Uso do pacote de ensino BST (Behavior Skills Training) para ensinar comportamentos de segurança de recolher e descartar objetos cortantes a pessoas

Detalhes bibliográficos
Ano de defesa: 2023
Autor(a) principal: Cesco, Simonilda lattes
Orientador(a): Gioia, Paula Suzana lattes
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
Departamento: Faculdade de Ciências Humanas e da Saúde
País: Brasil
Palavras-chave em Português:
TEA
BST
Palavras-chave em Inglês:
ASD
BST
Área do conhecimento CNPq:
Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/40071
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