Programa de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAH
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2853 |
Resumo: | Attention Deficit and Hyperactivity/Impulsitivity Disorder (ADHD) children frequently show problems in the social interaction what results in social, emotional and academic impairment. Programs developed to teach educative social skills to parents of ADHD children can contribute to the change of this behavior pattern. The proposal of this study was to evaluate the effects of a training in Educative Social Skills program for parents of ADHD children, focusing both on its internal and external validity. The sample was composed by 16 mothers of children diagnosed with ADHD, randomly assigned into two groups: Experimental Group (EG) and Control Group (CG). For the selection of the sample, in addition to the diagnosis of ADHD, the children must be between 7 and 12 years old, be attending to the elementary school and be under medication specific for ADHD. The study involved five phases: selection of the sample, pre-intervention assessment, intervention, post-intervention evaluation and follow-up. In the phases pre, post-intervention and follow-up, the assessment of the mother s social skills repertory was done through the use of self-report instruments (IHS-Del-Prette) and the Educative Social Skills through questionnaire and video filming. The children social skills repertoire was assessed by the mothers, the teachers and the children themselves through SSRS-BR in the three phases of the program. The program was composed by 31 group sessions and 12 individual sessions. The results were analyzed in relation to the frequency of the total and factorial scores (IHS-Del-Prette e SSRS-BR), and the scores for the filming and the questionnaire. For all the measures in the different moments the data were computed by the Statistical Package for Social Science (SPSS, version 16.0) and analyzed statistically (Mann-Whitney - independent samples and Wilcoxon - related samples). The results show that the program was effective in promoting significant changes for the mothers of the EG, mainly, for those skills which were the target of the intervention. The generalization of these skills, for the familiar context, favored meaningful changes in the social behaviors, behavior problems and academic competency of the children showed external validity. The differences between the two groups, experimental and control, showed impact over the mothers and the children behaviors, indicating its internal validity. |
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Rocha, Margarette MatescoDel Prette, Zilda Aparecida Pereirahttp://lattes.cnpq.br/8113238388739093http://lattes.cnpq.br/5438283938938377acfe590f-02dc-4984-b289-09fa62075bb62016-06-02T19:44:04Z2009-07-152016-06-02T19:44:04Z2009-02-11ROCHA, Margarette Matesco. Social skills program with parents: effects over the social and academic performace of children with ADHD. 2009. 251 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.https://repositorio.ufscar.br/handle/ufscar/2853Attention Deficit and Hyperactivity/Impulsitivity Disorder (ADHD) children frequently show problems in the social interaction what results in social, emotional and academic impairment. Programs developed to teach educative social skills to parents of ADHD children can contribute to the change of this behavior pattern. The proposal of this study was to evaluate the effects of a training in Educative Social Skills program for parents of ADHD children, focusing both on its internal and external validity. The sample was composed by 16 mothers of children diagnosed with ADHD, randomly assigned into two groups: Experimental Group (EG) and Control Group (CG). For the selection of the sample, in addition to the diagnosis of ADHD, the children must be between 7 and 12 years old, be attending to the elementary school and be under medication specific for ADHD. The study involved five phases: selection of the sample, pre-intervention assessment, intervention, post-intervention evaluation and follow-up. In the phases pre, post-intervention and follow-up, the assessment of the mother s social skills repertory was done through the use of self-report instruments (IHS-Del-Prette) and the Educative Social Skills through questionnaire and video filming. The children social skills repertoire was assessed by the mothers, the teachers and the children themselves through SSRS-BR in the three phases of the program. The program was composed by 31 group sessions and 12 individual sessions. The results were analyzed in relation to the frequency of the total and factorial scores (IHS-Del-Prette e SSRS-BR), and the scores for the filming and the questionnaire. For all the measures in the different moments the data were computed by the Statistical