The first Speak Good English Movement, SGEM, took place in 2000, and has been organized annually ever since. Speaking a “standard” form of English is considered to bring increased personal power. However, the SGEM wants the Singaporeans to use “standard” English in their private life as well. A decade after the beginning of the campaign, a Speak Good Singlish Movement was started. Based on studies of language and identity, it is understandable why some Singaporeans might feel the SGEM threatens their identity. However, the reactions towards the campaign are mainly positive. For the purposes of this analysis, Twitter messages, Facebook pages, and newspaper articles from The Straits Times were collected. The SGEM has hailed both direct and indirect praise and criticism in both social and traditional media: Five newspaper articles praise the campaign while five criticize it; the results are nine and seven respectively for social media. This thesis looks at reactions towards the SGEM in both social and traditional media, analyzes how these reactions might relate to the ideas of the power of language, its variety and the relation of language and identity.

Made available in DSpace on 2014-07-29T16:10:41Z (GMT). No. of bitstreams: 1 capas_pre_text_karlasuzane.pdf: 170488 bytes, checksum: 1232658868e9bc3e7b012a59d9cdaa3a (MD5) Previous issue date: 2007-09-04 / In the present study, we approach the scholar inclusion and language through a qualitative inquiry, characterized as a study of case. The instruments of collect of used data had been interviews, systematized observations in classroom and dialogues, and also bibliographical research and documents. We choose as the field of research a classroom in the interior of a regular school referred as Inclusive School of Reference (EIR), in the city of Goiânia, which there were registered, among other pupils, two children who had constituted the object of our research, one of them with cerebral paralysis and another one with mental deficiency, both with alteration of speak and language. This school is part of the State Program of Education for the Diversity in an Inclusive Perspective of the Superintendence of Especial Education (PEEDI/SUEE/SEE). The following problem was delineated to be investigated: how do teachers and pupils with alteration of speak and language deal with the inclusion from the implanted inclusive politics? For being tied with the research line Formation and Teaching Professionalization, the study in question had as objective to launch quarrels and to reflect about the inclusion process that is being developed in a school of regular education from its protagonists, so that teachers and specialists can do a work more articulated and integrated regarding to the inclusion of the people with deficiency, over all those with alteration of speak and language. For the study of case a historical treatment to the observed situation was attributed, with effort to understand the current situation of the scholar inclusion and all the dynamics that comes being produced since the politics implanted until the possible repercussion of these in classroom. About the aspect of the language, we performed a course by the socio-historical-cultural and by the psychoanalysis. Our theoretical referencial related to inclusion passed by the quarrels of Marques/UFJF (2000, 2001, 2003); Freitas/UNICAMP 2000,2002);Mantoan/UNICAMP (2001, 2003, 2006); Napoleão Freitas UFSM (2006);Stainback and Stainback (1999) of EUA and Mitller (2003) of England. The inquiry led to the following categories of analysis: conception of inclusion, services of support to the inclusion, pedagogical practice and development of speaks and language. The results pointed to the respect to the practical effects of the educational politics and to the way as the involved agents in education are dealing with the inclusive education. The results had also considered the importance of not only including the pupils in the structure of the inclusive school as well as in the discursive structure of classroom. As we think, this work constitutes a promising beginning of some reflections that are urgent and necessary for the pupils with alteration of speak and language inclusion in the regular schools / No presente estudo, abordamos a inclusão escolar e a linguagem por meio de uma investigação qualitativa, que se caracterizou como estudo de caso. Os instrumentos de coleta de dados utilizados foram: entrevistas, observações sistematizadas em sala de aula e diálogos, e também se fez uso de pesquisas bibliográfica e documental. Escolhemos para a pesquisa de campo uma sala de aula no interior de uma escola regular denominada Escola Inclusiva de Referência (EIR), no município de Goiânia, na qual estavam matriculadas, junto com outros alunos, duas crianças que se constituíram em objeto de nossa pesquisa, uma delas com paralisia cerebral e outra com deficiência mental; ambas com alteração de fala e de linguagem. Esta escola faz parte do Programa Estadual de Educação para a Diversidade numa Perspectiva Inclusiva da Superintendência de Ensino Especial PEEDI/SUEE/SEE). Foi delineado o seguinte problema a ser investigado: como professores e alunos com alteração de fala e de linguagem vivenciam a inclusão a partir das políticas inclusivas implantadas? Por estar vinculado à linha de