Treinamento docente para aplicação de Análise Funcional Baseada em Tentativas na avaliação de comportamentos inadequados
Abstract
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
behaviours’ function by experimentally arranging its antecedent and consequent events. Such
arrangements verify if problem behaviour is maintained by positive reinforcement in form of
attention or access to favourite objects, negative reinforcement through escaping from
academic demands, or automatic reinforcement by self-stimulation. The present study tried to
evaluate the effects of a Trial-based Functional Analysis Training Program for one teacher
over her abilities to assess problem behavior. To do so, a female Special Educator was trained
to conduct Trial-based FA on a female student referred for problem behaviour. The
procedures took place in five phases: Initial evaluation, Pre-training, Baseline, Extended
Training and Post-training. The Experimental Conditions conducted in this study during
Baseline were Divided Attention, Mand and Demand. During Post-training only Mand and
Demand Conditions were kept. The Inter Observer Agreement was 90%. The Training
Program effects were observed by calculating and comparing procedural fidelity while the
teacher was conducting the Trial-based FA at Baseline and Post-training phases. The overall
results indicate that the Extended Training helped to improve teachers’ repertoire to conduct
Trial-based FA in 17.9%. Looking specifically at the trials in which problem behaviour
occurred, the improvement was 24.6%. This study was a first attempt to train teachers to use
such applied methodology in Brazilian territory.