Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/20721 |
Resumo: | Although there is a wide variety of applied research and literature reviews on social skills, the multiplicity of evaluation measures and factors used to characterize these studies make it difficult to analyze and compare the variables related to their positive outcomes. The present study updated and analyzed the data from reviews and meta-analysis published from 2006 to 2017, in order to systematize the characteristics of research related to positive results on teaching social skills in groups, for people with ADS. The search conducted on EMBASE, ERIC, MEDLINE and PsycINFO databases resulted in 47 studies published between 2006 and 2017. Aspects not covered by previous reviews (and/or unsystematically covered) were analyzed. The results evidenced a period of few publications on North American and other countries publications in 2014, however, after 2015 a new period of acceleration was observed for non-US publications. Most of the selected studies were published in journals with an impact factor between three and four. Participants were mostly arranged in groups with more than six children diagnosed with Autism, with a multiplicity of secondary diagnoses and IQ greater than 70. The cognitive behavioral approach was the most used and the teaching sessions, for the most part, consisted of at least one-hour meetings, were conducted by therapists, were held once a week and totalled 10 to 20 sessions. Most of the encounters lasted for at least an hour, took place once a week, and ranged from 10 to 20 sessions. Few reviewed studies involved parent training and less than half planned generalization, however, when planned, focused only on other settings and people. The most trained target behavior was to initiate and / or maintain a conversation and the teaching procedures used most frequently, according to the authors, was the behavioral rehearsal and the feedback and the most frequent limitations were procedural methodological limitations. More than half of the interventions were considered effective by the authors, however, the most used follow up was an interval of only three to six months. It was concluded that, for the authors, 47 of the results could be considered effective or partially effective, although there were limitations regarding the planning of generalization of the target behavior and the measure of its maintenance after the end of the intervention. It is suggested that more studies be developed with greater methodological control of the procedures, better characterization of the participants and their initial repertoires, better definition of the procedures used, a topographical description of the target behavior of the intervention and, if possible, future researchers in the area of HS can fill the gaps pointed to provide a consistent basis for group teaching of HS for people diagnosed with ASD |
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Gioia, Paula Suzanahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4455850T5Andreozzi, Giovanna Cecília Santoro Frota Pagano2017-12-20T08:46:21Z2017-12-13Andreozzi, Giovanna Cecília Santoro Frota Pagano. Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura. 2017. 139 f. Dissertação (Mestrado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/20721Although there is a wide variety of applied research and literature reviews on social skills, the multiplicity of evaluation measures and factors used to characterize these studies make it difficult to analyze and compare the variables related to their positive outcomes. The present study updated and analyzed the data from reviews and meta-analysis published from 2006 to 2017, in order to systematize the characteristics of research related to positive results on teaching social skills in groups, for people with ADS. The search conducted on EMBASE, ERIC, MEDLINE and PsycINFO databases resulted in 47 studies published between 2006 and 2017. Aspects not covered by previous reviews (and/or unsystematically covered) were analyzed. The results evidenced a period of few publications on North American and other countries publications in 2014, however, after 2015 a new period of acceleration was observed for non-US publications. Most of the selected studies were published in journals with an impact factor between three and four. Participants were mostly arranged in groups with more than six children diagnosed with Autism, with a multiplicity of secondary diagnoses and IQ greater than 70. The cognitive behavioral approach was the most used and the teaching sessions, for the most part, consisted of at least one-hour meetings, were conducted by therapists, were held once a week and totalled 10 to 20 sessions. Most of the encounters lasted for at least an hour, took place once a week, and ranged from 10 to 20 sessions. Few reviewed studies involved parent training and less than half planned generalization, however, when planned, focused only on other settings and people. The most trained target behavior was to initiate and / or maintain a conversation and the teaching procedures used most frequently, according to the authors, was the behavioral rehearsal and the feedback and the most frequent limitations were procedural