Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-03-09Bitstream added on 2014-06-13T19:37:40Z : No. of bitstreams: 1 peres_mff_me_bauru.pdf: 381359 bytes, checksum: 70c2a4ca769a8a6d0aa85c1ba2043776 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Atualmente se tem salientado a importância de investir em pesquisas que busquem identificar e analisar as contingências de reforço presentes na sala de aula, considerando tanto os desempenhos e tarefas que são exigidos dos alunos, cmo os procedimentos de ensino adotados pelo professor, para fundamentar intervenções que garantam um melhor desempenho dos alunos no ensino formal. Fazer isso requer adotar recursos metodológicos que permitam visualizar relações de dependência funcional entre as respostas dos alunos e as práticas de ensino dispostas pelo professor, considerando as peculiaridades dessa interação. Pensando nisso, o presente projeto teve como objetivo investigar possíveis contribuições de adaptações de dois recursos presentes na literatura da Análise do Comportamento, a saber, o modelo de quantificação de registros utilizados na avaliação funcional descritiva, denominado espaço de contingência, e a teoria de coerência de topografia de controle de estímulo. Considerando o contexto de ensino das escolas públicas no Brasil, adotou-se como objeto de análise, respostas dos alunos representativas de alguns descritores de desempenho priorizados por um sistema de avaliação da Educação Básica no Estado de São Paulo, denominado SARESP. Para isso, foram selecionados para análise seis episódios em vídeo correspondentes a cinco atividades de ensino. A seleção desses episódios foi feita com base nas informações disponibilizadas em materiais eleaborados pela Secretaria de Educação. Para a análise dos episódios em vídeo, optou-se por fazer uma transição dos eventos de cada episódio no modelo de registro ABC, para depois, fazer a categorização das respostas dos alunos e dos principais eventos antecedentes e subsequentes (respostas da professora). Essa categorização... / Currently it has been emphasized the importance of investing in researches that seeks to identify and analyse natural contingencies of reinforcement occurring in mainstreamed classrooms, including the behavior and skills that are required of the students, as so the practices adopted by the teacher. The results of these studies could be used to support interventions that would ensure regular classroom success. To do this, it's necessary to adopt methodological resources that are able to demonstrated functional relations between student's and teacher's behavior, considering the peculiarities of this interaction. Thinking about it, this project aimed to investigate possible contributions from adaptations of two analytic-resources present in the literature of Behavior Analysis, which are the contingency space analysis and the stimulus control topography coherence theory. Considering the context of public schools in Brazil, it was adopted as object of analysis student's reponses related to academic measures prioritized by a system of school evaluation present in the state of São Paulo, Know as SARESP. To that end, it was selected for analysis six episodes on vídeo of five learning activities. The selection of these episodes was made based on information available in materials elaborated by the Bureau of Education which regulates the evaluation system of the State of São Paulo. To the analysis of these video episodes, first it was done the transcription of the events tha composes each one of these episodes in the recording format ABC. Then, the responses of the students and the main antecedents and consequent events (teacher's responses) were categorized. This categorization was made selecting analytic-strategy that proposes assessing the student's responses by the type of performance requested by... (Complete abstract click electronic access below)

