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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dc.contributor.advisorCarreiro, Luiz Renato Rodrigues
dc.contributor.advisor-co1Teixeira, Maria Cristina Triguero Veloz
dc.contributor.advisor-co1Latteshttp://lattes.cnpq.br/1500695593391363por
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/0203967709311323por
dc.contributor.authorSiqueira, Alisson Rogério Caetano
dc.creator.Latteshttp://lattes.cnpq.br/0354025119059976por
dc.date.accessioned2019-06-28T20:34:16Z
dc.date.accessioned2020-05-28T18:09:26Z
dc.date.available2020-05-28T18:09:26Z
dc.date.issued2019-01-22
dc.description.abstractAcademic 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.eng
dc.description.sponsorshipCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorpor
dc.formatapplication/pdf*
dc.identifier.citationSIQUEIRA, 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.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/24573
dc.keywordsbehavior analysiseng
dc.keywordsbehavioral managementeng
dc.keywordsADHDeng
dc.keywordsobservation protocoleng
dc.keywordsintervention guideeng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectanálise do comportamentopor
dc.subjectmanejo comportamentalpor
dc.subjecteducaçãopor
dc.subjectprotocolo de observaçãopor
dc.subjectguia de intervençãopor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::PSICOLOGIApor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::EDUCACAOpor
dc.subject.cnpqCNPQ::CIENCIAS DA SAUDEpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/19203/Alisson%20Rog%c3%a9rio%20Caetano%20de%20Siqueira.pdf.jpg*
dc.titleManejo comportamental pelo professor em contexto de sala de aula para promoção de comportamentos de aprendizado escolar acadêmico em alunos do 3º ano do ensino fundamentalpor
dc.typeTesepor
local.contributor.board1Araújo, Marcos Vinícius de
local.contributor.board1Latteshttp://lattes.cnpq.br/1336428563929351por
local.contributor.board2Carvalho, Alex Moreira
local.contributor.board2Latteshttp://lattes.cnpq.br/0423487266873659por
local.contributor.board3Segin, Miriam
local.contributor.board3Latteshttp://lattes.cnpq.br/4433240490474925por
local.contributor.board4Vóvio, Claudia Lemos
local.contributor.board4Latteshttp://lattes.cnpq.br/6082754427382954por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Ciências Biológicas e da Saúde (CCBS)por
local.publisher.initialsUPMpor
local.publisher.programDistúrbios do Desenvolvimentopor
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Distúrbios do Desenvolvimento - Teses - CCBS Higienópolis