pesquisa Formação e Profissionalização Docente; o estudo em questão teve como objetivo lançar discussões e refletir sobre o processo de inclusão que vem sendo desenvolvido em uma escola de ensino regular a partir dos seus protagonistas, para que professores e especialistas possam realizar um trabalho mais articulado e integrado no que diz respeito à inclusão das pessoas com deficiência, sobretudo aquelas com alteração de fala e de linguagem. Para o estudo de caso atribuiu-se um tratamento histórico à situação observada, com esforço de compreender a situação atual da inclusão escolar e toda a dinâmica que vem sendo engendrada desde as políticas implantadas até a possível repercussão destas em sala de aula. Quanto ao aspecto da linguagem, fizemos um percurso pela abordagem Sociohistórico-cultural e pela Psicanálise. Nosso referencial teórico em relação à inclusão perpassou pelas discussões de Marques/UFJF (1998, 2001, 2003); Freitas/UNICAMP (2000,2002); Mantoan/UNICAMP (2001, 2003, 2006); Napoleão Freitas/ UFSM (2006); Stainback e Stainback (1999) dos EUA e Mitller (2003) da Inglaterra. A investigação levou às seguintes categorias de análise: concepção de inclusão, serviços de apoio à inclusão, práticas pedagógicas e desenvolvimento de fala e de linguagem. Os resultados apontam para os efeitos práticos das políticas educacionais e para o modo como os agentes em educação envolvidos estão se posicionando frente à educação inclusiva. Os resultados também consideraram a importância de se incluir os alunos não somente na estrutura da escola inclusiva como também na estrutura discursiva de sala de aula. A nosso ver, este trabalho se constitui em um início promissor de algumas reflexões que se fazem urgentes e necessárias no que se refere à inclusão de alunos com alteração de fala e de linguagem nas escolas regulares

À la Réunion, le créole et le français cohabitent dans un même espace linguistique avec un mode spécifique de variation. Selon bon nombre de linguistes, renvoyant au vieux modèle de la diglossie, il existerait deux variétés de créole qui s'organiseraient selon leur proximité avec le français, la basilectale (dite éloignée du français) et l'acrolectale (réputée plus proche du français). Dans l'ensemble de la communauté, la définition de dialectes nets et le cloisonnement linguistique n'apparaissent donc pas toujours de manière saillante. Ce que certains ont appelé la « décomplexification » de la tension diglossique s'est en fin de compte effectuée dans un laps de temps assez court compte tenu de l'urbanisation croissante et de l'arrivée massive des moyens de communication de masse. Un cadre citadin en pleine construction, de nouveaux rapports entre segments sociaux, des types de contact inédits entre générations, l'influence croissante des outils médiatiques dans le paysage local, une considération inattendue pour la parole sérieuse, artistique et prestigieuse proférée en créole tendent à modifier l'expression des aînés et la réception des plus jeunes. Au fond, un constat s'impose aujourd'hui, c'est que traitant du créole et du français, l'on ne peut plus parler de systèmes linguistiques discrets et autonomes qui se départiraient l'un de l'autre, selon une frontière nette et harmonieuse. Le gauchissement du français dans les pratiques langagières quotidiennes des locuteurs créoles entraîne alors des difficultés descriptives pour les linguistes qui ne parviennent plus à classer ce qui appartient au créole ou au français. Ainsi, au vu d'une pluralité de lectes entre deux pôles linguistiques, nous adoptons le concept de macro-système mis en évidence par une jolie forme macaronique et assumée : l'interlecte. Intégrant des angles d'approche variés, nos travaux n'ont pas pour prétention d'apporter toutes les réponses que suggèrent les problématiques qui gravitent autour des « parlers jeunes ». Nous nous proposons d'analyser des mots, des locutions, des expressions, des énoncés que nous entendons dans la bouche des jeunes et à la radio, que nous lisons dans des textes artistiques et sur les écrans des réseaux sociaux. Dès lors, après avoir tenté une saisie complexe et diversifiée de ce matériau, nous soumettons ces mots ou expressions à analyse afin de dégager le sémantisme le plus large et le plus nuancé possible, tout en analysant des structures syntaxiques caractéristiques, notamment l'usage des auxiliaires verbaux, des pronoms ou des prépositions. / In Réunion island, the Creole and French cohabit in the same linguistic space with a specific mode of variation. According to a good amount of linguists, returning to the old model of the diglossy, there would exist two varieties of Creole which would be organized according to their proximity with French, the basilectale (known as far away from French) and the acrolectale (famous nearer to French). In the whole of the community, the definition of dialects Nets and the linguistic bulk-heading thus do not appear always in a projecting way. What some called the “decomplexification” of the diglossic tension is in the final analysis carried out in a period of time enough runs taking into account the increasing urbanisation and of the massive arrival of the means of communication of mass. A town framework in full construction, new relationship between social segments, of the new types of contact between generations, the