Banca de DEFESA: MONISE GLAUCE DA SILVA BRASILEIRO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MONISE GLAUCE DA SILVA BRASILEIRO
DATE: 20/03/2026
TIME: 09:00
LOCAL: Sala de Atos FE1
TITLE:

THE TEACHING OF MATHEMATICS MEDIATED BY STIMULUS EQUIVALENCE IN CHILDREN WITH AUTISM SPECTRUM DISORDER IN THE CLINICAL CONTEXT

KEY WORDS:

Autism Spectrum Disorder; Stimulus Equivalence; Mathematics Teaching; Inclusion and Clinical Settings

PAGES: 118
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study analyzed the teaching of basic mathematical concepts to children with Autism Spectrum Disorder (ASD) through Stimulus Equivalence in clinical settings in the Federal District. The general objective was to investigate how this pedagogical intervention occurs, with specific objectives of contextualizing Inclusive Mathematics Education, presenting historical aspects of ASD and Applied Behavior Analysis (ABA), describing teaching through stimulus equivalence, and mapping the practices adopted by therapists. The research adopted a qualitative, exploratory, and descriptive approach, using a literature review, analysis of clinical protocols, and semi-structured interviews with four psychopedagogists experienced in ABA. Data were analyzed using the content analysis technique. The results indicated that teaching through stimulus equivalence promotes the formation of efficient relational classes, encompassing reflexivity, symmetry, and transitivity. The interventions employed various materials, such as laminated cards, manipulable blocks, and digital resources, prioritizing conditional relations through the Matching-to-Sample procedure, with progression from concrete to symbolic representations. The participants’ profile revealed female professionals with a mean age of 35 years and specific training in ABA. It was observed that clinical routines present convergent practices combined with a certain degree of methodological flexibility. The psychopedagogists demonstrated conceptual mastery of Stimulus Equivalence and reported advantages such as rapid generalization of learning, functional understanding of mathematical concepts beyond mechanical memorization, and greater precision in data collection. Challenges included material logistics, control of accidental stimuli, and difficulties in extending interventions to family and school contexts. It is concluded that Stimulus Equivalence, grounded in ABA, constitutes an effective strategy for inclusive mathematics teaching, contributing to cognitive autonomy and the inclusion of children with ASD

COMMITTEE MEMBERS:
Externa à Instituição - MARIA BETHANIA SARDEIRO DOS SANTOS - UFG
Interna - 1251307 - EDVONETE SOUZA DE ALENCAR
Presidente - 1077549 - GERALDO EUSTAQUIO MOREIRA
Externo à Instituição - Weberson Campos Ferreira - SEEDF