This study searched for teaching conditions for produce and keep repertoire of sentences construction on the active and passive voice, under colors conditional control, in six children that have learning problems at school. The construction of four pairs of sentences (active and passive) under conditional control was taught as a baseline. Then there were repeated tests for emergence of conditional control on the construction of new sentences in active and passive voice, composed by recombinations of the baseline sentences. Finally, a maintenance performance test was applied 45 days after the end of the study. For each pair of sentence, three children were subjected to the training of sequence in the active order followed by the sequence in the passive order, and so on, and the other three children were subjected to the reverse training. All the children learned to construct the baseline sentences under conditional control, requiring more exposition on passive sentences training to reach the learning criteria. In the repeated tests for emergence of conditional control on the construction of new sentences, the number of correct constructions in the active (92,4%) was greater than in the passive (31%), regardless of the teaching order of sentences. In the maintenance test, the performance increased, with 78,9% correct in passive and 80,3% in active. In this study a better performance in the maintenance test was observed in relation to previous studies, suggesting that the training of greater number of baseline sentences is a favoring condition for maintenance of the repertoire.
|
