Usabilidade do protocolo de avaliação de repertório comportamental (PARC) para elaboração de plano educacional individualizado de crianças com TEA na educação infantil

Abstract

Autism Spectrum Disorder (ASD) has been widely discussed in national and international literature. In Basic Education, the Individualized Educational Plan (IEP) is a tool that has contributed to inclusion of students with ASD at school. This research, based on qualitative approach and to the assumption of action research, aimed evaluating the usability of the Behavioural Repertoire Assessment Protocol (BRAP) for preparing IEP, as well as understanding its contributions as a resource in Early Childhood Education. The specific objectives were: 1 – to collect information about the pedagogical and behavioural assessment process for preparing the IEP for students with ASD in Early Childhood Education; 2- to plan and to implement a training program for the Specialized Educational Service (SES) Teacher to use the BRAP and prepare the IEP, involving the Support and Regent Teacher, the professionals who accompany the child in clinical care and the family; 3- to evaluate the developed training program, from the perspective of the AEE Teacher; 4- to evaluate the usability of the BRAP in the construction of IEPs. Data collection occurred by the application of a questionnaire, semi-structured interview and application of the assessment instrument. Data were evaluated based on thematic analysis and using the usability evaluation model as a guide. The results showed that the BRAP is an effective protocol for teachers as a tool to evaluate children with developmental delays, specifically children with ASD, and subsequently prepare the IEP. To evaluate the usability of BRAP, the components of the Brazilian Association of Technical Standards (ABNT, 2011) were used: effectiveness, efficiency and satisfaction. In this evaluation, it was possible to verify that BRAP achieves the objectives for which it was designed, as the protocol encounters user needs with effectiveness, efficiency and satisfaction, in the construction of IEPs. When using BRAP we also concluded that it is a protocol capable of meeting other demands of school. In addition to evaluating and surveying the repertoire and preparing the IEP, the BRAP offers guidance for teachers, families and health professionals who support the child. Finally, it is possible to highlight that through BRAP training, it was possible to evidence contributions in relation to the teacher practice in the Multifunctional Resource Room (MRR) aiming strategies development to bring family members closer to children teaching and learning process and the importance of establishing collaborative relationships between teachers, professionals and families, for child development at school. The challenges faced during the research point to gaps, so new research may be conducted with more participants and in different cases and needs for validating the usability of the BRAP, as well as verifying the use of PARC at MRR attending, in addition to the elaboration of IEP. The suggestion that new research focuses on how IEP may be inserted in Early Childhood Education, in order to guarantee the success of children with atypical development in the School Inclusion proposal.