O uso do Assessment Basic Learning Abilities Revised (ABLA-R) como ferramenta para adequação do PEI: um treinamento a professores

• Ano de defesa: 2024
• Autor(a) principal: Amaral, Valquiria Pucu Wollmann do
• Orientador(a): Azoubel, Marcos Spector
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Psicologia Experimental: Análise do Comportamento
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: Brasil
• Palavras-chave em Português: Educação especial; ABLA-R; Treinamento de professores; PEI
• Palavras-chave em Inglês: Special education; ABLA-R; Teacher training; PEI
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/42215

Several studies mention that adapting tasks and curricula are among the greatest difficulties faced by teachers who teach students with moderate or severe learning difficulties. The initial assessment of the student repertoire is one of the essential conditions for teaching planning. Repertory assessment tools are often used by behavior analysts who work with people with developmental disorders. The Assessment Basic Learning Abilities Revised (ABLA-R) protocol was originally designed to help teachers assess the discriminative repertoire. Six teachers who work directly with students with learning disabilities were subjected to a training program adapted from the research by Comessanha and Souza (2021) for the accurate application of ABLA-R. There were gains in repertoire, but most teachers did not meet the acquisition criteria. It was also the object of the present study to evaluate whether the training would expand knowledge about the theory that underpins ABLA-R and whether it would increase assertiveness in relation to the selection of teaching targets compatible with the tested level of students with learning difficulties. The results suggest that there was no relationship between training in the application of ABLA-R and the acquisition of theoretical repertoire or increased assertiveness in the selection of pedagogical target