. (2020). Training class inclusion responding in individuals with autism: Further investigation. Journal of Applied Behavior Analysis, 53(4), 2067-2080. https://doi.org/10.1002/jaba.712
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Publicado
16-09-2021
Como Citar
Rosa, B. N. ., Silveira, C. C. ., & de Almeida, J. H. . (2021). Categorização hierárquica: revisão de estudos e possibilidades de intervenção para indivíduos com e sem atraso no desenvolvimento. Perspectivas Em Análise Do Comportamento, 12(1), 168–183. https://doi.org/10.18761/PAC.2021.v12.RFT.18
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