出版社：Universidade Federal do Parana̧, Departamento de Psicologia
摘要：This study verified if teacher’s (P1) exposure to a video of their own Portuguese language lesson andto researchers’ functional descriptive assessment models would aid in the learning of behavioralrepertoires that define this kind of functional assessment. In Phase 1, Portuguese language classestaught by P1 on two didactic units (DU 1 and DU 2) were recorded and P1 was exposed to interviewabout DU 1 classes in the absence and in the presence of the DU 1 video. In Phase 2, P1 is exposed tothe researchers’ functional descriptive model about DU 1 classes. Following that, the DU 2 videoswere showed and P1 was asked to make a functional descriptive assessment model about the DU 2video. After, P1 came into contact with researchers’ functional descriptive model of DU 2 classes.Finally, in Phase 3, DU 3 Portuguese language classes were recorded and P1 was exposed to the samePhase 1 questions. In the absence of DU1 and DU 2 video recorded classes, P1 early teachingrepertoires stressed oral without knowledge about possible stimulus control relations in P1 classes. P1teaching strategies in Phase 3 were related to past researchers’ functional interpretative models.Learning limitations about behavioral repertories used to make functional descriptive assessment wererelated with characteristics of the procedures adopted.
