Researches between Audiology and Behavior Analysis have investigated relations between listening and speaking by people with pre-lingual deafness and users of cochlear implants. Previous studies demonstrated that strengthening of verbal relations in reading increases the accuracy in oral naming, due to the control relations shared between equivalent stimuli (spoken word, text and figure). Researches involving sentences as units of analysis suggested the potential of teaching procedures to promote oral production accurate and productivity of verbal relations, from a minimum set of sentences taught. These studies are recent and preliminary results suggest the possibility of more systematic research to explore teaching procedures and content aiming at the proposing a curriculum that establishes a solid repertoire of oral production of sentences in this population. The present study aim to contribute in this direction, with two studies. In Study 1, will be analyzed the effects of two teaching procedures (teaching by exclusion and fading out of visual component of sample) about the speed of learning of relations between dictated sentences and figures; will follow of teaching construction of sentences by dictated control, tests of emergence of auditory comprehension, of naming of actions figures; and of recombinatives repertories. In Study 2, the teaching procedure that to show greater efficacy in Study 1 will be used in teaching of relations three sets of sentences (dictated, written and the corresponding figures). It will be used a multiple baseline design between sets to evaluate efficacy in teaching and promotion of emerging performances. The use of three sets simulates a small teaching module that will subsidize a the construction of a curriculum more extensive to promote auditory comprehension in level of sentences and generate intelligible speech in corresponding units the target population.
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