Grupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolar
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/20492 |
Resumo: | Autism Spectrum Disorder (ASD) is considered as one of the conditions that most compromises the neurodevelopment of children. These subjects have a fundamental characteristic deficit in their social-communicative and behavioral skills, besides problems of socialization and communication forming a dyad leading to a series of daily impairment in their lives. When the guardians of the child do not know intervention strategies to mitigate/prevent the behavioral problems, the daily handling might overburden them. Current researches on intervention with children have highlighted the importance of the family, changing the focus from the subject to the environment, including active participation of parents and schools. The behavioral problems showed at home tend to be repeated at school, where they can become barriers to participation and learning, hindering the access of the student to the school curricula. Therefore, the mitigation of such problems could, besides the decreasing of the impact on the parents, help the school on the process of educational inclusion of these students. The aim of this study was to track the effects of a group intervention with the parents of autist children on their behavioral problems and the docent perception within the school context. The group intervention was composed by eight members and each weekly meeting lasted two hours. The meetings were led by the coordinator and a co-coordinator of the project. The sample was composed by seven participants. First the parents filled a form on demographic data and a questionnaire on behavioral problems (parents’ version), followed by a child and adolescent (aging from 6 to 18 years old) behavior inventory (CBCL/6-18). The teachers were reached before the beginning of the intervention and also filled a questionnaire on behavior problems (Teachers’ version). At the end of the intervention, the questionnaires were applied once more together with a satisfaction questionnaire to evaluate the level of achievement of the Guardians with the program. The themes approached in the meetings derived from the demand identified along with the parents on the first meeting of the group. They were worked as of behavior management strategies that can be used daily. The meetings organized in a way to allow all the participants to interact, exchange experience and practice the interventions, based on the practical principles of Cognitive Behavioral Psychotherapy. The results showed a decrease of behavior problems after the intervention, according to the view of parents and teachers. In what concerns to the point of view of parents, the improvement was more significant, highlighting the importance of the work along with the parents and the educators to enhance the benefits. The parents also stated to be very pleased with the orientation group, emphasizing the enforceability of the social intervention. |
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2021-04-07T17:04:10Z2021-04-07T17:04:10Z2019-08-20http://repositorio.ufsm.br/handle/1/20492Autism Spectrum Disorder (ASD) is considered as one of the conditions that most compromises the neurodevelopment of children. These subjects have a fundamental characteristic deficit in their social-communicative and behavioral skills, besides problems of socialization and communication forming a dyad leading to a series of daily impairment in their lives. When the guardians of the child do not know intervention strategies to mitigate/prevent the behavioral problems, the daily handling might overburden them. Current researches on intervention with children have highlighted the importance of the family, changing the focus from the subject to the environment, including active participation of parents and schools. The behavioral problems showed at home tend to be repeated at school, where they can become barriers to participation and learning, hindering the access of the student to the school curricula. Therefore, the mitigation of such problems could, besides the decreasing of the impact on the parents, help the school on the process of educational inclusion of these students. The aim of this study was to track the effects of a group intervention with the parents of autist children on their behavioral problems and the docent perception within the school context. The group intervention was composed by eight members and each weekly meeting lasted two hours. The meetings were led by the coordinator and a co-coordinator of the project. The sample was composed by seven participants. First the parents filled a form on demographic data and a questionnaire on behavioral problems (parents’ version), followed by a child and adolescent (aging from 6 to 18 years old) behavior inventory (CBCL/6-18). The teachers were reached before the beginning of the intervention and also filled a questionnaire on behavior problems (Teachers’ version). At the end of the intervention, the questionnaires were applied once more together with a satisfaction questionnaire to evaluate the level of achievement of the Guardians with the program. The themes approached in the meetings derived from the demand