ABSTRACT
Externalizing behaviors such as throwing tantrums and aggression are often competing with academic learning. The higher frequency of one behavior over another may indicate flaws in the planning of teaching conditions. It was verified if three boys, between nine and 10 years old, with externalizing behaviors measured by the TRF instrument and not literate, would learn to read and write when exposed to ALEPP (LRWSS - Learning to Read and Write in Small Steps). Teaching program according to equivalence-based instruction and operational approach to symbolic behaviors, with four units, divided into 17 teaching steps, preceded and succeeded by tests. There was no intervention on externalizing behaviors. The results showed more than 80% of correct responses in reading and writing. Future research should verify the replicability of these results with more participants and if the acquisition of academic repertoires would affect the frequency of externalizing behaviors, considering the teacher’s abilities to reinforce academic repertoires at the expense of externalizing behaviors.
Keywords:
teaching; school learning; behavior problems
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Source: the authors.
CD (palavras) - Words; CD (sílabas) - Syllables; CD (letras) - Letters; CD (vogais) - Vowels; CE (palavras) - WordsNote: the performance of the participants in the selection, oral production, and construction tasks in the Reading and Writing Diagnosis as pre-tests (solid bars) and post-tests (patterned bars). The letters represent relations between stimuli and stimuli and responses. A, B, and C represent stimuli, where A = dictated word; B = picture; C = written word; D, E and F represent topography-based responses, where D = oral production, E = construction of responses by means of the selection of syllables and F = writing.
Note: performance of the participants in the pre and post-tests of the teaching units. The asterisk (*) indicates that because of a failure in programming, the relation AE was not tested in the pre-test of the unit; in these cases, the percentage of correct responses of the RWD was repeated. The black bars indicate the pretests, and the gray bars indicate the post tests. Abbreviations for relations: CD - reading; AE - dictation; BC - picture - printed word and CB - printed word - picture.