Ensino de manejo de comportamento problema para professores de alunos com TEA: Uma replicação sistemática

Abstract

Intervening in the reduction of inappropriate behavior is of fundamental importance, as it allows an improvement in the quality of life of individuals and also of the people they live with in different contexts. The objective of the present research was to evaluate the effectiveness of a set of teaching procedures consisting of written instruction, video modeling and roleplay to teach teachers how to manage inappropriate behavior of their students with ASD. The study is a systematic replication of the research from the study by Guimarães et al. (2018), about managing inappropriate behavior with mothers. The research was conducted in a public school in the city located in the interior of the state of São Paulo. Three teachers who had students diagnosed with Autism Spectrum Disorder (ASD) and two students with ASD who showed inappropriate behavior participated in the research. To evaluate the effectiveness of the set of teaching procedures, the multiple baseline design between inappropriate behaviors was used. The procedure had the following phases: Baseline, Intervention, follow-up, observation of teacher-student interaction and social validity of the research. At baseline, the teachers carried out behavior management with the confederate only with written instructions and in the intervention, they carried out the same procedure together with video modeling. The target inappropriate behaviors were: CI-a) command to obtain item; CI-b) order to refuse items present in the environment; CI-c) refusal to deliver reinforcer; CI-d) demand leakage. The results obtained showed that the intervention was effective, the participating teachers achieved 100% correct answers, performing on average between two and three intervention sessions for all inappropriate behaviors, and in classroom observations, the teachers handled more than 60% of the inappropriate behaviors. . Regarding social validity, the teachers enjoyed participating in the research and considered it useful for their performance in the classroom. It is suggested for future research to expand the stage of monitoring the implementation of strategies with students with ASD and also work with each student's inappropriate behaviors.