Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9726 |
Resumo: | Considering the importance of teaching appropriate behavioral repertoires for children with Autism Spectrum Disorder (ASD) in a wide variety of environments in which the child is inserted and the need for appropriate intervention for the school inclusion of this Special Education Target Audience (SETA) and the potential of the Collaborative Teaching, this study aimed to verify the effects of individualized teaching in establishing appropriate behavior in the classroom for children with ASD. Initiating collecting the complaints about the students's inadequate behavior and afterwards an elaboration of a program that aimed to modify the teaching techniques applied to the researcher and also the classroom teachers in a Collaborative Teaching way. The participants of this research were two children with ASD regularly enrolled in the first year of elementary school. The research was qualitative, in a collaborative type. The data collection procedure occurred in two stages. The first stage was the contact with the school staff to gather the demands/complaints for the future participating students and observation of the participants in their classroom in order to record the appropriate and inappropriate behaviors they emitted. In the second stage, an individual intervention plan was drafted by the researcher according to the concepts of Applied Behavior Analysis (ABA). The results show that both participants acquired new and adequate behavioral repertoires, decreased inappropriate behaviors in relation to stage 1 of this procedure and improved behaviors already learned The collaboration between the classroom teacher and the researcher developed well and according with what was expected in all the collaboration stages, it's possible that if the research project was longer the collaborative teaching would achieve all the collaboration criteria. It is concluded that the Applied Behavior Analysis (ABA) in school context offers a quality intervention for a quality intervention for this SETA. It is concluded that the Applied Behavior Analysis (ABA) in school context offers a quality intervention for this SETA. |
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Pereira, Amanda Cristina dos SantosElias, Nassim Chamelhttp://lattes.cnpq.br/4216525883778695http://lattes.cnpq.br/0951106943534543009966cb-4d3a-455f-9c7a-df2802f42a8f2018-04-11T19:52:00Z2018-04-11T19:52:00Z2017-08-30PEREIRA, Amanda Cristina dos Santos. Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9726.https://repositorio.ufscar.br/handle/ufscar/9726Considering the importance of teaching appropriate behavioral repertoires for children with Autism Spectrum Disorder (ASD) in a wide variety of environments in which the child is inserted and the need for appropriate intervention for the school inclusion of this Special Education Target Audience (SETA) and the potential of the Collaborative Teaching, this study aimed to verify the effects of individualized teaching in establishing appropriate behavior in the classroom for children with ASD. Initiating collecting the complaints about the students's inadequate behavior and afterwards an elaboration of a program that aimed to modify the teaching techniques applied to the researcher and also the classroom teachers in a Collaborative Teaching way. The participants of this research were two children with ASD regularly enrolled in the first year of elementary school. The research was qualitative, in a collaborative type. The data collection procedure occurred in two stages. The first stage was the contact with the school staff to gather the demands/complaints for the future participating students and observation of the participants in their classroom in order to record the appropriate and inappropriate behaviors they emitted. In the second stage, an individual intervention plan was drafted by the researcher according to the concepts of Applied Behavior Analysis (ABA). The results show that both participants acquired new and adequate behavioral repertoires, decreased inappropriate behaviors in relation to stage 1 of this procedure and improved behaviors already learned The collaboration between the classroom teacher and the researcher developed well and according with what was expected in all the collaboration stages, it's possible that if the research project was longer the collaborative teaching would achieve all the collaboration criteria. It is concluded that the Applied Behavior Analysis (ABA) in school context offers a quality intervention for a quality intervention for this SETA. It is concluded that the Applied Behavior Analysis (ABA) in school context offers a quality intervention for this SETA.Considerando a importância do ensino de repertórios comportamentais adequados para crianças com Transtorno do Espectro do Autismo (TEA) nos diversos ambientes em que a criança está inserida, a necessidade de intervenção adequada para a inclusão escolar deste Público Alvo da Educação Especial (PAEE) e o potencial do Ensino Colaborativo, o presente estudo objetivou verificar os efeitos de um programa de ensino individualizado em sala de aula regular por meio da Análise do Comportamento em crianças com TEA, a partir da identificação das queixas sobre comportamentos inadequados e da elaboração de um programa de modificação de comportamento realizado pela pesquisadora e pelas professoras em um formato de ensino colaborativo. Os participantes desta pesquisa foram duas crianças com TEA matriculadas na rede regular de ensino no nível fundamental ciclo I. A pesquisa foi qualitativa, do tipo colaborativa. O procedimento de coleta de dados ocorreu em duas etapas. A primeira etapa tratou-se do contato com a equipe escolar para levantamento das demandas e queixas dos alunos participantes e da observação dos participantes em sala de aula a fim de registrar os comportamentos adequados e inadequados. Na segunda etapa foi elaborado um plano individual de intervenção segundo os conceitos da Análise do Comportamento Aplicada (ABA), que foram aplicados pela pesquisadora. O procedimento de análise de dados ocorreu por meio de uma análise qualitativa dos dados obtidos nas queixas iniciais e na observação da pesquisadora comparadas aos repertórios adquiridos e aprimorados dos participantes ao final da pesquisa. Os resultados apontam que ambos os participantes adquiriram novos repertórios comportamentais adequados, diminuíram comportamentos inadequados em relação a etapa 1 deste procedimento e aprimoraram comportamentos já aprendidos. A colaboração entre professora regente e pesquisadora se desenvolveu de forma prevista nos estágios de colaboração, acredita-se que com mais tempo de trabalho colaborativo mais seria possível atingir todos os critérios de colaboração. Conclui-se que a Análise do Comportamento Aplicada (ABA) no contexto escolar oferece uma intervenção de qualidade para este PAEE.