Sometimes, changes in consequences are accompanied by a clear stimulus change explicitly arranged by the experimenter. Other times when new consequences are in effect, there is little or no accompanying stimulus change explicitly arranged by the experimenter. These differences can be seen in the laboratory as multiple (signaled) schedules and mixed (unsignaled) schedules. The current study used college students and a single-subject design to examine the effects of introducing signaled and unsignaled schedules, and the transitions between them. In one phase, a card was flipped from purple to white every time the schedule was switched from VR-3 to FT-10. In another phase, the schedule still changed periodically, but the card always remained on the purple side. Results showed that the participants' responding was controlled by the schedule of reinforcement, by the color of the card, or both. These results suggest that changes in patterns of reinforcement lead to changes in stimulus control. In addition, the stimulus control for a behavior can come from several different sources. During teaching, it may facilitate the development of stimulus control to change the environment when a new behavior is required.

Indirect assessments are widely used to identify environmental factors that may be manipulated or integrated in the development of direct assessments and behavior interventions for individuals with developmental disabilities. To date, there are no indirect assessments that can be used to evaluate the extent to which children who engage in problem behavior wait to receive reinforcement. However, there are effective behavior interventions to increase waiting. A treatment package consisting of functional communication training (FCT) and schedule thinning (i.e., multiple schedules) has been identified as an effective intervention to increase waiting in children who engage in problem behavior maintained by social contingencies. Nonetheless, in studies in which a schedule thinning procedure has been used, the terminal waiting durations are typically selected arbitrarily. Therefore, we conducted three studies to evaluate the use of an indirect assessment to increase waiting within an FCT and schedule treatment package in children with developmental disabilities. The purpose of Study I was to develop the Waiting Assessment Interview Tool (WAIT) to obtain current waiting durations for subjects who engaged in problem behavior maintained by social contingencies. The purpose of Study II was to complete the WAIT with caregivers and behavior service providers and to compare their results to a latency functional analysis (FA) conducted with all children. Finally, the purpose of Study III was to use the WAIT completed by informants to systematically individualize the initial component durations used during the schedule thinning procedure. A second purpose was to use the informants’ preferred waiting times as final waiting targets for all subjects.

[pt] A presente tese investiga a multimodalidade em interações sinalizadas, em aulas via Google Meet. Os objetivos principais são descrever e analisar os aspectos verbais e não verbais da Libras. Este estudo está alinhado com as bases teóricas da Análise da Conversa (AC), da Sociolinguística Interacional (SI) e da Linguística Aplicada (LA). Esta pesquisa é de natureza qualitativa e utiliza a Análise da Conversa Multimodal como teoria e método. Utiliza a sequencialidade como teoria e, também, como categoria analítica. Os princípios da sequencialidade auxiliaram na compreensão das ações conjuntas construídas pelos surdos, em aulas virtuais. Os dados apresentados foram gerados de setembro a dezembro de 2020, nos encontros virtuais entre professor surdo e estudantes surdos que participam de um projeto de extensão situado na Zona da Mata Mineira. Para fins de transcrição e de análise de dados, adotaram-se critérios capazes de abarcar a interação multimodal em línguas sinalizadas. Então, utilizaram-se princípios da Tradução Audiovisual para se poder descrever as ações em Libras, aliando-se aos critérios de transcrição multimodal. Através da análise sequencial de turnos de fala, compreendem-se os diferentes enquadres presentes nas aulas virtuais sinalizadas. Nota-se que os aspectos multimodais presentes na interação dão a clave da interação, mostrando contextualmente qual ação os participantes estão performando momento a momento. Assim, as diferentes ações performadas em sala de aula, como a brincadeira, a narração, a explicação, mostram os papéis institucionais presentes nas aulas. Em alguns momentos, as relações tornam-se mais assimétricas, em outros, mais simétricas, dependendo das ações que os participantes estão performando. A compreensão desses significados interacionais só é possível quando conseguimos analisar a situação social como um todo, considerando os aspectos linguísticos, gramaticais, prosódicos, materiais e gestuais presentes nos turnos de fala, ou turnos sinalizados. Ao se olhar para os gestos presentes na Libras, é possível contribuiem mais r uma maneira de m se compreender o para o campo da Linguística Aplicada, pensando b aplicação no campo educacional, pensando abarque a experiência linguística que o surdo possu escolar institucional. / [en] This thesis investigates multimodality in signaled interactions, in classes given through Google Meet. The main objectives are to describe and analyze verbal and non-verbal aspects of Libras. This study is aligned with theoretical bases of Conversation Analysis (CA), Interactional Sociolinguistics (IS) and Applied Linguistics (AL). This research is qualitative in nature and uses Multimodal Conversation Analysis as theory and method. Uses sequentiality as a theory and also as an analytical category. The principles of sequentiality helped to understand the joint actions built by the deaf, in virtual classes. The data presented was generated from September to December 2020, in virtual meetings between deaf professor and deaf students who participate in an extension project located in Zona da Mata Mineira. For transcription and data analysis, criteria capable of encompassing multimodal interaction in signed languages were adopted. Then, principles of Audiovisual Translation were used to be able to describe the actions in Libras, allied to the criteria of multimodal transcription. Through sequential analysis of speech turns, different framings present in the signed virtual classes are understood. It is noted that the multimodal aspects present in the interaction give the key to the interaction, contextually showing which action the participants are performing moment by moment. Thus, different actions performed in the classroom, such as game, narration, explanation, show the institutional roles present in classes. In some moments, relationships become more asymmetrical, in others, more symmetrical, depending on the actions that participants are performing. Understanding these interactional meanings is only possible when we are able to analyze the social situation as a whole, considering linguistic, grammatical, prosodic, material and gestural aspects present in speech turns, or signed turns. When looking at the gestures present in Libras, it is possible to contribute to the field of Applied Linguistics, thinking of another way of understanding deaf bilingualism. There are also possibilities of application in educational field, thinking about educational policies that cover linguistic experience that the deaf has before going to the institutional school space.