Manejo comportamental pelo professor no contexto de sala de aula de alunos identificados com TDAH: desenvolvimento, implementação e avaliação de guia de intervenção

• Autor(a) principal: Araújo, Marcos Vinícius de
• Data de Publicação: 2012
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/24512
• topic: análise do comportamento; manejo comportamental; TDAH; protocolo de observação; guia de intervenção; behavior analysis; behavioral management; ADHD; observation protocol; intervention guide; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Attention Deficit Hyperactivity Disorder (ADHD) is described, according to DSM-IV TR, as a persistent pattern of inattention and/or hyperactivity that is more frequently displayed and is more severe than observed in individuals of the same age. Such condition often impairs the individual‟s educational process. This research aimed at developing and implementing behavioral management procedures in classroom context and assessing their effects in ADHD students. To do so, we resorted to the theory of Behavior Analysis. To assess the behavioral profile of participants, specific inventories were used (CBCL/6-18 for parents and TRF/6-18 and Benczik scale for teachers), as well as classroom observation based on a protocol elaborated by the researcher himself. Eight children participated in the study. All of them are Elementary School students from São Paulo and have been diagnosed with ADHD. A training program for teachers was elaborated to classroom behavioral management on the form of a Guide, which was used with four of the children (Experimental Group EG). Results were subsequently compared to Control Group (CG), formed by remaining four children. The Guide was based on the use of stimulus control strategies and reinforcers. The results show that observation sessions added by parents and teachers reports are significantly useful for establishing the participants‟ behavioral profile. When comparing EG and CG it was verified that most EG students had a decrease of the frequency of inattention and hyperactivity behaviors, which are incompatible with learning process at school; on the other hand, CG presented an increase in the frequency of such behaviors. These results indicate the efficiency of the Guide through simple changes in classroom procedures. After the implementation of these procedures it was verified, along the weeks, a gradual increase of its use by the teacher. We conclude that the application of the Guide, in the cases described in this work, has proved feasible and effective for the management of several behaviors related to inattention and hyperactivity, as well as of other behavioral problems commonly associated to ADHD.