increasing influence of the media tools in the local landscape, an unexpected consideration for the serious, artistic and prestigious word uttered in Creole tend to modify the expression of elder and the reception of young people. At the bottom, a report is essential today, it is that dealing with the Creole and of French, one cannot speak any more about discrete and autonomous linguistic systems which would separate one of the other, according to a clear and harmonious border. The warping of French in the daily linguistic practices of the creole speakers then involves descriptive difficulties for the linguists who do not manage any more to classify what belongs to the Creole or to French. Thus, within sight of a plurality of lectes between two linguistic poles, we adopt the concept of macro-system highlighted by a pretty macaronic and assumed form: the interlecte. Integrating varied angles of incidence, our work does not have as a claim to give all the answers which the problems suggest which revolve around the “young speeches”. We propose to analyze words, phrases, expressions, statements which we hear in the mouth of the young people and with the radio, that we read in artistic texts and on the screens of the social networks. Consequently, after having tried a complex and diversified seizure of this material, we subject these words or expressions to analysis in order to release the broadest semantism and most moderate possible, while analyzing characteristic syntactic structures, in particular the use of the verbal auxiliaries, pronouns or prepositions.

Made available in DSpace on 2017-06-01T18:25:01Z (GMT). No. of bitstreams: 1 josinaldo_monteiro_tavares.pdf: 656008 bytes, checksum: 89c2cbeaeec5de865e69e9245867d65b (MD5) Previous issue date: 2015-06-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this research is to answer the question how prayer, as linguistic utterance, has curative effectiveness. Knowing why the benzedura rite attached to pray makes operational the therapeutic healing of cultural origin illnesses. And in that case, the cure of diseases caused by the spell, such as evil eye, weakness, brokenness, stickleback fallen, and others. In order to answer these questions, this research is founded on the work How to do things with words, which gave birth to theory of speech acts of John Austin (1962), and whereby the act of "saying is doing." According to John Austin's theory, in fact, the symbolic effects of prayer are related to the ritual of prayer and faith, which produce healing through prayer ritual that is performed by traditional healer, and those who seek them and believe in her ritual. Notwithstanding this theory was further developed by John Searle (1969) with the work Speech Acts. Even so this theory of speech acts was flawed; this is why it was expanded to deal with the various types of linguistic acts whether constative or performative; so all speech acts have an illocutionary force. That is, the speech acts in the new pragmatic are all performatic acts (happy or unhappy according to Austin). The performance of language in this new pragmatic was conceptualized by several authors as Derrida, Rajagopalan, and Paul Ottoni, among others. In this new pragmatic performance of the language which was conceptualized initially by Austin and later by several authors as Derrida, Rajagopalan, Paul Ottoni, among others. In fact, the performativity of language is what determines through locutionary act. In performativity (speech-action), the subject (self), to perform an act of specific speech is not enough by himself to perform the action, but only if he is the right guy for this. It is therefore with this in mind that this investigation will chase to apprehend the symbolic effectiveness of prayer. As such this paper aims to identify the symbolic effects of prayer on the suffering client, from the perspective of 'symbolic effectiveness' of Lévi- Strauss, in accordance with the performativity of Austin; namely the prayer is a performatic speech act, so it is an act of effectively speech against socially bounded diseases (diseases arising spell). John Austin's theory points out that, in fact, the symbolic effects of prayer are related to the ritual of benzedura and faith, and they produce healing, which it is achieved by the action of rezadeiras . The methodology used in this study was the systematic or bibliographical review, which has as its premise set up a survey of the state of art in pragmatic. Finally, a holistic health perspective, the prayer can be used as complementarity between therapeutic approaches with a different logic such as biomedicine, among others. The prayer as symbolic efficacy is a healing instrument used by rezadeiras (Brazilian women healers) as a result of the northeastern Brazilian culture. It should and can be used according to the sociocultural context. Indeed, what it should be done is to align these two systems because both are products of Brazilian culture and all take care of healthcare of the people. / O objetivo desta investigação é responder como a prece (oração ou reza), na qualidade de enunciado linguístico, tem eficácia curativa. Saber o porquê de o rito da benzedura apensa à reza operacionaliza a cura terapêutica de males de origem cultural, tais como mau-olhado, quebranto, espinhela caída, e outras. Para