Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Cesco, Simonilda
 |
| Orientador(a): |
Gioia, Paula Suzana
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados 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/40071
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Resumo: |
People with Autism Spectrum Disorder (ASD) and other developmental disabilities are two to three times more at risk of injury or abuse compared to the general population, highlighting the importance of acquiring safety skills. The aim of this study was to use Behavioral Skill Training (BST) to teach safe handling and disposal of sharp objects, as well as to test the maintaining and the transfer of these behaviors to a new environment (the participants’ home). Two participants with a diagnosis of autism or fragile X, aged over 13 years, were selected. The study consisted of four phases: 1) baseline, 2) BST training (instruction of the target behavior, demonstration of task execution, practice with feedback divided into 5 phases), 3) maintenance test and 4) generalization test. During the practice and feedback phases, the behavior of safely collecting and disposing of glass shards was taught in two tasks, on the floor and on benches or tables, using simulated shards and real shards. Constant time delays of zero seconds and five seconds were used, along with a gradual increase in the acquisition criterion from 80% to 100%. In addition, different reinforcement schedules were implemented. At baseline, participants performed few steps independently. At the end of BST training, in which they used real glass shards, they performed all steps of both tasks independently. In addition, performance was maintained in the maintenance and generalization tests, demonstrating consistent acquisition in handling glass shards. However, the study faced some limitations: few participants that affected task alternation between them. In addition, participant availability impacted collection of follow-up tests |
