Consultoria colaborativa na formação de equipe multiprofissional em serviço especializado

Abstract

When talking about teaching or modifying behavior, one must think about Evidence-Based Practices, and in this case, educational intervention based on Applied Behavior Analysis has been recommended, given its scientific evidence for interventions with people with Autism Spectrum Disorder (ASD). The objective of the research was to evaluate a brief collaborative consultancy proposal, operationalized in eight weeks of training a team working after school with children and young people with ASD and/or Intellectual Disability (ID), based on Behavioral Skills Training (BST) and Teach-Back. The specific objective was to verify the impact of the organizational climate on training adherence, as well as to evaluate the team's social attitudes related to inclusion throughout the consultancy. It was an action research consisting of eight weeks of in-service training. Four professionals (three psychologists and one pedagogue) and six children participated, selected for convenience by the researcher. The children and young people were cared for by the participating professionals, in a specialized clinic, during school hours. The research was divided into four distinct phases: Phase I: systematic literature review; Phase II: sample pre-test and analysis of documentation related to the institution's workflow; Phase III: presentation of the Organizational Climate research proposal to employees of the participating institution; Phase IV: implementation of Collaborative Consulting and multiple surveys. The consultancy was operationalized in an eight-week training session, which can be classified as a brief consultancy. Phase I data were analyzed in full and categorized based on the following aspects: year of publication, place of origin of the first author; search repository; objectives, methodological procedures; dependent variable and independent variable; results; limitations and future indications. The data from the other stages were corrected based on the guidance of each test and the results of the collection with the consultancy participants were evaluated qualitatively, based on the issuance of the response presented in dialogue with the literature in the area. In general, the results provided guidance regarding the curricular components related to knowledge of Behavior Analysis and Special Education and validated by the participating professional team, as well as extending knowledge about quality of life in an after-school support service, through of organizational climate assessment. It is recommended that future studies include collecting social validation from participating children and young people, as well as operationalized monitoring of interactions between researcher and school, in addition to the pilot application of questionnaires and evaluation by judges.