responder a essas indagações, esta pesquisa se fundamenta na obra How to do things with words, a qual deu origem à teoria de atos de fala de Austin (1962/1990) e divulgada, posteriormente, por John Searle (1969) com a obra Speech Acts. Mesmo assim esta teoria dos atos de fala apresentava imperfeições. Por isso a teoria dos atos de fala foi ampliada para dar conta dos diversos tipos de atos linguísticos sejam eles constatativos ou performativos; assim, todos os atos de fala têm uma força ilocucionária. Ou seja, os atos de fala na nova pragmática são todos performáticos (felizes ou infelizes, conforme Austin). Nesta nova pragmática, a performance da linguagem foi conceituada, inicialmente, por Austin e, posteriormente, por diversos autores como Derrida, Rajagopalan, Paulo Ottoni, dentre outros. De fato, a performatividade da linguagem é o que a determina através do ato locucionário. Na performatividade (fala-ação), o sujeito (self), ao realizar um ato de fala específico, não é suficiente sozinho de realizar a ação, mas tão somente se ele for o sujeito adequado para isto. Portanto, é nesta perspectiva que esta investigação perseguirá apreender a eficácia simbólica da reza. Assim sendo, este trabalho objetiva identificar os efeitos simbólicos da reza sobre o padecente-cliente, sob o olhar da eficácia simbólica de Lévi-Strauss, em consonância com a performatividade de Austin; ou seja, a reza é um ato de fala performático, logo é um ato de fala eficaz contra doenças delimitadas socialmente (doenças originadas de feitiço). Sob a perspectiva da teoria de John Austin, os efeitos simbólicos da reza estão relacionados ao ritual da benzedura e à fé, e que produzem cura, a qual é concretizada pela ação das rezadeiras. A metodologia empregada neste estudo foi a da revisão sistemática ou bibliográfica, que tem como premissa estabelecer um levantamento do estado da arte na pragmática. Enfim, numa perspectiva holística de saúde, a reza pode ser usada como complementaridade entre práticas terapêuticas com lógicas diferentes - biomedicina. A reza como eficácia simbólica é um instrumento de cura usado pelas rezadeiras como fruto da cultura nordestina, deve e pode ser usada conforme o contexto sociocultural. De fato, o que se deve fazer é harmonizar esses dois sistemas, pois ambos são produtos da cultura brasileira e todos cuidam da saúde do povo.

Det finns få studier som har undersökt gymnasielevers muntliga deltagande i ämnet samhällskunskap. Den här uppsatsens syfte är således att undersöka gymnasieelevers upplevelse av att svara på samhällskunskapslärares frågor. I tidigare forskning har främst observationer och elevintervjuer använts som metod för att undersöka gymnasielevers muntliga deltagande. Den här undersökningen kommer istället att genomföras med hjälp av enkäter med både flervalsfrågor och fritextfrågor. De 80 deltagande eleverna fick svara på totalt sju frågor om deras muntliga deltagande i ämnet samhällskunskap. Resultatet visade tydliga skillnader mellan könen, generellt anser sig pojkar vara mer muntligt aktiva i jämförelse med hur flickorna upplever sitt muntliga deltagande. Det finns också skillnader mellan könen när det gäller bakomliggande faktorer till varför man inte svarar på lärarens frågor. Flickornas vanligaste anledning till att de inte svarar på lärarens frågor är obehaget kring att prata inför grupp. Pojkarna uppger att ork och motivation är den vanligaste anledningen till uteblivna svar. Resultaten visar också att fler faktorer än kön spelar roll, såsom betyg och trygghet i gruppen. Slutsatsen är därför att kön och dess könsmönster är en avgörande faktor till elevers muntliga deltagande, men det finns fler orsaker till att elever väljer att vara tysta på samhällslektionerna. / There are few studies exploring high school students’ oral participation in the classroom. This essay aims to cover these gaps by exploring why high school students do not answer their teacher’s questions in class. In previous studies, observations and student interviews have mainly been used as method to explore high school students’ oral participation in the classroom. Thus, this essay will instead be based on surveys including both multiple choice questions and free text questions. The 80 students who participated in the survey were asked to answer seven questions in total regarding their oral participation during lectures of society knowledge. The result showed significant differences between the sexes, in general do boys perceive themselves as more orally active in the classroom compared to how girls perceive themselves. Further, there are differences between the sex regarding the reasons to why the students are not answering the teacher’s questions. The most common reason for why girls do not answer the teacher’s questions is a perceived discomfort when talking in front of a group. The most common reason why boys are not answering the teacher’s questions is due to lack of commitment and motivation. The result also shows more factors than just the sex affects the oral participation, for example the grades and the perceived level of trust within the group. Finally, the conclusion is made that sex and gender stereotypes is a crucial factor to the quantity of students’ oral participation in classroom, however there are more reasons as well to why students stay silent.