Orientador: Jair Lopes Júnior / Banca: Ana Lucia Cortegoso / Banca: Dinael Corrêa de Campos / Resumo: As pesquisas em Análise Comportamental têm demonstrado avanços nos procedimentos metodológicos para o ensino de análise funcional para professores. O presente estudo objetivou caracterizar as condições de ensino e as medidas compartamentais de competências vinculadas a um módulo de empreendedorismo em curso técnico profissionalizante em nível médio e investigar se as interações da pesquisadora com a professora se constituíriam em condições instrucional para o desenvolvimento de três componentes do repertório de ensino: R1 = identificação dos comportamentos que definem as aprendizagens previstas nas competências consideradas; R2 = planejamento de condições para o ensino dos comportamentos componentes e para a avaliação da ocorrência dos mesmos sob controle das relações previstas; R3 = identificação de correspondência entre medidas emitidas pelos alunos em interação com as condições de ensino e de avaliação disposta pelo professor e os descritores que definem as competências consideradas. O procedimento foi dividido em 4 fases, sendo estas subdivididas em 3 etapas. Após a entrevista inicial, foi iniciada a Fase 1/Etapa 1 com a gravação das aulas referentes à competência 1, edição dos registros, exibição dos episódios à professora e solicitação para a mesma apontar o que fez ao ensinar e as aprendizagens obtidas pelos alunos. Na fase 1/Etapa 2, foi solicitado que a professora descrevesse as ações correspondentes ao ensinar e como os alunos se comportaram frente a suas ações. Na fase 1/Etapa 3 a professora poderia efetuar alterações estimadas necessárias no texto e no plano de desenvolvimento da próxima competência. Nas fases 2 e 3, os procedimentos das etapas 1,2, e 3 foram replicados, desta feita considerando-se as aulas referentes às competência 5 (Fase 2) e 9 (Fase 3). Na Fase 4 foram registradas as análises da professora sobre as ações dos alunos frente às condições de ensino... / Abstract: The researches in Behavioral Analysis have shown improvements int he methodological procedures for teaching functional analysis for teachers. This study aimed to characterize the teaching conditions and behavioral measures of skills linked to an entrepreneurship module in vocational techinical course at secondary level and investigate whether the researcher interactions with the teacher to constitute instructional condition for the development of three components teaching repertoire: R1 = identication of behaviors that define the learning provided in the considered skills; R2 = planning conditions for the teaching of components behavior and for assessing the occurrence thereof under control of the planned relations; R3 = identification of correspondence between measures issued by the students in interaction with the conditions of teaching and evaluation prepared by the teacher and the descriptors that define the competencies deemed. The procedure was divided into four stages, which are subdivided into three steps. After the initial interview, was initiated Phase 1/Step 1 with the recording of lessons on the jurisdiction 1, editing the records, display the episodes the teachers and request for the same point whihc made the teaching and learning obatined by students. In phase 1/Step 2, we asked the teacher describing the corresponding actions of teaching and how students behaved front of their actions. In Phase 1/Step 3 the teacher could make estimated necessary changes in the text and in the next competence development plan. In phases 2 and 3, the procedures of steps 1,2 and 3 were replicated, this time considering the lessons relating to skills 5 (Phase 2) and 9 (Phase 3). In phase 4, the analysis of the teacher about the actions of the front students to available teaching conditions and relations with the repertoire required by the jurisdiction were recorded. Steps 1,2 and 3 Phase referred to the powers 1,5 and 9, respectively. The... / Mestre

