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Thaís Porlan de Oliveirahttp://lattes.cnpq.br/4681384589017435André Augusto Borges VarellaRenato Bortolotihttp://lattes.cnpq.br/9685353679424614Luana Falkaniere Soares2023-05-13T21:40:02Z2023-05-13T21:40:02Z2022-05-27http://hdl.handle.net/1843/53267A Tomada de Perspectiva (TP) é uma habilidade do nosso repertório social que possibilita conhecer e responder às percepções e necessidades dos outros. Na visão da Análise do Comportamento, a TP é estudada pela Teoria das Molduras Relacionais (RFT), fazendo parte da chamada moldura dêitica. As pessoas com Transtorno do Espectro do Autismo (TEA) têm uma dificuldade significativa no que tange à comunicação social e suas habilidades de se colocar no lugar do outro apresentam um déficit de desenvolvimento quando comparado ao desenvolvimento típico. O Protocolo Barnes-Holmes (RFT-PT) é um instrumento criado para ensinar a TP para pessoas neurotípicas e atípicas, entretanto ainda há necessidade em realizar mais pesquisas com o público atípico, além de incorporar o elemento de generalização e teste dessas habilidades em um contexto social. O principal objetivo deste estudo foi comparar as habilidades de TdP em crianças com TEA entre quatro e oito anos de idade antes e depois da aplicação do RFT-PT. Os objetivos específicos englobam adaptar a forma de aplicação do Protocolo focando no ensino naturalista das atividades propostas, a fim de facilitar a generalização. O método inclui a aplicação de dois instrumentos (o Social Skills Solutions e o PEAK-T) nas etapas de pré e pós-teste e a realização do treino via RFT-PT com adaptações no modelo de ensino para o Natural Environment Training (NET). Foram analisados individual e coletivamente o desempenho das crianças no RF-PT, para verificar o aprendizado de habilidades de TP, além de comparados os dados coletados nas fases de pré e pós treino. Os resultados mostraram eficácia da aplicação do protocolo no formato NET, além de afirmar a generalização quando observado no contexto natural de grupo das crianças.Perspective Taking (PT) is an important skill for our social repertoire as it makes it possible to know and respond to the perceptions and needs of others. In the view of Behavior Analysis, PT, studied by Relational Frame Theory (RFT), is part of the so-called deitic frame. People with Autism Spectrum Disorder (ASD) have significant difficulties with social communication and their ability to put themselves in the other's shoes show a developmental deficit when compared to typical development. The Barnes-Holmes Protocol (RFT-PT) is an instrument created based on the RFT to teach PT to neurotypical and atypical people, however there is still a need to carry out more research with the atypical public, in addition to incorporating the element of generalization and testing. these skills in a social context. The main objective of this study is to compare TP skills in children with ASD between four and eight years old with before and after the application of the RFT-PT. The specific objectives include adapting the form of application of the Protocol focusing on the naturalistic teaching of the proposed activities in order to facilitate generalization. The method includes the application of two instruments (Social Skills Solutions and PEAK-T) in the pre- and post-test stages and carrying out the training via RFT-PT with adaptations in the teaching model for the Natural Environment Training (NET). The children's performance in the RFT-PT were analyzed individually and collectively, to verify the learning of PT skills, in addition to comparing the data collected in the pre- and post-test phases. The results showed the effectiveness of the application of the protocol in the NET format, in addition to affirming the generalization when observed in the natural context of the children's group.INCT – Instituto nacional de ciência e tecnologia (Antigo Instituto do Milênio)porUniversidade Federal de Minas GeraisPrograma de Pós-graduação em Psicologia: Cognição e ComportamentoUFMGBrasilFAF - DEPARTAMENTO DE PSICOLOGIAhttp://creativecommons.org/licenses/by-nc-sa/3.0/pt/info:eu-repo/semantics/openAccessPsicologia - TesesPsicologia cognitiva - TesesTranstornos do espectro do autismo - TesesTerapia cognitiva - TesesTomada de perspectivaTeoria das molduras relacionaisTranstorno do espectro do autismoAutismoEnsino NaturalistaNatural Environment TrainingEnsino de tomada de perspectiva para crianças com transtorno do espectro do autismoPerspective taking teaching for children with autism spectrum disorderinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81037https://repositorio.ufmg.br/bitstream/1843/53267/2/license_rdfd434b2e45b27c6ef831461f4412a9d4eMD52ORIGINALDissertaçãoLuana.docx-2.pdfDissertaçãoLuana.docx-2.pdfENSINO DE TOMADA DE PERSPECTIVA PARA CRIANÇAS COM TRANSTORNO DO ESPECTRO DO AUTISMOapplication/pdf705151https://repositorio.ufmg.br/bitstream/1843/53267/4/Dissertac%cc%a7a%cc%83oLuana.docx-2.pdfe59ad782aa19ea0315f0f1c8da960112MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/53267/5/license.txtcda590c95a0b51b4d15f60c9642ca272MD551843/532672023-05-13 18:40:02.864oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-05-13T21:40:02Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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