The use of music for healing is ubiquitous in every human community. Music Therapy, however, as the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional, may not share the same pervasive prevalence in human society. This study explored how a culturally-sensitive music therapy process may be designed among baTonga of Mazabuka, particularly in relation to the participants’ existing understandings of masabe (musical healing ritual) Participants' perceptions of musical healing rituals of masabe were explored through focus groups, as well as, if the participants were amenable, to the use of musical healing rituals. We then designed a music therapy session together. The participants expressed delight at their involvement in the study as it communicated interest in their lives. The study affirmed their worldview and how that could be incorporated into wellness responses associated with their community. The study found that baTonga rely on musical healing rituals as they are aligned to their relational cosmology and accommodates their perceptions of wellbeing. BaTonga ritual music is rich in symbolism and imagery. Because buTonga personhood might be experienced at the intersection of the individual and the community, and at the intersection of the individual, the community and the natural environment, this study found that music therapy here would benefit from drawing on ecologically-informed community music therapy approaches. A music therapist’s role in buTonga may be seen similarly to how the role of a mun’ganga (an afflicted shamanic healer) is perceived in the community. The study argues that there is indeed a place for culture-centred, culturally sensitive and inclusive anti-oppressive music therapy among BuTonga. This research study contributes to the ongoing conversation about evolving meanings, theories, approaches and practices of music therapy. / Dissertation (MMus)--University of Pretoria, 2019. / Music / MMus / Unrestricted

<i>Bacchus, Vulcan and Metis walk into a bar . . .</i> The following dialogues took place beginning in January of this year. In a series of investigations through drawing, physical constucts and research, the project began to take shape. With the help of Bacchus, Vulcan and Metis, the building was given a body of its own. Ideas of the way a building ages, as well as the way the parts of the building relate to the whole, are the basis of the thesis. The building is a sort of beast with two heads: the foundry, and the speak-easy [with cunning navigating the straits]. / Master of Architecture

The purpose of this paper is to investigate what pupils who study Spanish as a foreignlanguage in the senior level of the nine year compulsory school, think about how theylearn to talk Spanish. What is their opinion about what it takes to be able to speak andcommunicate in Spanish? And what type of exercises do they prefer? This paper alsoaims at investigating if the pupils understand the importance of reading, writing andlistening to as much Spanish as possible if they want to be good at talking Spanish. Inour investigation are we using the Common European Framework of Reference forlanguages: Learning, Teaching, Assessment (CEFR) and other theories that supporttheir conclusions. A quantitative method is applied, a questionnaire is given to 108students in the seventh, eighth and ninth grade in a school in the southern part ofSweden.The results of the questionnaire have shown that when it comes to learn to talkSpanish the pupils believe most in practicing talking in Spanish. 72% of the pupils haveanswered that they agree completely with this assertion. They also understand theimportance of the teacher speaking Spanish during class, 58% completely agree that thisis important. Talking Spanish is classed as output, and listening to the teacher talkingSpanish goes under the term input. The type of activity that they prefer when they talkSpanish is to talk in small groups with friends/classmates, 38% of the pupils think thatthis is the best method. The activity that they prefer the least is to make presentations infront of the class (11%). We have also calculated by using Fisher´s exact test if there isa connection between how they have answered the questions and their age and gender.In only one case was there a connection with statistical certainty. The test showed thatwhen it comes to speaking when everyone is listening, the girls are those whoexperience it hardest to do.

1 Abstract This diploma introduces three alternative methods taught in the study of foreign languages - a method of suggestopedy, Nepustil's method and the Act and Speak method. The purpose of this work is to approach the methods from a historical and methodological perspective. The main focus is aimed at inspections of alternative schools, supplied with student's questionnaires and the visual material from classes. The theoretical part discusses methods from a historical perspective, the progress and presentation of grammar and learning material. Furthermore introducing the basic concept and features of alternative methods with the posibility of applying them during the teaching of Czech language for foreigners. The practical part introduces research made up of inspections at alternative schools along with interviews with founders and successors of these methods. As analysis of the questionnaires that explore the opinions and awareness of teachers about the effectivity and usefulness of untraditional methods in teaching is also a part of it. Practical inspections and conclusions based on the results of questionnaires showed the Act and Speak method to be the most beneficial method. The practical part concludes by presenting other activities for teaching Czech for foreigners that are based on those...

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-04-25T19:59:27Z No. of bitstreams: 1 VILKER NASCIMENTO BEZERRA DE AQUINO.pdf: 1061474 bytes, checksum: c2f92049892fb70ce20131143b2fd9f6 (MD5) / Made available in DSpace on 2017-04-25T19:59:27Z (GMT). No. of bitstreams: 1 VILKER NASCIMENTO BEZERRA DE AQUINO.pdf: 1061474 bytes, checksum: c2f92049892fb70ce20131143b2fd9f6 (MD5) Previous issue date: 2017-03-13 / This study aimed to evaluate the control exercised by antecedent and consequent events that controlled the behavior of inability to speak in public of two students, one female, 17 years old, and the other male, 15 years old. For evaluation, the functional assessment process was used by indirect observation, in which the functional evaluation interview was applied, direct observation of its behavior at various moments in the institution and functional (experimental) analysis. The functional analysis involved the manipulation of environmental events in four main conditions: attention, demand, alone and control. The attention condition was subdivided into: (1) attention-exhortation, (2) attention-direct eyeto- eye contact, and (3) attention-disapproval for P1, and for P2 Eye to eye, (2) attentionexhortation, and (3) attention-contrast. The results showed that for the two participants there was a greater register of problem behaviors in the attention conditions and their subconditions and demand, in comparison to the conditions alone and control. These results demonstrate that these behaviors were maintained by sources of positive and negative reinforcement in both cases. The objective of this study was to treat participants' problem behaviors. Treatment with the use of verbal instruction modeling was used and, after differential reinforcement of alternative behaviors combined with extinction, it was possible to reduce inappropriate behaviors and to increase appropriate behaviors. For the control of the procedures was used the design of alternate treatments of the ABC type followed by follow-up. As a result of treatment there was a significant reduction in the frequency of inappropriate behaviors in both techniques employed and in both participants, in addition to increasing the frequency of appropriate behaviors. It was possible to reach the objectives of this study, proving, as well as in others existing in the literature, that through the application of behavioral analysis strategies, it becomes possible to increase the frequency of appropriate behaviors in adolescents who are inability to speak in public. / Este estudo teve como objetivo avaliar o controle exercido pelos eventos antecedentes e consequentes que controlaram o comportamento de inabilidade para falar em público de dois estudantes, uma do sexo feminino, de 17 anos, e outro do sexo masculino, 15 anos. Para avaliação utilizou-se de estratégias do processo de avaliação funcional por observação indireta, em que foi aplicada a entrevista de avaliação funcional, observação direta de seus comportamentos em vários momentos na própria instituição e análise funcional (experimental). A análise funcional envolveu a manipulação de eventos ambientais em quatro condições principais: atenção, demanda, sozinho e controle. A condição atenção foi subdividida em: (1) atenção-exortação, (2) atenção-contato direto olho a olho e (3) atenção-desaprovação para P1, e para o P2 utilizou-se das subcondições (1) atençãocontato direto olho a olho, (2) atenção-exortação e (3) atenção-contraposição. Os resultados mostraram que para os dois participantes houve maior registro de comportamentos-problema nas condições de atenção e suas subcondições e demanda, em comparação às condições sozinho e controle. Estes resultados demonstram que estes comportamentos foram mantidos por fontes de reforçamento positivo e negativo em ambos os casos. Objetivou-se ainda tratar os comportamentos-problema dos participantes. Foi empregado tratamento com o uso de modelação com instrução verbal e, após o reforçamento diferencial de comportamentos alternativos combinado com extinção, sendo possível reduzir os comportamentos inapropriados e aumentar os comportamentos apropriados. Para o controle dos procedimentos foi usado o delineamento de tratamentos alternados do tipo ABC seguido por follow-up. Como resultado do tratamento houve importante redução da frequência dos comportamentos inapropriados em ambas as técnicas empregadas e em ambos os participantes, além da elevação da frequência de comportamentos apropriados. Foi possível alcançar os objetivos deste estudo, comprovando, assim como em outros existentes na literatura, que através da aplicação das estratégias da análise do comportamento, torna-se possível aumentar a frequência de comportamentos apropriados em adolescentes que apresentem inabilidade para falar em público.