Made available in DSpace on 2015-06-17T19:34:10Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-02-25. Added 1 bitstream(s) on 2015-06-18T12:49:21Z : No. of bitstreams: 1 000830607.pdf: 629293 bytes, checksum: fea574297bc7d86a85bb051bdd511b6c (MD5) / As pesquisas em Análise Comportamental têm demonstrado avanços nos procedimentos metodológicos para o ensino de análise funcional para professores. O presente estudo objetivou caracterizar as condições de ensino e as medidas compartamentais de competências vinculadas a um módulo de empreendedorismo em curso técnico profissionalizante em nível médio e investigar se as interações da pesquisadora com a professora se constituíriam em condições instrucional para o desenvolvimento de três componentes do repertório de ensino: R1 = identificação dos comportamentos que definem as aprendizagens previstas nas competências consideradas; R2 = planejamento de condições para o ensino dos comportamentos componentes e para a avaliação da ocorrência dos mesmos sob controle das relações previstas; R3 = identificação de correspondência entre medidas emitidas pelos alunos em interação com as condições de ensino e de avaliação disposta pelo professor e os descritores que definem as competências consideradas. O procedimento foi dividido em 4 fases, sendo estas subdivididas em 3 etapas. Após a entrevista inicial, foi iniciada a Fase 1/Etapa 1 com a gravação das aulas referentes à competência 1, edição dos registros, exibição dos episódios à professora e solicitação para a mesma apontar o que fez ao ensinar e as aprendizagens obtidas pelos alunos. Na fase 1/Etapa 2, foi solicitado que a professora descrevesse as ações correspondentes ao ensinar e como os alunos se comportaram frente a suas ações. Na fase 1/Etapa 3 a professora poderia efetuar alterações estimadas necessárias no texto e no plano de desenvolvimento da próxima competência. Nas fases 2 e 3, os procedimentos das etapas 1,2, e 3 foram replicados, desta feita considerando-se as aulas referentes às competência 5 (Fase 2) e 9 (Fase 3). Na Fase 4 foram registradas as análises da professora sobre as ações dos alunos frente às condições de ensino... / The researches in Behavioral Analysis have shown improvements int he methodological procedures for teaching functional analysis for teachers. This study aimed to characterize the teaching conditions and behavioral measures of skills linked to an entrepreneurship module in vocational techinical course at secondary level and investigate whether the researcher interactions with the teacher to constitute instructional condition for the development of three components teaching repertoire: R1 = identication of behaviors that define the learning provided in the considered skills; R2 = planning conditions for the teaching of components behavior and for assessing the occurrence thereof under control of the planned relations; R3 = identification of correspondence between measures issued by the students in interaction with the conditions of teaching and evaluation prepared by the teacher and the descriptors that define the competencies deemed. The procedure was divided into four stages, which are subdivided into three steps. After the initial interview, was initiated Phase 1/Step 1 with the recording of lessons on the jurisdiction 1, editing the records, display the episodes the teachers and request for the same point whihc made the teaching and learning obatined by students. In phase 1/Step 2, we asked the teacher describing the corresponding actions of teaching and how students behaved front of their actions. In Phase 1/Step 3 the teacher could make estimated necessary changes in the text and in the next competence development plan. In phases 2 and 3, the procedures of steps 1,2 and 3 were replicated, this time considering the lessons relating to skills 5 (Phase 2) and 9 (Phase 3). In phase 4, the analysis of the teacher about the actions of the front students to available teaching conditions and relations with the repertoire required by the jurisdiction were recorded. Steps 1,2 and 3 Phase referred to the powers 1,5 and 9, respectively. The...

A utilização do Potencial Evocado Auditivo do Estado Estável na avaliação audiológica infantil tem ampliado, devido à possibilidade de estimulação binaural com tons puros de forte intensidade, além da análise objetiva da resposta. Diversos estudos têm sido realizados a fim de caracterizar a correlação da resposta eletrofisiológica com os limiares comportamentais, contudo, ainda não há um consenso quanto aos valores a serem utilizados para cada frequência pesquisada. Desta forma, o objetivo desse estudo foi correlacionar os limiares dos potenciais evocados auditivos de estado estável com os níveis mínimos de resposta obtidos na audiometria condicionada com reforço visual ou lúdica em crianças com perda auditiva neurossensorial de grau profundo a fim de determinar o fator de correção a ser utilizado na prática clínica. Foram avaliados 88 exames realizados em crianças na faixa etária de seis a 49 meses, totalizando 168 orelhas. Os resultados demonstraram correlação significante entre o limiar do Potencial Evocado Auditivo do Estado Estável e o nível mínimo de resposta apenas para as frequências de 500 e 1000 Hz, não sendo possível estimar o nível mínimo de resposta para as frequências de 2000 e 4000 Hz. Nas frequências de 2000 e 4000 Hz ocorreu presença de resposta eletrofisiológica em forte intensidade, mesmo na ausência de resposta comportamental. Os limiares do Potencial Evocado Auditivo do Estado Estável superestimaram o grau da perda auditiva considerando a classificação da perda auditiva profunda de acordo com Boothroyd (1997). / The use of Auditory Steady-State response in pediatric audiologic assessment has increased, owing to the possibility of binaural stimulation with strong intensity pure tones, besides the objective analysis of the response. Several studies have been carried out so as to correlate the electrophysiological response with behavioral thresholds, nevertheless, there is no consensus on the values to be used for each frequency investigated. Thus, this study aimed at correlating the thresholds of auditory steady-state response with the minimum response levels achieved in the ludic or visually reinforced audiometry in children presented with profound sensorineural hearing loss, in order to determine the correction factor to be used in clinical practice. Eighty-eight exams performed in children aged six to 49 months, totaling 168 ears, were assessed. The results showed a significant correlation between ASSR threshold and the minimum response level only for frequencies of 500 and 1,000 Hz, being impossible to rate the minimum response level for frequencies of 2,000 and 4,000 Hz which showed strong intensity electrophysiological response, even in the absence of behavioral thresholds. ASSR thresholds overestimated the degree of hearing loss, taking into account profound hearing loss rating, according to Boothroyd (1997).

