TEACHER TRAINING: IDENTIFICATION AND DESCRIPTION OF CONTINGENCIES INVOLVING BEHAVIORS-PROBLEM STUDENTS WITH TEA
Functional analysis of behavior; Functional assessment of behavior; Autism Spectrum Disorder; Teacher training; Videomodeling.
The 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 present 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 network has been increasing, on the other hand, the number of teachers with adequate training in Behavior Analysis to identify the real contingencies involving problem behaviors emitted by individuals with ASD in the classroom is still scarce. The aim of this work is to verify if a formative training for teachers would be effective for the learning of the ability to identify and describe contingencies based on descriptive functional assessment, for that, two studies will compose this work. The first study is a systematic review of the literature on teaching analysis and functional assessment to teachers and other education professionals. Seventeen (17) studies were found, among which there was a great use of teaching procedures utilizing videos, modeling and feedback. The second study is in progress and consists of the production of an online teaching program for teachers based on video modeling. So far, the construction of the script of the videos to be used in the program has started.