https://repositorio.pucsp.br/jspui/handle/handle/16613 Sat, 04 Apr 2026 01:43:18 GMT 2026-04-04T01:43:18Z https://repositorio.pucsp.br/jspui/handle/handle/46577 Título: Avaliar a eficácia do ensino por meio de roleplay com feedback de mães de pessoas com Transtorno do Espectro Autista (TEA) e sua adesão Abstract: Previous studies have investigated the effects of isolated roleplay with feedback in parenting training, demonstrating its effectiveness in the acquisition and generalization of parenting skills. The present study aimed to evaluate the effectiveness of roleplay with feedback teaching in caregivers of individuals with Autism Spectrum Disorder (ASD) and their adherence in the acquisition of three skills: offering choices, following instructions, and redirecting minor challenging behaviors, in addition to analyzing generalization, maintenance, and social validity. A multiple baseline design across behaviors was used to assessthe isolated effectiveness of the procedure for each skill. Three mothers participated in the study, which involved seven phases: initial probe, baseline with a confederate, teaching, generalization probe with their own child, and adherence assessment assessed through attendance at teaching sessions, mothers' reports and videotaping, maintenance probe, and social validity. The teaching with the confederate playing the role of a child took place in a private clinic, with mastery defined as 80% or more correct responses in two consecutive blocks. The results indicated that roleplay with feedback was effective in promoting learning, skill generalization, and performance maintenance. Social validity measures indicated acceptance of the intervention. Adherence to the intervention, measured by session attendance, was high (75% and 94%), and participants' self-reports regarding adherence to strategy use matched video observations, indicating consistency between reports and performance in the natural setting. The findings corroborate previous results on the effectiveness of roleplay with feedback in teaching parenting skills, highlighting its relevance as a practical, controllable, and applicable strategy for caregivers of individuals with ASD. This study contributes to the understanding of the isolated application of roleplay with feedback and reinforces the importance of strategies that promote learning and generalization of parenting skills in clinical and natural settings Tipo: Dissertação Wed, 12 Nov 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46577 2025-11-12T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46537 Título: Análise da eficácia de um treinamento computadorizado para ensinar profissionais a implementarem tentativas discretas em crianças com TEA Abstract: This study investigated the effectiveness of computerized training for new instructors to implement discrete-trial teaching. Participants were three individuals, ages 20 to 30, newly hired at a behavioral intervention clinic and with no prior experience in ABA or teaching children with autism. The procedure included a baseline phase, where participants read a descriptive 11-step DTT protocol and then completed an initial application with a confederate. The intervention consisted of two phases: in the first, participants accessed an online training platform (Google Forms), where they watched videos simulating the application of DTT and answered questions about application accuracy. In the second phase, they administered an auditory-visual discrimination program with a confederate acting as a child with ASD. After the intervention, participants administered the same program to a real child with ASD, in addition to administering a program for a skill not previously trained by the participants, verifying its generalizability and following the same protocol as the intervention phase. After 15 days, a follow-up session was conducted to verify that the application maintained a high level of integrity. This study aims to contribute to the less costly training of ABA practitioners, emphasizing the importance of structured, low-cost, and easy-to-apply training for the practical and effective application of discrete-trial teaching with children with autism. The results indicated that after training, all participants performed well on the DTT, that the results could be extended to an untrained skill, and that the integrity was maintained when administered to a person with ASD. The main limitations were the inability to determine whether the results were maintained for a period longer than 30 days and whether the repertoire acquisition was effective in a person who was in the process of learning the skills trained by the participants Tipo: Dissertação Thu, 06 Nov 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46537 2025-11-06T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/45504 Título: Avaliação de um procedimento de fading para ensino de leitura com compreensão de texto para uma criança com Transtorno do Espectro Autista (TEA) Abstract: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects communication and social interaction. Therefore, one of the difficulties a person with ASD may have is inferring and understanding the perspective of others, which is a possible explanation for difficulties with textual comprehension, for example, in a narrative text. Another difficulty may be selecting important information from a context or text, potentially hindering the development of textual comprehension. Current literature studies address this skill, but they do not focus on answering written textual comprehension questions, which is a gap in the field. Therefore, the objective of this research was to evaluate the effects of a procedure developed for responding in writing to questions with the interrogative pronoun "quem" (who) based on a text for a child with ASD. The procedure involved adding information to the text, highlighting the target answer in color, and fading out the highlighting. The study participant was an eight-year-old child with ASD who had a word comprehension repertoire but not a textual comprehension repertoire. The research design involved strata shifting, and the procedure was divided into six phases, with probes between them. The results indicate an improvement in the text's reading comprehension repertoire, but the effectiveness of fading cannot be confirmed. Therefore, further studies in this area are needed to evaluate the procedure's effectiveness Tipo: Dissertação Thu, 09 Oct 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/45504 2025-10-09T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/45489 Título: Treinamento de prestadores de serviço em ABA no pareamento pré-sessão e a preferência de crianças atípicas por três condições de ensino Abstract: Intensive and early interventions based on Applied Behavior Analysis (ABA) may involve many hours of weekly application. Some characteristics of these interventions can reduce children’s engagement in the proposed tasks and increase the occurrence of interfering behaviors. The therapeutic relationship is considered a critical component of success, and presession pairing (PSP) has been highlighted in the literature as a procedure that can increase learners’ cooperation and reduce oppositional behaviors during teaching. The objectives of this study were: (1) to evaluate the teaching of the PSP protocol proposed by Lugo et al. (2017), through instructions and performance feedback to ABA service providers; and (2) to assess the preference of atypical children for three interaction conditions with their therapists: PSP, DTT, and free play. Nine ABA service providers and three atypical children participated in the study. For training therapists in PSP, a nonconcurrent multiple baseline design across participants was used, applying a teaching package with instructions and performance feedback. Children’s preference for the teaching conditions was assessed using a concurrent-chains design with nine trials: in the first six (training), the child was guided to choose the therapist with whom they would interact in one of the three experimental conditions; in the following three (testing), choices were free, and each participant indicated the therapist with whom they preferred to continue interacting. Each therapist was paired with one of the experimental conditions during the six training trials. The results showed that it was possible to teach service providers to apply PSP through instructions and feedback, achieving the proposed criteria. Regarding children’s preference assessment, PSP was the most frequently chosen condition; however, preference for this condition was not consistent across all participants. It is concluded that there is a need to review the training criteria for PSP implementation by service providers and to continue investigating atypical children’s preference for this procedure, as well as to identify and evaluate other repertoires that support the therapeutic relationship Tipo: Dissertação Tue, 21 Oct 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/45489 2025-10-21T00:00:00Z