methodological limitations. More than half of the interventions were considered effective by the authors, however, the most used follow up was an interval of only three to six months. It was concluded that, for the authors, 47 of the results could be considered effective or partially effective, although there were limitations regarding the planning of generalization of the target behavior and the measure of its maintenance after the end of the intervention. It is suggested that more studies be developed with greater methodological control of the procedures, better characterization of the participants and their initial repertoires, better definition of the procedures used, a topographical description of the target behavior of the intervention and, if possible, future researchers in the area of HS can fill the gaps pointed to provide a consistent basis for group teaching of HS for people diagnosed with ASDEmbora haja grande quantidade de pesquisas aplicadas e de revisão de literatura sobre habilidades sociais, a multiplicidade de medidas de avaliação e de fatores utilizados para a caracterização desses estudos tornam difícil a análise e comparação das variáveis relacionadas a seus resultados positivos. O presente estudo atualizou e analisou os dados provenientes de revisões e meta-análises publicadas 2006 a 2017, a fim de sistematizar as características de pesquisas relacionadas a resultados positivos sobre ensino de habilidades sociais em grupo para pessoas diagnosticadas com autismo. A busca realizada nas bases de dados EMBASE, ERIC, MEDLINE e PsycINFO resultou em 47 estudos publicados entre os anos de 2006 e 2017. Aspectos não abrangidos pelas revisões anteriores (e/ou abrangidos de maneira assistemática) foram analisados. Os resultados evidenciaram um período de pausa nas publicações norte-americanas e dos demais países a partir do ano de 2014, todavia, após 2015 foi observado um novo período de aceleração para as publicações não oriundas de instituições norte-americanas. A maior parte dos estudos selecionados foram publicados em revistas com fator de impacto entre três e quatro. Os participantes em sua maioria eram compostos por crianças diagnosticadas com Autismo, com uma multiplicidade de diagnósticos secundários e QI maior que 70. A abordagem cognitivo comportamental foi a mais utilizada e as sessões de ensino foram conduzidas por terapeutas, em clínicas e no formato de grupos de mais de seis participantes. Estes encontros tinham duração de no mínimo uma hora, aconteciam uma vez na semana e alcançavam de 10 a 20 sessões. Poucos estudos revistos envolveram treinamento de agentes e menos da metade planejou generalização, entretanto, quando planejada, teve foco somente para outros settings e pessoas. Os pais dos participantes foram responsáveis por avaliar os resultados da intervenção a partir de medidas indiretas (escalas). O comportamento-alvo mais treinado foi iniciar e/ou manter uma conversação e os procedimentos de ensino utilizados com maior frequência, segundo os autores, foi o ensaio comportamental e o feedback, porém, os estudos apresentaram poucas informações sobre no que consistia o feedback apresentado. As limitações mais frequentes foram as falhas metodológicas de procedimento. Mais da metade das intervenções foram considerados eficazes pelos autores, entretanto, o follow up mais utilizado obedeceu um intervalo de somente três a seis meses. Concluiu-se que para os autores, 47 dos resultados poderiam ser considerados efetivos ou parcialmente efetivos, embora houvesse limitações quanto ao planejamento da generalização do comportamento-alvo e da medida de sua manutenção após o término da intervenção. Sugere-se que sejam desenvolvidos mais estudos com maior controle metodológico dos procedimentos, melhor caracterização dos participantes e seus repertórios iniciais, melhor definição dos procedimentos utilizados, descrição topográfica do comportamento-alvo da intervenção e, se possível, que os futuros pesquisadores da área de HS possam preencher as lacunas apontadas de modo a dar um embasamento consistente para o ensino em grupo de HS para pessoas diagnosticadas com TEAapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/44400/Giovanna%20Cec%c3%adlia%20Santoro%20Frota%20Pagano%20Andreozzi.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Psicologia Experimental: Análise do ComportamentoPUC-SPBrasilFaculdade de Ciências Humanas e da SaúdeAutismoHabilidades sociaisAvaliação do comportamentoAutismSocial skillsBehavioral assessmentCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALEnsino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literaturainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTGiovanna Cecília Santoro Frota Pagano Andreozzi.pdf.txtGiovanna Cecília Santoro Frota Pagano Andreozzi.pdf.txtExtracted texttext/plain225867https://repositorio.pucsp.br/xmlui/bitstream/handle/20721/4/Giovanna%20Cec%c3%adlia%20Santoro%20Frota%20Pagano%20Andreozzi.pdf.txt1255f635e3e6df30aa28d3d6c21a095aMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura |
title |
Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura |
spellingShingle |
Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura Andreozzi, Giovanna Cecília Santoro Frota Pagano Autismo Habilidades sociais Avaliação do comportamento Autism Social skills Behavioral assessment CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
title_short |
Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura |
title_full |
Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura |
title_fullStr |
Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura |
title_full_unstemmed |
Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura |
title_sort |
Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura |
author |
Andreozzi, Giovanna Cecília Santoro Frota Pagano |
author_facet |
Andreozzi, Giovanna Cecília Santoro Frota Pagano |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gioia, Paula Suzana |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4455850T5 |
dc.contributor.author.fl_str_mv |
Andreozzi, Giovanna Cecília Santoro Frota Pagano |
contributor_str_mv |
Gioia, Paula Suzana |
dc.subject.por.fl_str_mv |
Autismo Habilidades sociais Avaliação do comportamento |
topic |
Autismo Habilidades sociais Avaliação do comportamento Autism Social skills Behavioral assessment CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
dc.subject.eng.fl_str_mv |
Autism Social skills Behavioral assessment |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
description |
Although there is a wide variety of applied research and literature reviews on social skills, the multiplicity of evaluation measures and factors used to characterize these studies make it difficult to analyze and compare the variables related to their positive outcomes. The present study updated and analyzed the data from reviews and meta-analysis published from 2006 to 2017, in order to systematize the characteristics of research related to positive results on teaching social skills in groups, for people with ADS. The search conducted on EMBASE, ERIC, MEDLINE and PsycINFO databases resulted in 47 studies published between 2006 and 2017. Aspects not covered by previous reviews (and/or unsystematically covered) were analyzed. The results evidenced a period of few publications on North American and other countries publications in 2014, however, after 2015 a new period of acceleration was observed for non-US publications. Most of the selected studies were published in journals with an impact factor between three and four. Participants were mostly arranged in groups with more than six children diagnosed with Autism, with a multiplicity of secondary diagnoses and IQ greater than 70. The cognitive behavioral approach was the most used and the teaching sessions, for the most part, consisted of at least one-hour meetings, were conducted by therapists, were held once a week and totalled 10 to 20 sessions. Most of the encounters lasted for at least an hour, took place once a week, and ranged from 10 to 20 sessions. Few reviewed studies involved parent training and less than half planned generalization, however, when planned, focused only on other settings and people. The most trained target behavior was to initiate and / or maintain a conversation and the teaching procedures used most frequently, according to the authors, was the behavioral rehearsal and the feedback and the most frequent limitations were procedural methodological limitations. More than half of the interventions were considered effective by the authors, however, the most used follow up was an interval of only three to six months. It was concluded that, for the authors, 47 of the results could be considered effective or partially effective, although there were limitations regarding the planning of generalization of the target behavior and the measure of its maintenance after the end of the intervention. It is suggested that more studies be developed with greater methodological control of the procedures, better characterization of the participants and their initial repertoires, better definition of the procedures used, a topographical description of the target behavior of the intervention and, if possible, future researchers in the area of HS can fill the gaps pointed to provide a consistent basis for group teaching of HS for people diagnosed with ASD |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-12-20T08:46:21Z |
dc.date.issued.fl_str_mv |
2017-12-13 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Andreozzi, Giovanna Cecília Santoro Frota Pagano. Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura. 2017. 139 f. Dissertação (Mestrado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/20721 |
identifier_str_mv |
Andreozzi, Giovanna Cecília Santoro Frota Pagano. Ensino em grupo de habilidades sociais para pessoas com autismo: uma revisão da literatura. 2017. 139 f. Dissertação (Mestrado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
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https://tede2.pucsp.br/handle/handle/20721 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento |
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PUC-SP |
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Brasil |
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Faculdade de Ciências Humanas e da Saúde |
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Pontifícia Universidade Católica de São Paulo |
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