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Advisor(s)
Abstract(s)
Problemas relacionados com o comportamento disruptivo entre os alunos representam um desafio significativo para as escolas. Em resposta, muitas escolas adotaram a prevenção em três níveis/modelos para comportamento social, tais como, intervenções e suportes de comportamento positivo em toda a escola (SW-PBIS) para apoiar comportamentos prosociais dos alunos e prevenir disrupções comportamentais.
Mesmo com estratégias universais eficazes de gestão em sala de aula em vigor, alguns alunos são susceptíveis de se envolver em comportamentos desafiadores. Esses alunos precisarão de suportes comportamentais mais seletivos ou individualizados para que sejam academicamente e socialmente bem-sucedidos na escola.
Educadores que se esforçam para implementar práticas baseadas em evidências precisam definir com precisão suficiente para permitir a implementação e estratégias para incorporar a individualização de intervenções que abordam a diversidade de desafios apresentados pelos alunos nas escolas de hoje.
O presente estudo teve como objectivos a) Verificar os efeitos da implementação de um programa de intervenção nas competências sociais e problemas de comportamento; b) desenvolver no grupo competências relacionadas com a cooperação, autoestima e partilha.
Apesar da curta duração do programa de intervenção, que limitou a abordagem de cada tema a uma única sessão, os resultados apontam para uma tendência de melhoria ao nível das habilidades sociais e redução dos problemas de comportamento.
Problems related to disruptive behavior among students pose a significant challenge for schools. In response, many schools adopted prevention at three levels/models for social behavior, such as interventions and positive behavior supports throughout the school (SW-PBIS) to support students' prosocial behaviors and prevent behavioral dissections. Even with effective universal classroom management strategies in place, some students are likely to engage in challenging behaviors. These students will need more selective or individualized behavioral support to be academically and socially successful at school. Educators who strive to implement evidence-based practices need to define with sufficient precision to enable implementation and strategies to incorporate the individualization of interventions that address the diversity of challenges presented by students in schools today. The present study aimed to a) Verify the effects of the implementation of an intervention programme on social skills and behavioural problems; b) develop skills related to cooperation, self-esteem and sharing in the group. Despite the short duration of the intervention program, which limited the approach of each theme to a single session, the results point to a trend of improvement in the level of social skills and reduction of behavioral problems.
Problems related to disruptive behavior among students pose a significant challenge for schools. In response, many schools adopted prevention at three levels/models for social behavior, such as interventions and positive behavior supports throughout the school (SW-PBIS) to support students' prosocial behaviors and prevent behavioral dissections. Even with effective universal classroom management strategies in place, some students are likely to engage in challenging behaviors. These students will need more selective or individualized behavioral support to be academically and socially successful at school. Educators who strive to implement evidence-based practices need to define with sufficient precision to enable implementation and strategies to incorporate the individualization of interventions that address the diversity of challenges presented by students in schools today. The present study aimed to a) Verify the effects of the implementation of an intervention programme on social skills and behavioural problems; b) develop skills related to cooperation, self-esteem and sharing in the group. Despite the short duration of the intervention program, which limited the approach of each theme to a single session, the results point to a trend of improvement in the level of social skills and reduction of behavioral problems.
Description
Keywords
Comportamento disruptivo Prevenção Suporte multinível Disruptive behavior Prevention Multilevel support
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação