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Advisor(s)
Abstract(s)
Objetivo: Este estudo avaliou os efeitos da implementação de um
programa de autorregulação no aumento da autonomia de um aluno com
Perturbação do Espetro do Autismo, em contexto de sala de aula, no
segmento letivo de Português.
Método: A metodologia adotada foi quantitativa e experimental, num
desenho de investigação de sujeito único, dividido em três fases de
investigação: linha de base, início do programa de intervenção e um mês
depois. Os registos dos vídeos, e a construção e implementação do programa
de intervenção em conjunto com a professora, tiveram como base os
princípios e procedimentos da Análise Comportamental Aplica.
Resultados / Discussão: Após a implementação do programa de
intervenção observou-se um acentuado aumento do envolvimento do aluno e
das suas respostas às instruções académicas da professora, essencialmente ao
nível das instruções de grupo que, na linha de base, apresentavam valores
baixos. A eficácia da intervenção reforça a importância de se capacitar
professores na aplicação de técnicas comportamentais dado que, neste
estudo e à semelhança de outros, a professora aprendeu rapidamente a
implementar práticas que facilmente se ajustam à sala de aula, levando à
melhoria sistemática do comportamento do aluno com PEA numa sala de aula
inclusiva.
Purpose: This study evaluated the effects of implementing a selfmanagement program on increasing the autonomy of a student with Autism Spectrum Disorder in a classroom context of Portuguese language. Method: The methodology used was quantitative and experimental, in a single subject research design, divided into three phases of research: Baseline; Early intervention Program and a month later program. The videos recorded, the construction and implementation of the intervention program in conjunction with the teacher were based on the principles and procedures of Applied Behavior Analysis. Results / Discussion: After the implementation of the intervention program it was noted that there was a huge improvement in the student involvement and their response to the academic teacher's instructions. Especially regarding the instructions given as a group, as at the baseline stage had presented at lower values. The effectiveness of the intervention reinforces the importance of training teachers in the application of behavioral techniques as in this study, and like many others, the teacher learned quickly to implement practices that easily fit into the classroom, leading to systematic improvement of behavioral students with ASD in an inclusive classroom.
Purpose: This study evaluated the effects of implementing a selfmanagement program on increasing the autonomy of a student with Autism Spectrum Disorder in a classroom context of Portuguese language. Method: The methodology used was quantitative and experimental, in a single subject research design, divided into three phases of research: Baseline; Early intervention Program and a month later program. The videos recorded, the construction and implementation of the intervention program in conjunction with the teacher were based on the principles and procedures of Applied Behavior Analysis. Results / Discussion: After the implementation of the intervention program it was noted that there was a huge improvement in the student involvement and their response to the academic teacher's instructions. Especially regarding the instructions given as a group, as at the baseline stage had presented at lower values. The effectiveness of the intervention reinforces the importance of training teachers in the application of behavioral techniques as in this study, and like many others, the teacher learned quickly to implement practices that easily fit into the classroom, leading to systematic improvement of behavioral students with ASD in an inclusive classroom.
Description
Keywords
Perturbação do Espetro do Autismo Autism Spectrum Disorder Sala de aula inclusiva Análise comportamental aplicada Programa de intervenção de autorregulação Inclusive classroom Applied Behavioral Analysis Self-management intervention program
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação