Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/15787 |
Resumo: | Trial-based Functional Analysis is an adapted procedure from traditional Functional Analysis methodology to be used among classroom activities. The idea is to investigate problem behavior’s function by experimentally arranging its antecedent and consequent events. Such arrangements verify if problem behavior is maintained by positive reinforcement in form of attention or access to favorite objects, negative reinforcement through escaping from academic demands, or automatic reinforcement by self-stimulation. The present study investigated to what extent literature empirically supports TBFA in regular classrooms through a literature review. It also conducted a second study to verify the effects of a training protocol over a Sign Language Teacher to conduct Trial-based Functional Analysis to assess problem behavior at regular classroom with death children. To do so, a training protocol was implemented in five phases: Initial evaluation, Pre-training + Baseline, Training and Post-training. The Training Program effects were observed by calculating and comparing procedural fidelity while the teacher was conducting the Trial-based FA at Baseline, Role-play, Post-training and Tracking 1, 2 and 3 phases. The Inter Observer Agreement was 80%. The overall results indicate that the Training helped to improve teachers’ repertoire to conduct Trial-based FA even when not all conditions have reached 100% of procedural fidelity. Literature review indicated that ethical and methodological aspects, as well as the lack of data from post evaluation impacts on the natural environment may not contribute to itsfeasibility of implementation. Data from teacher training showed that the teacher was able to conduct TBFA with high integrity and with few time trainings. However, training costs, application in regular classroom and the absence of teacher’s autonomy to conduct the assessment did not support TBFA implementation in regular Classroom. Discussions and future research suggestions are further presented. |
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Ferrari, Isadora PeresiElias, Nassim Chamelhttp://lattes.cnpq.br/4216525883778695http://lattes.cnpq.br/3553800803043857be3ac55f-ca92-4fba-b1d6-1f5f502482e92022-03-31T11:14:21Z2022-03-31T11:14:21Z2019-12-06FERRARI, Isadora Peresi. Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15787.https://repositorio.ufscar.br/handle/ufscar/15787Trial-based Functional Analysis is an adapted procedure from traditional Functional Analysis methodology to be used among classroom activities. The idea is to investigate problem behavior’s function by experimentally arranging its antecedent and consequent events. Such arrangements verify if problem behavior is maintained by positive reinforcement in form of attention or access to favorite objects, negative reinforcement through escaping from academic demands, or automatic reinforcement by self-stimulation. The present study investigated to what extent literature empirically supports TBFA in regular classrooms through a literature review. It also conducted a second study to verify the effects of a training protocol over a Sign Language Teacher to conduct Trial-based Functional Analysis to assess problem behavior at regular classroom with death children. To do so, a training protocol was implemented in five phases: Initial evaluation, Pre-training + Baseline, Training and Post-training. The Training Program effects were observed by calculating and comparing procedural fidelity while the teacher was conducting the Trial-based FA at Baseline, Role-play, Post-training and Tracking 1, 2 and 3 phases. The Inter Observer Agreement was 80%. The overall results indicate that the Training helped to improve teachers’ repertoire to conduct Trial-based FA even when not all conditions have reached 100% of procedural fidelity. Literature review indicated that ethical and methodological aspects, as well as the lack of data from post evaluation impacts on the natural environment may not contribute to itsfeasibility of implementation. Data from teacher training showed that the teacher was able to conduct TBFA with high integrity and with few time trainings. However, training costs, application in regular classroom and the absence of teacher’s autonomy to conduct the assessment did not support TBFA implementation in regular Classroom. Discussions and future research suggestions are further presented.A Análise Funcional Baseada em Tentativas (TBFA) é uma adaptação dos procedimentos de Análise Funcional Experimental tradicionais para ser realizada entre as atividades de sala de aula, de modo a investigar a função de um comportamento-problema, arranjando experimentalmente seus antecedentes e consequentes. Tais arranjos verificam se o comportamento se mantém por reforçamento positivo (atenção e acesso a objetos prediletos), reforçamento negativo (fuga de demandas acadêmicas) ou reforçamento automático (autoestimulação). O presente estudo investigou em que medida a literatura oferece suporte empírico para aplicação de TBFA em sala de aula por meio de uma revisão bibliográfica. Em seguida, foi realizado um segundo estudo para verificar os efeitos de um protocolo de treinamento sobre as habilidades de uma professora intérprete de LIBRAS a conduzir TBFA em sala comum com alunos surdos. Para tanto, foram executados procedimentos em cinco fases: Levantamento Inicial, Pré-treino + Linha de Base, Treino e Pós-treino. As condições avaliadas em Linha de Base foram Atenção Dividida, Demanda e Tangível. A verificação da eficácia do treinamento foi feita por meio do cálculo e comparação da fidelidade na aplicação dos procedimentos durante a avaliação em Linha de Base, Role-play, Pós-treino e Sondagens 1, 2 e 3, seguida de uma análise comparando a quantidade de segmentos conduzidos corretamente. A concordância entre observadores foi de 80%. De modo geral, os resultados indicaram que o Treino aprimorou o repertório de aplicação de TBFA da professora, ainda que o desempenho não tenha sido de 100% de acertos em todas as condições. Os dados da revisão bibliográfica indicaram que aspectos éticos, metodológicos e impactos no ambiente após avaliação questionam sua real viabilidade de implementação. Dados do treinamento indicaram que a professora pode conduzir TBFA com alta fidelidade e pouco treinamento, porém, o custo de treinamento, aplicação em sala comum, e baixa autonomia de aplicação somados aos riscos para o aluno-alvo e seus pares diminui sua viabilidade de implementação. Também são apresentadas discussões e sugestões de pesquisas futuras.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducação EspecialAnálise do comportamentoAnálise Funcional Baseada em TentativasProtocolo de treinamentoTreinamento de professoresSpecial EducationBehvior analysisTrial-based Functional AnalysisTraining protocolTeacher trainingCIENCIAS HUMANASTreinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comumTrial-based Functional Analysis training for behavioral assessment at regular classroominfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis600600002b63ba-f7ca-40d6-983d-ba671a6c2b88reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALFerrari IP, 2019.pdfFerrari IP, 2019.pdfVersão Final Teseapplication/pdf2072291https://repositorio.ufscar.br/bitstream/ufscar/15787/3/Ferrari%20IP%2c%202019.pdf87351c1833b98c17637c855a67f0847cMD53Modelo carta autorização para autodepósito.pdfModelo carta autorização para autodepósito.pdfCarta orientadorapplication/pdf176803https://repositorio.ufscar.br/bitstream/ufscar/15787/4/Modelo%20carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdff7696d2b3fdeb0fe86e4c49ef6b8d55bMD54CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/15787/6/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD56TEXTFerrari IP, 2019.pdf.txtFerrari IP, 2019.pdf.txtExtracted texttext/plain274432https://repositorio.ufscar.br/bitstream/ufscar/15787/7/Ferrari%20IP%2c%202019.pdf.txt41410e79daa93ba55813c9b430d2b1c4MD57Modelo carta autorização para autodepósito.pdf.txtModelo carta autorização para autodepósito.pdf.txtExtracted texttext/plain1857https://repositorio.ufscar.br/bitstream/ufscar/15787/9/Modelo%20carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdf.txtde0f288748ec8ca8a7763308ca7057f0MD59THUMBNAILFerrari IP, 2019.pdf.jpgFerrari IP, 2019.pdf.jpgIM Thumbnailimage/jpeg5599https://repositorio.ufscar.br/bitstream/ufscar/15787/8/Ferrari%20IP%2c%202019.pdf.jpg81fe077a443d13912fd79ad3e4b7a20aMD58Modelo carta autorização para autodepósito.pdf.jpgModelo carta autorização para autodepósito.pdf.jpgIM Thumbnailimage/jpeg6732https://repositorio.ufscar.br/bitstream/ufscar/15787/10/Modelo%20carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito.pdf.jpgfb9cbbb249575f9cbf8d1d3dee3c5acfMD510ufscar/157872023-09-18 18:32:30.296oai:repositorio.ufscar.br:ufscar/15787Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:30Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum |
dc.title.alternative.eng.fl_str_mv |
Trial-based Functional Analysis training for behavioral assessment at regular classroom |
title |
Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum |
spellingShingle |
Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum Ferrari, Isadora Peresi Educação Especial Análise do comportamento Análise Funcional Baseada em Tentativas Protocolo de treinamento Treinamento de professores Special Education Behvior analysis Trial-based Functional Analysis Training protocol Teacher training CIENCIAS HUMANAS |
title_short |
Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum |
title_full |
Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum |
title_fullStr |
Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum |
title_full_unstemmed |
Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum |
title_sort |
Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum |
author |
Ferrari, Isadora Peresi |
author_facet |
Ferrari, Isadora Peresi |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3553800803043857 |
dc.contributor.author.fl_str_mv |
Ferrari, Isadora Peresi |
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 |
be3ac55f-ca92-4fba-b1d6-1f5f502482e9 |
contributor_str_mv |
Elias, Nassim Chamel |
dc.subject.por.fl_str_mv |
Educação Especial Análise do comportamento Análise Funcional Baseada em Tentativas Protocolo de treinamento Treinamento de professores |
topic |
Educação Especial Análise do comportamento Análise Funcional Baseada em Tentativas Protocolo de treinamento Treinamento de professores Special Education Behvior analysis Trial-based Functional Analysis Training protocol Teacher training CIENCIAS HUMANAS |
dc.subject.eng.fl_str_mv |
Special Education Behvior analysis Trial-based Functional Analysis Training protocol Teacher training |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS |
description |
Trial-based Functional Analysis is an adapted procedure from traditional Functional Analysis methodology to be used among classroom activities. The idea is to investigate problem behavior’s function by experimentally arranging its antecedent and consequent events. Such arrangements verify if problem behavior is maintained by positive reinforcement in form of attention or access to favorite objects, negative reinforcement through escaping from academic demands, or automatic reinforcement by self-stimulation. The present study investigated to what extent literature empirically supports TBFA in regular classrooms through a literature review. It also conducted a second study to verify the effects of a training protocol over a Sign Language Teacher to conduct Trial-based Functional Analysis to assess problem behavior at regular classroom with death children. To do so, a training protocol was implemented in five phases: Initial evaluation, Pre-training + Baseline, Training and Post-training. The Training Program effects were observed by calculating and comparing procedural fidelity while the teacher was conducting the Trial-based FA at Baseline, Role-play, Post-training and Tracking 1, 2 and 3 phases. The Inter Observer Agreement was 80%. The overall results indicate that the Training helped to improve teachers’ repertoire to conduct Trial-based FA even when not all conditions have reached 100% of procedural fidelity. Literature review indicated that ethical and methodological aspects, as well as the lack of data from post evaluation impacts on the natural environment may not contribute to itsfeasibility of implementation. Data from teacher training showed that the teacher was able to conduct TBFA with high integrity and with few time trainings. However, training costs, application in regular classroom and the absence of teacher’s autonomy to conduct the assessment did not support TBFA implementation in regular Classroom. Discussions and future research suggestions are further presented. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-12-06 |
dc.date.accessioned.fl_str_mv |
2022-03-31T11:14:21Z |
dc.date.available.fl_str_mv |
2022-03-31T11:14:21Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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FERRARI, Isadora Peresi. Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15787. |
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https://repositorio.ufscar.br/handle/ufscar/15787 |
identifier_str_mv |
FERRARI, Isadora Peresi. Treinamento em Análise Funcional Baseada em Tentativas para avaliação comportamental em sala comum. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15787. |
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https://repositorio.ufscar.br/handle/ufscar/15787 |
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