Revisão sistemática de trabalhos na interface: análise do comportamento e intervenções educacionais com alunos TEA

• Ano de defesa: 2021
• Autor(a) principal: Freiberger, Francielli Pereira Gozzi
• Orientador(a): Rodrigues, Maria Ester
• Banca de defesa: Rodrigues, Maria Ester , Moura, Cynthia Borges de , Ferrari, Isadora Peresi , Zanardini, Isaura Monica Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: TEA; Análise do Comportamento; Formação de Professores; Educação Especial
• Palavras-chave em Inglês: ASD; Behavior Analysis; Teacher training; Special education
• Área do conhecimento CNPq: Sociedade, Estado e Educação
• Link de acesso: https://tede.unioeste.br/handle/tede/5838

Autism Spectrum Disorder (ASD), defined as a developmental disorder by the American Psychiatric Association (APA, 2013), presents as main characteristics difficulties in social interaction and communication, as well as restricted and stereotyped movements. These particularities can be considered an obstacle to learning. Among the possible interventions for the treatment of individuals with ASD are those based on evidence from the science of "Applied Behavior Analysis", since they are effective in the results obtained and can be used in any context, including the educational context. Thus, the training of teachers and other caregivers has an important role in the intervention. Given this topic, the objective of this work was to carry out a systematic review of studies on teacher training for ASD students from an analytical-behavioral perspective. Data were collected from journal articles published in the Portuguese language in the last 10 years (2011-2020). The sources consulted consisted of databases: BVS-PSI, Periódicos CAPES, the search engine Google Acadêmico, the collection "Sobre Comportamento em Foco" and journals chosen from the area: RBTCC, Perspectivas em Análise do Comportamento, REBAC, Acta Comportamentalia. The descriptors and key expressions used were "Teacher Training", "Teacher", TEA and Autism, plus "Behavior Analysis". The descriptors used in journals were: Autism, ASD, Teacher. The studies were analyzed from 21 categories (and subcategories), previously extracted from the introductory literature. The data obtained indicated an increase in the frequency of published papers throughout the period, with a decline at the end. There was dispersion regarding the authors of the papers evaluated, the journals, with a prevalence of publications in multi-approach journals, the materials/tools used for collection, the intervention/teaching, and data analysis. Regarding the nature or type of the work, there was a predominance of studies with single-subject experimental design type AB. The number of participants was small and the studies were predominantly conducted with caregivers, with some occurring with regular education and special education teachers and others with ASD children. Participants were attending, had completed, or had already had contact with higher education in most studies. Only one study mentioned the teaching level in which the participant worked (Elementary School I) and the teaching modalities presented in three texts were regular education and special education, concomitantly or not. Most of the studies were carried out with children in projects that occupied university classrooms or in two associated contexts. Among the contents taught were: basic concepts of Behavior Analysis; intervention procedures and behavior management; teaching of skills in deficit or excess (verbal behavior) discrete trial procedure; use of Module 1 of the supplementary curriculum Learning to Read and Write in Small Steps, naturalistic and contextual teaching. All of the studies examined stated that they achieved their objectives, which demonstrates the effectiveness of the training provided. The results of the present research can be generalized to teacher training in subsequent studies.