Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Nascimento, Felipe Barreto do
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| Orientador(a): |
Micheletto, Nilza
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Psicologia Experimental: Análise do Comportamento
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| Departamento: |
Faculdade de Ciências Humanas e da Saúde
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/42174
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Resumo: |
It has been discussed in the literature whether the use of all components of behavioral skills training (BST) is necessary to teach skills to caregivers of people with autism spectrum disorder (ASD). This study aims to assess the effectiveness and efficiency of video modeling and role-play with feedback in teaching how to: make requests, follow instructions, and perform tasks to four mothers and one father of people with ASD, the effects of learning these behaviors on children’s behaviors, the generalization and maintenance of caregivers’ and children’s behaviors, and the social validity of the intervention. An adapted alternating treatments experimental design was used to verify which independent variable would produce more effective teaching. Five caregivers of ASD children went through the phases of Pre-study Baseline, Teaching — Alternating Treatments, Teaching — Extended Treatment, Generalization, Maintenance, and Social Validity. The teaching of caregivers was carried out with a confederate, in the residence, and, as soon as they reached the criteria, the teaching of caregivers with their children was assessed. The children’s behavior in carrying out the behaviors taught by their caregivers and the occurrence of behavioral problems were also assessed. The results showed that the role-play with feedback was more efficient for teaching since all caregivers reached the mastery criteria faster with this component. The intervention proved to be effective for all caregivers to emit the target behaviors in a new environment and for the acquired repertoire to be maintained after 30 days of maintenance. The children generally performed better in the taught behaviors in relation to those obtained in the baseline. Social validity results demonstrated that caregivers approved the intervention. The data suggest that it may not be necessary to use all components of BST to teach some specific skills to caregivers of people with ASD. It is still necessary to evaluate which aspects of the intervention contribute to the difference in the performance of caregivers with a confederate and with their children |
