Manejo comportamental pelo professor em contexto de sala de aula para promoção de comportamentos de aprendizado escolar acadêmico em alunos do 3º ano do ensino fundamental
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Tipo
Tese
Data de publicação
2019-01-22
Periódico
Citações (Scopus)
Autores
Siqueira, Alisson Rogério Caetano
Orientador
Carreiro, Luiz Renato Rodrigues
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Araújo, Marcos Vinícius de
Carvalho, Alex Moreira
Segin, Miriam
Vóvio, Claudia Lemos
Carvalho, Alex Moreira
Segin, Miriam
Vóvio, Claudia Lemos
Programa
Distúrbios do Desenvolvimento
Resumo
Academic school learning is central to human development studies. It is verified that the school enhances a great part of this learning. But it is in the school that one perceives the majority of the difficulties of learning of the child. These difficulties can have their origin in the
development of the child. The analysis of the behavior, when approaching the environmental
contingencies, allows to know conditions that favor the learning in context of classroom. It is
known that the teacher is the main controlling agent for modifications in classroom behavior.
Thus, the objective of this work was to develop and implement a behavioral management
program, applied by the teacher, in a classroom context, and to analyze its effects in increasing the frequency of behaviors compatible with learning. This program was implemented in a 3rd grade elementary school class, where 14 students, between 7 and 9, of both sexes participated in a full-time public school in Curitiba. The data were collected from the parents' and teacher's information using behavioral inventories answered by parents, Child Behavior Checklist For Ages 6-18 (CBCL / 6-18) and teachers, Teacher's Report Form for Ages 6-18 (TRF 6 -18) and the Inventory of Executive Functions and Infant Regulation (IFERA-I), the latter refers to difficulties in executive functions. The management program was elaborated from observation in the classroom and was implemented by the teacher during 3 months in the period of the school year. The teacher received a training course in Behavior Analysis and in the implementation of classroom management. The teacher received weekly guidance and video tutoring instructions. The implementation of the observed during 15 sessions of 60 min and filmed 6 sessions of 50 min. During the behavioral management implementation period, the teacher completed 16 checklists and 4 observation protocols (PO), two of which were behaviors of the ADHD model (PO1) and two of behaviors compatible with learning (PO2). The results of CBCL / 6-18 and TRF / 6-18 showed a reduction in T scores of behavior problems that directly interfere with learning. On the other hand, CBCL / 6-18 and TRF / 6-18 presented an increase in indicators of school environment and learning. The checklists presented a 98% implementation index by the teacher and PO2 showed a 20% increase in the behaviors compatible with the learning. It is concluded that the implementation of the behavioral management program by the teacher for behaviors compatible with the learning was possible and had a positive impact in providing the teacher with a new possibility to work behaviors that influence the learning.
Descrição
Palavras-chave
análise do comportamento , manejo comportamental , educação , protocolo de observação , guia de intervenção
Assuntos Scopus
Citação
SIQUEIRA, Alisson Rogério Caetano. Manejo comportamental pelo professor em contexto de sala de aula para promoção de comportamentos de aprendizado escolar acadêmico em alunos do 3º ano do ensino fundamental. 2019. 159 f. Tese (Doutorado em Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo, 2019.