Protocolo de Avaliação de Repertório Comportamental (PARC) na construção de Planos de Ensino Individualizado para crianças com Transtorno do Espectro do Autismo

Abstract

The use of Individualized Teaching Plans (IEPs) is advocated by educational policies and for their elaboration it is necessary to use evaluative instruments that raise the potentialities and needs of individuals. This work aimed to build, organize and verify the social validity of an instrument for evaluating the behavioral repertoire of children with Autism Spectrum Disorderm (ASD) or other conditions that generate developmental delay, for use, primarily, by teachers. The work consisted of three studies, Study 1: aimed to raise the version of the teachers of the Specialized Educational Assistance (SEA) of Municipal Early Childhood Education Centers (MECECs) on the elaboration and operationalization of PEIs. Study 2: sought to raise research on the use of behavioral repertoire assessment instruments for individuals with ASD and/or developmental delay. Study 3: organized and constructed the Behavioral Repertory Assessment Protocol (BRAP) for young children with ASD and raised its social validity. The theoretical and methodological framework of this research was Behavior Analysis. For the survey of data from Study 1, a semi-structured interview script was applied to three teachers responsible for the SEA of MECECs, the main findings indicate that the teachers usually prepare IEPs for Special Education Target Public (SETP) students, however, report that the tool contributes little to their work with them, in addition, the three declare that they perceive the need to make use of instruments that can raise the needs of this public, since none of them use them. The results of Study 2 were raised through a bibliographical review research, surveying works published in the last five years, in the Periodicals Portal of the Coordination for the Improvement of Higher Education Personnel (CIHEP); in the CIHEP Catalog of Theses and Dissertations and in the Digital Library of Theses and Dissertations (DLTD) that dealt with the use of behavioral repertoire assessment instruments for individuals with ASD and/or developmental delay. The analysis of the works identified that only one set out to develop assessment tools that could equip Education professionals, with the creation of an instrument to raise signs of risk to development. From the survey carried out, the importance of research that investigates or proposes tools that support the preparation of IEPs and can be used by education professionals became evident. Study 3, in turn, sought to socially validate the BRAP, based on the evaluation of 11 judges, Education professionals, who used the instrument to evaluate their students with ASD. The analysis of the judges' responses indicated, in general, that the BRAP contributes to raising the behavioral repertoire of the children assisted, it was evaluated as an instrument that is easy to understand and apply, in addition to being considered as a tool that collaborates with the development of IEPs. It was consensus among the judges, the future intention of using the elaborated material. Further research can probe the adherence to the use of BRAP by professionals for the preparation of IEPs, as well as the analysis of documents produced and supported by the instrument developed, aiming to contribute to the school inclusion of SETP students.