Treinamento de professores em grupo: um programa para trabalhar problemas de comportamento em sala de aula

• Ano de defesa: 2013
• Autor(a) principal: Celina Pires do Rio Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Treinamento de professores; Análise do comportamento; Intervenção; Comportamento alvo; Capacitação profissional; Comportamento infantil; Professores Treinamento; Relações interpessoais; Docentes; Neurociências; Comportamento Avaliação; Educação infantil; Pré-escolar; Questionários; Criança; Comportamento social
• Link de acesso: http://hdl.handle.net/1843/BUOS-98YGXP

This study aimed to evaluate the effects of a teacher training program to be developed in group and to intervene in the behavior of children with behavior problems in the classroom based on the concepts of "Behavior Analysis", emphasizing how to deal with students behaviors considered as undesirable by teachers. Eight teachers and 8 children from two elementary school of municipal and state net of Belo Horizonte participated in the project. Each teacher chose the student and the target behavior to be modified. Teachers completed two questionnaires (EACI and SNAP IV-P) in which it was evaluated childrens behaviors. The questionnaires were constructed using a Likert scale. Seven sessions were developed. During the first session teachers were informed about the project, the questionnaires and selected target behaviors. Session 2 provided the theoretical basis of Behavior Analysis and Cognitive Psychology and it was also for planning interventions. The other 5 sessions were theoretical and practical for overseeing the implementation of planned interventions. After completing these sessions teachers answered questionnaires again (EACI-P and SNAP IV) in order to evaluate the intervention. The interviewees indicated their intensity grade related to the student behavior that was being measured. The sessions were also recorded for later qualitative analysis of the intervention. The results showed that the proposed intervention may change the behavior of the teacher manage properly the student behavior in 6 among 8 of the interventions made. In the 2 other cases teachers reported that student behavior continued the same after the teachers training.