Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Reis, Guilherme Guedes
 |
| Orientador(a): |
Gianfaldoni, Mônica Helena Tieppo Alves
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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/42417
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Resumo: |
Individuals with ASD may engage in disruptive behaviors with communicative function to access items of interest, leave aversive situations, or attract the attention of certain people. These behaviors can negatively impact the individual’s and their caregivers’ quality of life. This study aimed to evaluate the effect of remote teaching of functional communication training (FCT), using video modeling (VM) with descriptive feedback on the accuracy of participants’ performance in executing the FCT. A non-concurrent multiple baseline design was used in the conditions: (1) baseline; (2) FCT (six steps); (3) post-test; and (4) follow-up. Each training session consisted of (a) a presentation of videos of the target steps; and (b) five role-play attempts, each followed by descriptive feedback for the FCT items. Three couples who had children with ASD participated, and in each couple, one played the child (confederate), and the other played the role of caregiver (participant-applicator). The criterion for the participant to begin the training was to have a percentage of 30% or fewer correct answers in the baseline. The learning criterion to continue in the study steps was 90% correct in two consecutive blocks or 100% correct in one. The results indicated that: (1) the use of VM with descriptive feedback in remote FCT teaching was effective, increasing the accuracy of the implementation of the procedure; (2) even with longer activities in the final steps, participants gave adequate and faster responses throughout the procedure; (3) participants reported tiredness throughout the research, but there were no dropouts; (4) in the follow-up, there was an increase in the number of errors, which is in line with part of the literature, indicating the need for continued training. Although it was not the objective, caregivers reported that the FCT learned in a simulated way was applied with their children with significant results |
