In teaching monetary conditional discrimination the procedures of matching to sample
(MTS), exclusion and constructed response matching to sample (CRMTS) have proven
effective for economic training and emergency of many new relations derived of the direct
training. However, it is necessary to evaluate different procedures for teaching those
behaviors. Another variable to be investigated about learning of monetary relations is the
importance of the prerequisites. Therefore, the aim of this study is to compare different
procedures for teaching monetary skills to deaf children and check if there was emergence
of new relations without any direct training in children with mathematic prerequisites and
without them. This research was conducted in a Unit of Specialized Education for deaf and
was used a notebook with software (Proler 5.0 for Windows). Three experiments were
programmed. In the experiment 1 six deaf children participated divided into two
experimental groups (with and without mathematical prerequisites). They were taught via
MTS about values in Brazilian Sign Language (LIBRAS) and their relations to: prices
(AB), pictures of coins (AC) and facsimile of Brazilian Real bills (AD), followed by tests
of symmetry and transitivity. Most participants showed emerging of equivalence relations.
Teaching via component-matching-training involved relations between facsimile of
Brazilian Real bills and prices (DB) and facsimile of Brazilian Real bills and pictures of
coins (DC), followed by tests of symmetry, transitivity and generalization (simulation of
buying and selling). There was a difference in performance between the participants in
Groups I and II, which confirm the importance of mathematic prerequisites to learn
monetary relations. In the experiment 2 involving other six deaf children divided into two
experimental groups (with and without mathematical prerequisites). The participants were
exposed to match, in an MTS procedure, values in LIBRAS and: prices (AB), pictures of
coins (AC) and facsimile of Brazilian Real bills (AD), followed by exclusion probes the
same relation with the values untrained. Equivalence tests between prices and pictures of
coins (BC) and inverse (CB) were performed. In exclusion probes in both groups,
conditional relations between monetary values have emerged. In the experiment 3, other six
deaf children (with and without mathematical prerequisites) were taught via CRMTS about
values in Brazilian Sign Language (LIBRAS) and their relations to: prices (AB) and
pictures of coins (AC), followed by testing in symmetrical relations (BA and CA) and tests
between prices and pictures of coins (BC), the inverse (CB), facsimile of Brazilian real bills
and prices (DB), between pictures of coins (CC) and pictures of facsimile of Brazilian real
bills (DD). In tests, in both groups, there was the emergence of conditional relations
between prices and monetary values in LIBRAS (BA) and between pictures of coins and
monetary values in LIBRAS (CA). In general, studies indicate that regardless of the initial
repertoire of the participants there was learning this type of conditional monetary relations
consistent with the training and that the three teaching procedures were equally effective in
teaching monetary conditional relations.
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