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especialInclusão escolarTranstorno do espectro do autismoAnálise do comportamento aplicadaEnsino colaborativoSpecial educationSchool inclusionAutism spectrum disorderApplied behavior analysisBehavior managementCo-teachingCIENCIAS HUMANAS::EDUCACAOEnsino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aulaCollaborative Teaching to increase adequate behavioral repertory in Autism Spectrum children inside a regular classroominfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600002b63ba-f7ca-40d6-983d-ba671a6c2b88info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARLICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/9726/3/license.txtae0398b6f8b235e40ad82cba6c50031dMD53ORIGINALPEREIRA_Amanda_2017.pdfPEREIRA_Amanda_2017.pdfapplication/pdf1373316https://repositorio.ufscar.br/bitstream/ufscar/9726/4/PEREIRA_Amanda_2017.pdfa072fb1938a9613fbb2bfb5dd305b985MD54TEXTPEREIRA_Amanda_2017.pdf.txtPEREIRA_Amanda_2017.pdf.txtExtracted texttext/plain178591https://repositorio.ufscar.br/bitstream/ufscar/9726/5/PEREIRA_Amanda_2017.pdf.txtf492a3e5bb459f845d0d2e1a02c6c26dMD55THUMBNAILPEREIRA_Amanda_2017.pdf.jpgPEREIRA_Amanda_2017.pdf.jpgIM Thumbnailimage/jpeg6078https://repositorio.ufscar.br/bitstream/ufscar/9726/6/PEREIRA_Amanda_2017.pdf.jpg6025e9fcba51f654d4d7efd25db97300MD56ufscar/97262023-09-18 18:31:42.24oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:42Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula |
dc.title.alternative.eng.fl_str_mv |
Collaborative Teaching to increase adequate behavioral repertory in Autism Spectrum children inside a regular classroom |
title |
Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula |
spellingShingle |
Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula Pereira, Amanda Cristina dos Santos Educação especial Inclusão escolar Transtorno do espectro do autismo Análise do comportamento aplicada Ensino colaborativo Special education School inclusion Autism spectrum disorder Applied behavior analysis Behavior management Co-teaching CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula |
title_full |
Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula |
title_fullStr |
Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula |
title_full_unstemmed |
Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula |
title_sort |
Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula |
author |
Pereira, Amanda Cristina dos Santos |
author_facet |
Pereira, Amanda Cristina dos Santos |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0951106943534543 |
dc.contributor.author.fl_str_mv |
Pereira, Amanda Cristina dos Santos |
dc.contributor.advisor1.fl_str_mv |
Elias, Nassim Chamel |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4216525883778695 |
dc.contributor.authorID.fl_str_mv |
009966cb-4d3a-455f-9c7a-df2802f42a8f |
contributor_str_mv |
Elias, Nassim Chamel |
dc.subject.por.fl_str_mv |
Educação especial Inclusão escolar Transtorno do espectro do autismo Análise do comportamento aplicada Ensino colaborativo |
topic |
Educação especial Inclusão escolar Transtorno do espectro do autismo Análise do comportamento aplicada Ensino colaborativo Special education School inclusion Autism spectrum disorder Applied behavior analysis Behavior management Co-teaching CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education School inclusion Autism spectrum disorder Applied behavior analysis Behavior management Co-teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Considering the importance of teaching appropriate behavioral repertoires for children with Autism Spectrum Disorder (ASD) in a wide variety of environments in which the child is inserted and the need for appropriate intervention for the school inclusion of this Special Education Target Audience (SETA) and the potential of the Collaborative Teaching, this study aimed to verify the effects of individualized teaching in establishing appropriate behavior in the classroom for children with ASD. Initiating collecting the complaints about the students's inadequate behavior and afterwards an elaboration of a program that aimed to modify the teaching techniques applied to the researcher and also the classroom teachers in a Collaborative Teaching way. The participants of this research were two children with ASD regularly enrolled in the first year of elementary school. The research was qualitative, in a collaborative type. The data collection procedure occurred in two stages. The first stage was the contact with the school staff to gather the demands/complaints for the future participating students and observation of the participants in their classroom in order to record the appropriate and inappropriate behaviors they emitted. In the second stage, an individual intervention plan was drafted by the researcher according to the concepts of Applied Behavior Analysis (ABA). The results show that both participants acquired new and adequate behavioral repertoires, decreased inappropriate behaviors in relation to stage 1 of this procedure and improved behaviors already learned The collaboration between the classroom teacher and the researcher developed well and according with what was expected in all the collaboration stages, it's possible that if the research project was longer the collaborative teaching would achieve all the collaboration criteria. It is concluded that the Applied Behavior Analysis (ABA) in school context offers a quality intervention for a quality intervention for this SETA. It is concluded that the Applied Behavior Analysis (ABA) in school context offers a quality intervention for this SETA. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-30 |
dc.date.accessioned.fl_str_mv |
2018-04-11T19:52:00Z |
dc.date.available.fl_str_mv |
2018-04-11T19:52:00Z |
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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 |
PEREIRA, Amanda Cristina dos Santos. Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9726. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9726 |
identifier_str_mv |
PEREIRA, Amanda Cristina dos Santos. Ensino colaborativo para aumento de repertório adequado de crianças com autismo em sala de aula. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9726. |
url |
https://repositorio.ufscar.br/handle/ufscar/9726 |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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