Caracterização do ensino em ambientes escolares no ensino regular: uma revisão de publicações sob a perspectiva da análise do comportamento

• Autor(a) principal: Gonçalves, Marco Antonio Wege
• 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/20271
• topic: Análise do comportamento - Revisão de literatura; Comportamento acadêmico; Ensino regular; Behavior analysis - Literature review; Academic behavior; Regular education; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL

In Behavior Analysis, it has been common to carry out literature reviews in order to analyse what the area has been researching and to inform eventual reorganizations of its development. The purpose of this study was to characterize, based on published studies, the production of international behavior-analytic works that have taught academic behavior to students enrolled in regular education, in a classroom setting or other school environments with at least five students. The search words behavior analysis, classroom and academic were used in PsycNET and Science Direct databases, and the studies that met the inclusion criteria of the present research’s objective were selected. Thirty-nine studies were selected, and the main results were a remarkable number of publications in the 1970s and a decline in the following decade onward; a predominance of studies published in the United States of America; a majority of publications in the Journal of Applied Behavior Analysis; and the small number of countries (four) in which the researches took place (United States of America, Canada, Australia and Argentina). The most common dependent variable measure was to do exercises/answer to problems; the most employed consequence was to score (give points); the most used procedure by behavioral change agents was positive reinforcement; the main behavior change agent was the teacher; the most used teaching program format was non-standardized; the most used standardized teaching program was the Personalized System of Instruction; most of the studies reported success following the adoption of the teaching programs and considered them to be superior to the programs with which they were compared to - pointing to the efficiency of behavior-analytic teaching programs used to teach academic behavior to regular students in classes of at least five students