Researcher was introduced to the Keirsey instrument during 1996 and has since done evaluation and training of numerous people. The Keirsey instrument is a well-known self-assessment tool in America to help people understand themselves and those around them better – hence the name of the books “Please Understand Me” and “Please Understand Me II” For many years, it was accepted that all psychometric measuring had to be done by psychometrists and that Social Workers were not qualified to do any testing. In 1995, “a new concept “ecometrics” was defined and contextualized ….. The concept is of particular value in social work theory and practice …….. Ecometrics should be developed as a sub-discipline in social work …….” (Van Zyl 1995:30) The Main goal of this study is to do a critical evaluation of the Keirsey instrument of assessment from an ecometric perspective for use in South Africa. The objectives of the study would then be • To evaluate the Keirsey instrument in terms of the social work literature. • To explore the user value of the Keirsey instrument by means of the inputs of other frequent users. • To evaluate the Keirsey instrument against the most important ecometric development methodology. It is proposed to evaluate not only the original English Questionnaire, but also researchers’ own Afrikaans translation of the questionnaire. “That people are highly formed at birth, with fundamentally different temperaments or predispositions to act in certain ways, is a very old idea. Hippocrates first proposed it in outline around 370B.C., and Plato was more interested in the individual’s contribution to the social order than in underlying temperaments. Sigmund Freud claimed that we are all driven from within by instinctual lust and was followed by many others……. Then, in 1920, a Swiss physician named Carl Jung disagreed………… He claimed that people have a multitude of instincts, what he called ‘archetypes’ ……. and presented what he termed the ‘functional types’ or ‘psychological types’” (Keirsey 1998:2-3) It is important to note that social workers are familiar with the concept of ‘social functioning’ and researcher would like to address this aspect as part of the problem formulation. “It is the social context that determines which kind of personality will be more effective,” says Keirsey. (Keirsey 1998:3). This is exactly what researcher will be trying to establish in this study – the social context that influences the way a person react to certain incidents or issues. According to Faul and Hudson, “social work is a unique profession that operates within a specific value base. It is also a profession that is mainly involved with the enhancement of social functioning and the importance of the adaptation of the individual in his environment. Because of this, scale development in social work form part of certain unique processes that must be followed to distinguish them from other professions. (Faul & Hudson 1999:8). It would thus be important to evaluate the validity and reliability of the Keirsey instrument (although the original developer is of the opinion that it is a nearly impossible task to validate any questionnaire) for use as an ecometric–scale by the social work-profession in South Africa. If ecometry is the methodology of measurement of all aspects of social work, and focuses on the manner in which people adapt in their environments as Van Zyl claims (Van Zyl 1995:30), then it seems appropriate to help all individuals to function as effective as possible – taking their character and temperament into consideration – within their own frame of reference. The client can be empowered to understand his- or herself better and thus taking responsibility for his or her own functioning by enhancing their self-esteem. Faul and Hudson state that “ecometrics does not seek to diagnose or classify, but to measure social functioning, with the emphasis on behavioural strengths and positive coping skills” (Faul & Hudson 1999:21). The objective of this research project would be to try to argument that by using the Keirsey instrument, clients can be helped to overcome their own feelings of helplessness and lack of self-confidence that often lie at the root of their dysfunctional behaviour within their social context. It is also important to note in this regard, that Fauls’ study has been established as an accepted methodology in the field of ecometrics – a methodology that would be used in this research project. The South African Council for Social Service Professions (SACSSP) also realised the need for social workers to be empowered to assess clients’ functioning in their ecological context, and started a process for the accreditation of social work assessment instruments early in 2001. The SACSSP currently have a subcommittee to evaluate and accredit ecometric scales for use by social workers. Mouton and Marais defines a research design as “an exposition or plan of how the researcher decided to execute the formulated research problem. The objective of the research design is to plan, structure and execute the project concerned in such a way that the validity of the findings are maximized.” (Mouton & Marais 1996:193) According to De Vos et al, the developmental research and utilization model (also described as intervention research) can be used very effectively in the South African context. (De Vos et al 1998:384). This study will utilise the developmental research design as an existing tool will be evaluated for use in an ecometric context by social workers. Instead of “re-inventing the wheel”, knowledge acquired by Jung, Myers, Briggs, Keirsey and Bates amongst others, can be utilized to empower qualified social workers, in an ecometric context. / Dr. Wim Roestenburg

