A caracterização da prestação de serviços de analistas do comportamento na capacitação parental de pais de crianças com transtornos do neurodesenvolvimento

• Ano de defesa: 2024
• Autor(a) principal: Chagas, Wederson Daniel
• 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: Análise do comportamento; Capacitação parental; Intervenção precoce; Prestação de serviços; Transtornos do neurodesenvolvimento
• Palavras-chave em Inglês: Behavior analysis; Early intervention; Neurodevelopmental disorders; Parental training; Service delivery
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/42219

Early Intensive Behavioral Intervention (EIBI) is the most recommended behavioral treatment approach for Neurodevelopmental Disorders, characterized by direct child-centered intervention and the training of individuals involved with the child. Applied literature provides evidence of the effectiveness of parental training programs and the challenges encountered during their implementation. Recognizing the distinction between the service provision area in behavior analysis and applied research, the aim was to investigate potential control variables involved in the planning, execution, and completion of a parental training program conducted in private clinics offering early intensive behavioral intervention for children with neurodevelopmental disorders. Thirty-three participants completed a questionnaire consisting of 44 questions regarding service providers' characteristics and the planning and execution phases of parental training programs for parents of children with developmental disorders. Among the main findings, it was identified that most therapists have a background in psychology, with a predominance of master's and doctoral degrees (who serve as supervisors). Professionals reported being responsible, on average, for 11 to 25 cases and working in an outpatient setting. The majority of participants reported not studying parental training during their undergraduate or specialization programs, needing to pursue additional courses. Most participants reported planning the service delivery individually, with an indefinite number of sessions, dividing training between practical activities and theoretical-conceptual teaching, using evidence-based teaching procedures. Participants mostly believed that parents' history of prior unsuccessful attempts to seek help is one of the major obstacles to engagement in activities, and family-related issues such as marital abuse and lack of support at home are the major barriers to completing the training program, along with the high response cost associated with the proposed parental training activities. Participants reported planning session topics before knowing the audience that will be treated, and although evaluation of learning, maintenance, and generalization of taught skills is planned, it often does not occur, and when it does, it is done through obtaining verbal reports from participants. It was discussed that economic contingencies may impact the analyzed parental training services, hindering broader access to such services for the population