identified along with the parents on the first meeting of the group. They were worked as of behavior management strategies that can be used daily. The meetings organized in a way to allow all the participants to interact, exchange experience and practice the interventions, based on the practical principles of Cognitive Behavioral Psychotherapy. The results showed a decrease of behavior problems after the intervention, according to the view of parents and teachers. In what concerns to the point of view of parents, the improvement was more significant, highlighting the importance of the work along with the parents and the educators to enhance the benefits. The parents also stated to be very pleased with the orientation group, emphasizing the enforceability of the social intervention.O Transtorno do Espectro Autista (TEA) é considerado um condição que compromete o neurodesenvolvimento através de déficits nas habilidades sociocomunicativa e comportamental. Padrões repetitivos de comportamento e dificuldade de socialização e comunicação formam uma díade que leva a uma série de prejuízos cotidianos em suas vidas. Quando os responsáveis desconhecem estratégias de intervenção/amenização/prevenção de problemas de comportamento os cuidados tendem a sobrecarrega-los. As pesquisas atuais em intervenção com crianças têm destacado a importância da família, mudando o enfoque do sujeito para seu ambiente imediato, incluindo a participação ativa dos seus pais e da escola. Os problemas de comportamento exibidos em casa tendem a ocorrerem também nas escolas, onde podem se constituir como barreiras à participação e aprendizagem, obstruindo o acesso deste aluno ao currículo. Portanto, a minimização destes problemas poderia, além de amenizar o impacto sobre os pais, auxiliar a escola no processo de inclusão educacional destes alunos. O objetivo deste estudo foi avaliar os efeitos de uma intervenção com um grupo de pais de crianças com autismo sobre os problemas de comportamento da criança e a percepção docente no contexto escolar. A intervenção em grupo ocorreu em oito encontros, com duração de 2 horas, ocorrendo semanalmente, sendo conduzido por um coordenador e um co-coordenador do projeto. O delineamento utilizado foi de cunho quase experimental com medidas pré e pós intervenção. A amostra foi composta por sete participantes. Inicialmente os pais preencheram uma ficha de dados demográficos e questionário de problemas de comportamento (versão pais), seguido pelo Inventário de comportamentos para crianças e adolescentes entre 6 e 18 anos (CBCL/6-18). Os professores foram contatados antes de iniciar a intervenção e preencheram um questionário sobre problemas de comportamento (versão professores). Ao final da intervenção, estes foram administrados novamente, juntamente com um questionário sobre satisfação dos cuidadores com o programa. As temáticas abordadas nos encontros foram derivadas da demanda identificadas junto aos pais no primeiro encontro do grupo, e foi dinamizada a partir de estratégias de manejo de comportamento que podem ser utilizadas no dia a dia. Os encontros foram estruturados de maneira que todos os participantes possam interagir, trocar experiências e praticar as intervenções, baseada nos princípios práticos da Psicoterapia Cognitivo-Comportamental. Os resultados, demonstraram uma diminuição dos problemas de comportamento após a intervenção, na percepção dos pais e dos professores. Na percepção dos pais, a melhora foi mais significativa, enfatizando a importância do trabalho com pais em parceria com os docentes para amplificar os benefícios. Os pais também revelaram estar muito satisfeitos com o grupo de orientação, evidenciando a validade social da intervenção.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAutismoGrupo de apoio a paisProblemas de comportamentoPercepção docenteSupport group for parentsAutismBehavior problemsTeachers’ viewCNPQ::CIENCIAS HUMANAS::EDUCACAOGrupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolarOrientation group for parents of autist children: contribution of psychology at school contextinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSchmidt, Carlohttp://lattes.cnpq.br/7185372980306847Cia, FabianaCamargo, Siglia Pimentel HöherPavão, Sílvia Maria de OliveiraCostas, Fabiane Adela Tonettohttp://lattes.cnpq.br/0431712039989930Piccoloto, Luciane Benvegnú700800000006600600600600600ced51426-3435-4deb-85c4-4c74e8bd794e736da8ac-365c-44dd-b5f1-389d6ca26a235dac0803-31a4-4761-bb25-d2c179cf5f23d7425863-6753-4ea1-86dc-c7e94247240259e85d19-e6da-4fb0-a73b-2ecf7b9d1ce062fb3e45-370b-4e85-83ec-66320cfe5b51reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2019_PICCOLOTO_LUCIANE.pdfTES_PPGEDUCACAO_2019_PICCOLOTO_LUCIANE.pdfTESEapplication/pdf2449930http://repositorio.ufsm.br/bitstream/1/20492/1/TES_PPGEDUCACAO_2019_PICCOLOTO_LUCIANE.pdf4d83f898ca70109fb56d9a2c74816bbdMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Grupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolar |
dc.title.alternative.eng.fl_str_mv |
Orientation group for parents of autist children: contribution of psychology at school context |
title |
Grupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolar |
spellingShingle |
Grupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolar Piccoloto, Luciane Benvegnú Autismo Grupo de apoio a pais Problemas de comportamento Percepção docente Support group for parents Autism Behavior problems Teachers’ view CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Grupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolar |
title_full |
Grupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolar |
title_fullStr |
Grupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolar |
title_full_unstemmed |
Grupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolar |
title_sort |
Grupo de orientação a pais de crianças com autismo: contribuições da psicologia para o contexto escolar |
author |
Piccoloto, Luciane Benvegnú |
author_facet |
Piccoloto, Luciane Benvegnú |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Schmidt, Carlo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7185372980306847 |
dc.contributor.referee1.fl_str_mv |
Cia, Fabiana |
dc.contributor.referee2.fl_str_mv |
Camargo, Siglia Pimentel Höher |
dc.contributor.referee3.fl_str_mv |
Pavão, Sílvia Maria de Oliveira |
dc.contributor.referee4.fl_str_mv |
Costas, Fabiane Adela Tonetto |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0431712039989930 |
dc.contributor.author.fl_str_mv |
Piccoloto, Luciane Benvegnú |
contributor_str_mv |
Schmidt, Carlo Cia, Fabiana Camargo, Siglia Pimentel Höher Pavão, Sílvia Maria de Oliveira Costas, Fabiane Adela Tonetto |
dc.subject.por.fl_str_mv |
Autismo Grupo de apoio a pais Problemas de comportamento Percepção docente Support group for parents |
topic |
Autismo Grupo de apoio a pais Problemas de comportamento Percepção docente Support group for parents Autism Behavior problems Teachers’ view CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Autism Behavior problems Teachers’ view |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Autism Spectrum Disorder (ASD) is considered as one of the conditions that most compromises the neurodevelopment of children. These subjects have a fundamental characteristic deficit in their social-communicative and behavioral skills, besides problems of socialization and communication forming a dyad leading to a series of daily impairment in their lives. When the guardians of the child do not know intervention strategies to mitigate/prevent the behavioral problems, the daily handling might overburden them. Current researches on intervention with children have highlighted the importance of the family, changing the focus from the subject to the environment, including active participation of parents and schools. The behavioral problems showed at home tend to be repeated at school, where they can become barriers to participation and learning, hindering the access of the student to the school curricula. Therefore, the mitigation of such problems could, besides the decreasing of the impact on the parents, help the school on the process of educational inclusion of these students. The aim of this study was to track the effects of a group intervention with the parents of autist children on their behavioral problems and the docent perception within the school context. The group intervention was composed by eight members and each weekly meeting lasted two hours. The meetings were led by the coordinator and a co-coordinator of the project. The sample was composed by seven participants. First the parents filled a form on demographic data and a questionnaire on behavioral problems (parents’ version), followed by a child and adolescent (aging from 6 to 18 years old) behavior inventory (CBCL/6-18). The teachers were reached before the beginning of the intervention and also filled a questionnaire on behavior problems (Teachers’ version). At the end of the intervention, the questionnaires were applied once more together with a satisfaction questionnaire to evaluate the level of achievement of the Guardians with the program. The themes approached in the meetings derived from the demand identified along with the parents on the first meeting of the group. They were worked as of behavior management strategies that can be used daily. The meetings organized in a way to allow all the participants to interact, exchange experience and practice the interventions, based on the practical principles of Cognitive Behavioral Psychotherapy. The results showed a decrease of behavior problems after the intervention, according to the view of parents and teachers. In what concerns to the point of view of parents, the improvement was more significant, highlighting the importance of the work along with the parents and the educators to enhance the benefits. The parents also stated to be very pleased with the orientation group, emphasizing the enforceability of the social intervention. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-20 |
dc.date.accessioned.fl_str_mv |
2021-04-07T17:04:10Z |
dc.date.available.fl_str_mv |
2021-04-07T17:04:10Z |
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doctoralThesis |
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http://repositorio.ufsm.br/handle/1/20492 |
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por |
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por |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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