Procedimientos para establecer la "correspondencia decir-hacer". Un análisis de sus elementos y problemas pendientes.

Abstract

Say-Do Correspondence describes a type of behavior in which there is a correspondence between what a person says "he/she will do and what he/she actually does, and viceversa. In the literature, there are some types of procedures to train correspondence behavior. These procedures have important conceptual and practical implications. This paper describes the different procedures in the literature under the umbrella of the Say-Do and Do-Say Correspondences, differentiating those which imply to say in an affirmative way (I´ll do ...) and negative (I will not do ...). This procedures are: a )differential reinforcement of say-do correspondence; b)differential reinforcement of show (nonvocal say)-do correspondence; c)reinforcement of correspondence with negative (response cost) for the lack of correspondence; d)reinforcement set-up upon report; e)immediate reinforcement of intermediate (prerequisite) behavior; f) reinforcement set-up upon intermediate behavior; g) differential reinforcement of do-say correspondence; h) differential reinforcement of say-do-say correspondence; i) differential reinforcement of say-do-description correspondence and j)some of them described before using the verbalization in an negative way. Common properties among all the Say-Do procedures appearing in the literature are described specifying conceptual-methodological problems. The main common property among the correspondence training procedures is that a subject says something and only is reinforced if he/she do what he or she said (say-do), or the reinforcement is delivered only if the subject says what he or she did. A relevant problem is the variability between results coming from studies. Some of the variables to give an account of the variability found are: no explicit differences between procedures, differences in initial repertories of subjects, and the application of reinforcement at different points of the say-do correspondence chain. The applied goals of these procedures are described and discussed too. Some of them are to promote a wide variety of desirable behaviors in young children, adolescents and retarded children and adults. These behaviors are, for example, toy play, in seat, on task good posture, hand raising social initiations, completion of academic tasks. Other applied goals are to reduce undesirable behavior inc1uding thumb sucking, out of seat or other disruptive behaviors.