O uso da análise de sistemas comportamentais para o aprimoramento dos serviços prestados pelo Centro para o Autismo e Inclusão Social (CAIS-USP)

Abstract

The main objective of the present study was to demonstrate the use of the behavioral systems analysis, more specifically, the Behavioral Systems Engineering Model, in the improvement of the services provided by the Center for Autism and Social Inclusion, (CAIS-USP). The specific objectives were: defining the mission of the CAIS; reorganize the processes from the definition of the mission; establishing feedback indicators of the main subsystems that compose the processor system and describe the step-by-step application of Behavioral Systems Analysis tools. The method applied was action research, characterized by being a type of social research, with empirical basis, that is conceived and carried out in close association with an action or with the resolution of a collective problem and in which the researchers and the representative participants (situation or problem) are involved in a cooperative or participative manner. The main results were the establishment of feedback data from the processor system, which before the study did not exist, such as the pre and post test data performed by the therapists before and after classes, the results of the discrete trial assessment to which the therapists were submitted to, data on the frequency in class and its correlation with the results of evaluations. The results of the receptor system were information about the alumni, regarding the performance in the autism area and the results of the children´s assessments in the VB-Mapp, before and after the beginning of the interventions. Another result of the present study was the creation of a specific undergraduate discipline, entitled Applied of Behavior Analysis to Autism, guaranteeing greater visibility and stability of the work carried out by CAIS and, consequently, a higher number of undergraduate students enrolled in each semester. Considering all the stages of the applied intervention model, the conclusion is that the most fundamental one was the definition of the macrosystem and the mission of the CAIS. From these definitions, several processes had been redesigned and tasks were distributed, allowing the collection of feedback data, fundamental for the planning and decisions taken in each semester.

Training psychology interns to teach verbal and non-verbal repertoires in children with autism spectrum disorder

“…The research corroborated and extended what was produced in the literature, in the sense that the BST training resulted in increasing levels of performance accuracy for different populations (Sarakoff & Sturmey, 2004;Lerman et al, 2008;Lerman et al, 2013;Barnes, Mellor & Rehfeldt, 2014;Faggiani, 2014;Barboza et al, 2015;Lerman et al, 2015;Shireman, Lerman & Hillman, 2016;Ferreira, Silva & Barros, 2016;Barkaia, Stokes & Mikiashvili, 2017;Martone, 2017;Aureliano, 2018;Guimarães et al, 2018;Matos et al, 2019). It is important to consider that in the present research, none of the Psychology interns were familiar with ASD and Applied Behavior Analysis (ABA) to ASD, like the participants from the study conducted by Matos et al (2019).…”

“…Brazil demands more qualified professionals to implement evidence-based procedures to favor acquisition of important repertoires in learners with ASD. The University is the ultimate institution to produce science and train future professionals in socially relevant evidence based procedures (Faggiani, 2014;Matos & Matos, 2017;Aureliano, 2018;Hübner et al, 2018). Research, Society andDevelopment, v. 9, n. 7, e116973928, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i7.3928 The authors of the current research agree with the previous literature, regarding the efficacy of a BST package to especially train undergraduate Psychology students in implementing the teaching of non-verbal and verbal repertoires, through DTT to learners with ASD.…”

“…On the other hand, Faggiani (2014) also suggested that instructions were enough in producing high accuracy in student performance, because the level of demand was low. Aureliano (2018) conducted an intervention proposal to enhance accuracy in ABA services provided by Psychology interns to children with ASD, and their parents, from a local community. The study was conducted in the context of a center called "Centro para o Autismo e Inclusão Social (CAIS-USP), from a public University in Brazil.…”

“…In a manner similar to the study by Aureliano (2018) and Matos et al (2019) used the BST components to teach Psychology interns to accurately implement the teaching of verbal repertoires through DTT. The study was conducted in a laboratory from a private University in Brazil.…”

Comparação entre Tipos de Behavioral Skills Training para Capacitação de Estagiárias de Psicologia

“…Na literatura, diversos estudos relatam que o BST foi eficaz na capacitação de diferentes populações para a condução de processos de avaliação e intervenção da ABA em aprendizes com TEA, destacando-se: Professores de educação especial (Lerman, Tetreault, Hovanetz, Strobel, & Garro, 2008;Sarakoff & Sturmey, 2004); psicólogos e educadores (Barkaia, Stokes, & Mikiashvili, 2017;Barnes, Mellor, & Rehfeldt, 2014;Martone, 2017); adultos com TEA e sem déficit intelectual (Lerman, Hawkins, Hillman, Shireman, & Nissen, 2015;Lerman, Hawkins, Hoffman, & Caccavale, 2013;Shireman, Lerman, &Hillman, 2016); pais e outros cuidadores (Barboza, Costa, & Barros, 2019;Ferreira, Silva, & Barros, 2016;Guimarães et al, 2018); estagiários de graduação e pósgraduação em Psicologia (Aureliano, 2018;Faggiani, 2014;Matos, Silva, Firmo, & Matos, 2020).…”