Package for Social Science (SPSS, version 16.0) and analyzed statistically (Mann-Whitney - independent samples and Wilcoxon - related samples). The results show that the program was effective in promoting significant changes for the mothers of the EG, mainly, for those skills which were the target of the intervention. The generalization of these skills, for the familiar context, favored meaningful changes in the social behaviors, behavior problems and academic competency of the children showed external validity. The differences between the two groups, experimental and control, showed impact over the mothers and the children behaviors, indicating its internal validity.Crianças com Transtorno de Déficit de Atenção e Hiperatividade/Impulsividade (TDAH) frequentemente apresentam problemas nas interações sociais que acarretam prejuízos sociais, emocionais e acadêmicos. Programas para ensinar habilidades sociais educativas a pais de crianças com TDAH podem contribuir na alteração desse padrão de comportamento. A proposta desse estudo foi avaliar os efeitos de um programa de Treinamento de Habilidades Sociais Educativas (THSE) junto a pais de crianças com TDAH, focalizando tanto a sua validade interna como a externa. A amostra foi composta por 16 mães de crianças com diagnóstico de TDAH, que foram designadas aleatoriamente em dois grupos: Grupo Experimental (GE) e Grupo Controle (GC). Para a seleção da amostra, além do diagnóstico de TDAH, as crianças deveriam ter entre 7 e 12 anos, estar cursando o ensino fundamental e fazendo uso de medicação específica para o TDAH. O estudo envolveu cinco fases: seleção da amostra, avaliação pré-intervenção, intervenção, avaliação pós-intervenção e seguimento. Nas fases de pré, pós-intervenção e seguimento, a avaliação do repertório de habilidades sociais das mães foi realizada por meio de instrumentos de autorrelato (IHS-Del-Prette) e as habilidades sociais educativas por meio de questionário e videogravação. O repertório de habilidades sociais das crianças foi avaliado pelas mães, pelos professores e pelas próprias crianças por meio do SSRS-BR nas três fases do programa. O programa constou de 31 sessões em grupo e 12 sessões individuais. Os resultados foram analisados em relação à frequência dos escores total e fatoriais (IHS-Del-Prette e SSRS-BR) e da pontuação no questionário e nas filmagens. Para todas as medidas, nos diferentes momentos, os dados foram computados pelo Statistical Package for Social Science (SPSS, versão 16.0) e analisados estatisticamente (Mann-Whitney para amostras independentes e Wilcoxon para amostras relacionadas). Os resultados mostraram que o programa foi efetivo em promover mudanças significativas para as mães do GE, principalmente naquelas habilidades que foram alvo da intervenção. A generalização dessas habilidades, para o contexto familiar, favoreceu mudanças significativas nos comportamentos sociais, problemas de comportamento e competência acadêmica das crianças, demonstrando validade externa. As diferenças entre os grupos, experimental e de controle, mostraram impacto sobre o comportamento das mães e das crianças, indicando sua validade interna.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBRTranstorno de déficit de atenção/hiperatividade (TDAH)Habilidades sociaisPais e filhosIntervençãoTreinamento de paisParents trainingEducative social skillsADHDSpecial educationCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALPrograma de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAHSocial skills program with parents: effects over the social and academic performace of children with ADHDinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-198b5378a-acb7-470f-af9a-3432bcce997ainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2243.pdfapplication/pdf1965679https://repositorio.ufscar.br/bitstream/ufscar/2853/1/2243.pdfd70ff100f8395566ceb6b3e247c366f2MD51THUMBNAIL2243.pdf.jpg2243.pdf.jpgIM Thumbnailimage/jpeg7712https://repositorio.ufscar.br/bitstream/ufscar/2853/2/2243.pdf.jpgc2c104fc2bfcc8a2ae263a3e3eddaadbMD52ufscar/28532023-09-18 18:30:52.547oai:repositorio.ufscar.br:ufscar/2853Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:52Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Programa de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAH |
dc.title.alternative.eng.fl_str_mv |
Social skills program with parents: effects over the social and academic performace of children with ADHD |
title |
Programa de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAH |
spellingShingle |
Programa de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAH Rocha, Margarette Matesco Transtorno de déficit de atenção/hiperatividade (TDAH) Habilidades sociais Pais e filhos Intervenção Treinamento de pais Parents training Educative social skills ADHD Special education CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Programa de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAH |
title_full |
Programa de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAH |
title_fullStr |
Programa de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAH |
title_full_unstemmed |
Programa de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAH |
title_sort |
Programa de habilidades sociais educativas com pais : efeitos sobre o desempenho social e acadêmico de filhos com TDAH |
author |
Rocha, Margarette Matesco |
author_facet |
Rocha, Margarette Matesco |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/5438283938938377 |
dc.contributor.author.fl_str_mv |
Rocha, Margarette Matesco |
dc.contributor.advisor1.fl_str_mv |
Del Prette, Zilda Aparecida Pereira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8113238388739093 |
dc.contributor.authorID.fl_str_mv |
acfe590f-02dc-4984-b289-09fa62075bb6 |
contributor_str_mv |
Del Prette, Zilda Aparecida Pereira |
dc.subject.por.fl_str_mv |
Transtorno de déficit de atenção/hiperatividade (TDAH) Habilidades sociais Pais e filhos Intervenção Treinamento de pais |
topic |
Transtorno de déficit de atenção/hiperatividade (TDAH) Habilidades sociais Pais e filhos Intervenção Treinamento de pais Parents training Educative social skills ADHD Special education CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.eng.fl_str_mv |
Parents training Educative social skills ADHD Special education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
Attention Deficit and Hyperactivity/Impulsitivity Disorder (ADHD) children frequently show problems in the social interaction what results in social, emotional and academic impairment. Programs developed to teach educative social skills to parents of ADHD children can contribute to the change of this behavior pattern. The proposal of this study was to evaluate the effects of a training in Educative Social Skills program for parents of ADHD children, focusing both on its internal and external validity. The sample was composed by 16 mothers of children diagnosed with ADHD, randomly assigned into two groups: Experimental Group (EG) and Control Group (CG). For the selection of the sample, in addition to the diagnosis of ADHD, the children must be between 7 and 12 years old, be attending to the elementary school and be under medication specific for ADHD. The study involved five phases: selection of the sample, pre-intervention assessment, intervention, post-intervention evaluation and follow-up. In the phases pre, post-intervention and follow-up, the assessment of the mother s social skills repertory was done through the use of self-report instruments (IHS-Del-Prette) and the Educative Social Skills through questionnaire and video filming. The children social skills repertoire was assessed by the mothers, the teachers and the children themselves through SSRS-BR in the three phases of the program. The program was composed by 31 group sessions and 12 individual sessions. The results were analyzed in relation to the frequency of the total and factorial scores (IHS-Del-Prette e SSRS-BR), and the scores for the filming and the questionnaire. For all the measures in the different moments the data were computed by the Statistical Package for Social Science (SPSS, version 16.0) and analyzed statistically (Mann-Whitney - independent samples and Wilcoxon - related samples). The results show that the program was effective in promoting significant changes for the mothers of the EG, mainly, for those skills which were the target of the intervention. The generalization of these skills, for the familiar context, favored meaningful changes in the social behaviors, behavior problems and academic competency of the children showed external validity. The differences between the two groups, experimental and control, showed impact over the mothers and the children behaviors, indicating its internal validity. |
publishDate |
2009 |
dc.date.available.fl_str_mv |
2009-07-15 2016-06-02T19:44:04Z |
dc.date.issued.fl_str_mv |
2009-02-11 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:44:04Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ROCHA, Margarette Matesco. Social skills program with parents: effects over the social and academic performace of children with ADHD. 2009. 251 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2853 |
identifier_str_mv |
ROCHA, Margarette Matesco. Social skills program with parents: effects over the social and academic performace of children with ADHD. 2009. 251 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
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https://repositorio.ufscar.br/handle/ufscar/2853 |
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Universidade Federal de São Carlos |
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