Ensinando professores a descrever contingências de comportamentos-problema no TEA por meio de um treino informatizado

Abstract

Autism Spectrum Disorder (ASD) is classified by the DSM-V (2014) as a disorder that presents persistent deficits in several subareas related to two major diagnostic criteria. That is, people with ASD manifest impairments in communication and social interaction and have restricted and repetitive patterns of behavior, interest or activities. If, on the one hand, the number of people with ASD enrolled in the national education system has been increasing, on the other hand, the number of teachers with adequate training in Behavior Analysis to identify the real contingencies that involve problem behaviors emitted in the classroom is still scarce. class by individuals with ASD. The aim of this study was to verify whether computerized training for teachers, based on videos and feedback, would be effective in teaching participants to identify and describe contingencies of problem behaviors. For this, two studies were carried out. The first study is a systematic review of the literature on teaching functional analysis and assessment to teachers and other education professionals. Seventeen (17) articles were found, among which there was a great use of teaching procedures with the use of videos, modeling, modeling and feedback. The second study consisted of the production and application of a computerized training that used videos with scenes in role-playing format and textual feedback. The results of the second study suggest that the use of written feedback was effective in teaching participants the ability to identify and describe the contingencies of problem behaviors presented in the videos.