Treinamento de prestadores de serviço em ABA no pareamento pré-sessão e a preferência de crianças atípicas por três condições de ensino

• Ano de defesa: 2025
• Autor(a) principal: Oliveira, Izabel Cristina de
• 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: Treinamento de prestadores de serviço ABA; Pareamento pré-sessão; Presession pairing; PSP; Preferência; Crianças atípicas; Transtorno do Espectro Autista
• Palavras-chave em Inglês: ABA service provider training; Presession pairing; PSP; Preference; Atypical children; Autism Spectrum Disorder
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45489

Intensive and early interventions based on Applied Behavior Analysis (ABA) may involve many hours of weekly application. Some characteristics of these interventions can reduce children’s engagement in the proposed tasks and increase the occurrence of interfering behaviors. The therapeutic relationship is considered a critical component of success, and presession pairing (PSP) has been highlighted in the literature as a procedure that can increase learners’ cooperation and reduce oppositional behaviors during teaching. The objectives of this study were: (1) to evaluate the teaching of the PSP protocol proposed by Lugo et al. (2017), through instructions and performance feedback to ABA service providers; and (2) to assess the preference of atypical children for three interaction conditions with their therapists: PSP, DTT, and free play. Nine ABA service providers and three atypical children participated in the study. For training therapists in PSP, a nonconcurrent multiple baseline design across participants was used, applying a teaching package with instructions and performance feedback. Children’s preference for the teaching conditions was assessed using a concurrent-chains design with nine trials: in the first six (training), the child was guided to choose the therapist with whom they would interact in one of the three experimental conditions; in the following three (testing), choices were free, and each participant indicated the therapist with whom they preferred to continue interacting. Each therapist was paired with one of the experimental conditions during the six training trials. The results showed that it was possible to teach service providers to apply PSP through instructions and feedback, achieving the proposed criteria. Regarding children’s preference assessment, PSP was the most frequently chosen condition; however, preference for this condition was not consistent across all participants. It is concluded that there is a need to review the training criteria for PSP implementation by service providers and to continue investigating atypical children’s preference for this procedure, as well as to identify and evaluate other repertoires that support the therapeutic relationship