Efeitos de uma intervenção comportamental e de estimulação de habilidades atencionais sobre o desempenho acadêmico e funcionamento adaptativo de escolares

• Ano de defesa: 2016
• Autor(a) principal: Prato, Deyse Laura Alves
• Orientador(a): Teixeira, Maria Cristina Triguero Veloz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: manejo comportamental; sala de aula; desempenho acadêmico; funcionamento adaptativo
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL::ADMINISTRACAO DE UNIDADES EDUCATIVAS
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22711

The school is a space dedicated to the development of learning skills and socialization repertoires of children and adolescents in order to support them in the development of skills to deal with future experiences. In Brazil, the documents that parameterize education leave implicit how these skills should be developed together with curricular contents. One of teacher's challenges in the classroom is the development of appropriate strategies for stimulating cognitive and behavioral skills in the students. Studies have shown that interventions applied in the classroom context can stimulate cognitive and behavioral repertoire suitable for learning. The aim of the study was to investigate the effects of the behavioral stimulation and attentional skills intervention, as well social skills and adaptive functioning in the academic performance. The sample consisted of 64 children aged 6 to 12 years old, attending the 2nd and 4th year of elementary school of Integral Education Center (CIS) in Curitiba/PR and the respective professors. The classes were divided by drawing in experimental groups (GE) and control group (CG). The data collection instruments were Child Behavior Checklist for ages 6-18 (CBCL / 6-18), Teacher's Report Form for ages 06 - 18 (FRR / 6-18), Guidance Behavioral Management for Children and Adolescents with signs of inattention and hyperactivity, a checklist to control the application of the student’s guide and academic performance registration on quarterly tests (bulletin). The results pointed out that the intervention for behavior management in the context of the classroom brought benefits to both experimental groups, given that the 2nd year group had better results than the group of 4th year, considering the improvement shown on the scales of the TRF Academic Performance, Working capacity, Behavior, Learning and Happiness, and the increase in the percentage of note "A" and reduction in the percentage of notes B and C in the subjects evaluated. In the home environment the parents report not confirmed the same level of improvement in adaptive functioning indicators. It is concluded that the intervention was effective in the increase of adaptive behavior and academic performance of students, especially according with teacher reports.