A dissertation submitted in partial compliance with the requirements for a Masters Degree in Technology: Chiropractic at the Durban Institute of Technology, 2004. / Scholars, researchers and health care practitioners have long known that patients not only benefit from the specific manual therapy given from their health care providers, but also from the manner in which it is given. The latter is believed to have significant effects on the patient's perception of quality of care and clinical outcome. / M

Inclusive education generally promotes a shift away from the use of psychometric assessment for the placement of learners in special education facilities. This study, however, examines the potential role of psychometric screening for inclusive education in South Africa. This was done by investigating the relationship between selected demographic factors of age, gender, parental levels of education, and caregiver employment status – and psychometric test performances in children identified as having barriers to learning. The participant sample consisted of 329 primary school children aged between 6 and 15 years from the Nelson Mandela Metropolitan area. Demographic data was collected by means of a questionnaire completed in collaboration with participants’ caregivers and their school authorities. Participants were psychometrically assessed by means of the Raven’s Coloured Progressive Matrices (CPM) and the Bender Gestalt Test (BGT), which are commonly used screening measures in the South African context. Results indicated a relationship between test scores and the demographic variables of age and gender on both the Raven’s CPM and the BGT. Paternal level of education was found to impact positively on the BGT scores when the father had achieved a Grade 10 level of education or higher. No statistically significant relationship was found between any of the other socio-demographic factors and the performance scores on the Raven’s CPM and the BGT. It was concluded that the measures appear to be free of undue influence or bias arising from demographic factors. They were found to be useful psychological measures which should be included in screening processes when identifying children with barriers to learning.

M.A. (Counseling psychology) / The primary objective of this research was to combat and where possible obviate depression amongst young adult females by means of a psycho-educational program developed by the researcher. A secondary objective of the study was to develop a behaviour evaluation questionnaire intended to evaluate perceivable depressive behaviour. In this research a pretest-posttest research design was employed. The sample comprised 50 first year matriculated female students who entered for a youth worker course of the Apostolic Faith Mission of South Africa for 1990. The 50 women were allocated to five groups of 10 each from which three experimental and two control groups were randomly selected. It was anticipated that the psycho-educational program would bring about a statistical significant improvement in the mood and self concept of the experimental group. The Beck Depression Inventory (BDI) and "Ridgard-gedragsevalueringsvraelys" (RGV), the latter completed by a supervisor, were utilized to determine depression amongst the students. The "Adolessente Selfkonsepskaal" (ASKS) of Vrey was also used to evaluate self concept in the groups.

No description available.

Across two experiments I sought to determine the relation between the Imitation developmental cusp and the emulative echoic cusp in preschoolers classified with a learning disability. In Experiment I, the participants were 36 preschoolers selected via a convenience sample, where the goal was to test for relations between the preverbal developmental cusp and foundational learning capability of Imitation, the preverbal and emulative verbal developmental cusps in the participant’s repertoire, and the reinforcement value of age-appropriate toys and activities. Results showed significant correlations between Imitation and conditioned reinforcement for observing adult faces and voices, parroting, echoics, and listener literacy, as well as significant relations between Imitation and conditioned reinforcement for playing with toys, puzzles, coloring materials, and Play-Doh. Findings show that Imitation is either a prerequisite or a corequisite to emulative verbal developmental cusps. Experiment II had two goals. The first was to determine whether educationally classified preschoolers with a disability can emit various imitative responses when the researcher presents instruction through a smart device using the mirror training protocol. The second was to determine whether the echoic behavior and observing responses of the participants would change as a result of undergoing the synchronous mirror training protocol. Results show a functional relation between the acquisition of the verbal foundational Imitation cusp and increases in emission of various imitative responses and emulative echoic responses, across both in-person and virtual conditions.