Social attitudes of educational agents towards inclusion and training in applied behavior analysis

Página do item simplificado
dc.contributor.authorBenitez, Priscila
dc.contributor.authorPaulino, Vanessa Cristina
dc.contributor.authorOliveira, Ailton Paulo
dc.contributor.authorDomeniconi, Camila
dc.contributor.authorOmote, Sadao [UNESP]
dc.contributor.institutionUniversidade Federal de São Carlos (UFSCar)
dc.contributor.institutionUniversidade Federal do ABC (UFABC)
dc.contributor.institutionUniversidade de São Paulo (USP)
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-04-29T08:31:28Z
dc.date.available2022-04-29T08:31:28Z
dc.date.issued2021-01-01
dc.description.abstractThe social attitudes of educational agents can influence the development of inclusive practices in the school context. Considering the main challenges of school inclusion of students with Autism Spectrum Disorder (ASD) in the regular school system, this research aimed to evaluate the social attitudes of formal and informal educational agents concerning inclusion, before and after a program of training in Special and Inclusive Education, based on the Applied Behavior Analysis. Fifty-two educational agents participated. The program was composed of meetings for theoretical discussions, practical activities, and guided reading on Special and Inclusive Education and analytical-behavioral strategies for intervention. Social attitudes toward inclusion were measured through the Likert Scale of Social Attitudes toward Inclusion before and after the training. Wilcoxon’s test revealed a statistically significant difference between the pre-test scores and post-test scores (p = 0.003). The implications of the proposed training program on the possibilities for the development of an inclusive school environment were discussed, since this training resulted in more favorable social attitudes of the educators toward inclusion.en
dc.description.affiliationUniversidade Federal de São Carlos (UFSCar)
dc.description.affiliationUniversidade Federal do ABC (UFABC)
dc.description.affiliationUFSCar
dc.description.affiliationUniversidade de São Paulo (USP)
dc.description.affiliationDepartamento de Psicologia e do Programa de Pós-Gra-duação em Psicologia (DeptoPsi/PPGPsi) UFSCar Instituto Nacional de Ciência e Tecnologia sobre Comportamento Cognição e Ensino (INCT-ECCE)
dc.description.affiliationDepartamento de Educação Especial da Faculdade de Filosofia e Ciências Universidade Estadual Paulista (UNESP)
dc.description.affiliationUnespDepartamento de Educação Especial da Faculdade de Filosofia e Ciências Universidade Estadual Paulista (UNESP)
dc.format.extent477-492
dc.identifierhttp://dx.doi.org/10.1590/1980-54702021v27e0125
dc.identifier.citationRevista Brasileira de Educacao Especial, v. 27, p. 477-492.
dc.identifier.doi10.1590/1980-54702021v27e0125
dc.identifier.issn1413-6538
dc.identifier.scopus2-s2.0-85111759613
dc.identifier.urihttp://hdl.handle.net/11449/229260
dc.language.isopor
dc.relation.ispartofRevista Brasileira de Educacao Especial
dc.sourceScopus
dc.subjectApplied behavior analysis
dc.subjectAutism spectrum disorder
dc.subjectEducational agents
dc.subjectInclusion
dc.subjectSocial attitudes
dc.titleSocial attitudes of educational agents towards inclusion and training in applied behavior analysisen
dc.titleAtitudes sociais de agentes educacionais em relação à inclusão e à formação em análise do comportamento aplicadapt
dc.typeArtigo
unesp.author.orcid0000-0003-3501-7606[1]
unesp.author.orcid0000-0003-0063-0355[2]
unesp.author.orcid0000-0002-2721-7192[3]
unesp.author.orcid0000-0003-0486-3543[4]

Arquivos

Coleções

Artigos - Educação Especial - FFC