Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento - PPGTPC/NTPC

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2332

O Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento (PPGTPC), que integra o Núcleo de Teoria e Pesquisa do Comportamento(NTPC) da Universidade Federal do Pará (UFPA), iniciou suas atividades em 1987 com o curso de Mestrado Acadêmico em Psicologia: Teoria e Pesquisa do Comportamento. O curso de Doutorado passou a ser oferecido a partir do ano 2000.

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Agora exibindo 1 - 7 de 7

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O cuidador como mediador no ensino de habilidade de engajamento conjunto para crianças com autismo
(Universidade Federal do Pará, 2013-12-19) SANTOS, Adrine Carvalho dos; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525
Children with autism are characterized by significant deficits to engage in behaviors coordinated attention (CA). The CA impairment interfere with development of the child's attentional states, involving the joint engagement with each other. Hence, the use of interventions based on teaching this skill is becoming increasingly common. Results from various studies indicate that skills training targeted at parents is associated with increased communication and social skills of children with autism. The present study aimed to investigate the effectiveness of the intervention with caregivers program, based on the proposed by Kasari et al (2010) and examine the relationship between the caregiver responsiveness and engagement whole attention, and maintenance of new repertoire three months after completion the study (follow-up). Participants were seven caregivers and their children diagnosed with autism, aged between 47 and 67 months. The intervention program administered with the caregivers lasted two months, and consisted of four group meetings four individualized monitoring. Filming of moments of interaction between child and caregiver were performed in all phases of the study for further analysis, in addition, other measures were administered, they are, Social Interaction Scale, ABFW Test (pragmatic language) and Scale of Adherence to Training . The results indicated significant differences in the duration of the joint engagement (p = 0.016) and non-joint (p = 0.018) measured before and after the intervention, the Wilcoxon test for repeated measures showed significant differences (p = 0.016) in the behavior of caregivers after the intervention, there were no significant changes in pragmatic language of children. The data indicated that the course promoted changes in the pattern of engagement of the child with the caregiver and also promoted an increase in the responsiveness of caregivers, and these gains were maintained during the session seguimento.Os findings were relevant to strengthen the importance of develop intervention programs that empower parents to promote improvements in sociocomunicativas skills of their children with autism.
Acesso aberto (Open Access)
Cuidados parentais e trajetórias de desenvolvimento: um estudo observacional de díades mãe-bebê de dois níveis socioeconômicos de Belém, Brasil
(Universidade Federal do Pará, 2012-03-02) SILVA, Mariane Sarmento da; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525
This study was based on Heidi Keller’s theoretical framework of Parental Investment Model, which indicates six parental systems – primary care, body contact, body stimulation, face-to-face exchange and narrative envelope – and three interaction mechanisms – attention, contingency and warmth and which are independent of each other and the predominance of one or the other depends on the culture and socioeconomic characteristics. The goals of this work was to characterize the parental investment of dyads mother-baby of lower socioeconomic class (CEB) and middle-class (CEM) of the city of Belém and the conversational style used in verbal emissions by the mothers during verbal interaction with your babies. The participants in the study were 20 mothers (nine of CEB and 11 of CEM). The mean age of mothers of CEB was 24,5, most had the elementary school (77,8%) and secondary (22,2%), complete or not, have monthly income less than mothers of another group and living in outlying areas. The mean age of mothers of CEM was 30,7, most had the undergraduated school (63,3%) and living in central areas. Have been observed and recorded mother-baby interactions in bathing and exchange sessions, at the home of the dyad, for later analysis and transcription of verbal behavior with the Transana 2.41. The results indicated that mothers of CEB gave more emphasis to proximal parental practices during their interactions, but also have submitted distal practices but less frequently. Mothers of CEM gave emphasis to practices echance independence and interdependence.As interaction mechanisms, it was noted that the mothers of both groups were more contingents for positive signals of baby than negatives, characteristic of societies that prioritize the independence and autonomy of the subject; however, showed more warmth to respond to positive signals compared to the tives. In relation to the conversational style, mothers of CEB have used more frequently directive style, and mothers of CEM, used both styles with nearby frequencies These findings indicate a pattern interdependent for CEB and a pattern autonomous-relationade for CEM.that both groups showed parental practices that enhance independence and interdependence presenting a pattern that fosters the development of children’s autonomous–relational selves.
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Habilidades metafonológicas e desenvolvimento de leitura e escrita recombinativas em crianças com diagnóstico de dislexia
(Universidade Federal do Pará, 2007-09-25) ARAÚJO, Márcia Wilma Monteiro de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525; http://lattes.cnpq.br/2218504886013525
The present work aimed the implementation of a model integrating the training of phonological awareness and the stimuli equivalence paradigm, using the network of conditionals relations to produce recombinative reading and writing with comprehension in children and teenagers with phonological dyslexia. Three subjects took part: RP, 9 years old, 3rd grade; JR, 13 years old, 6th grade and LV, 15 years old, 7th grade, all students of a public school in Belém, diagnosed with dyslexia by phonoaudiologists and recommended by them to this project. The program was conducted in 8 phases. Pre-tests were applied to verify the basic requisites to the reading and writing abilities and the repertoire of equivalence, loud reading, dictation and phonological awareness. The training and tests of equivalence classes were interchanged with the training of phonological awareness (awareness of words and syllables) generating the possibility of verifying the effect of each training over the participants performance. The results showed a significant improvement in the ability of reading with comprehension and writing of words and pseudo words as well as reading of picture signs (silent dictation), what made evident the need of explicit teaching of metaphonological abilities to the competent reading skill, and specially of writing, what indicates the efficiency of this model. We also came to the conclusion that the only neurological cause found in the definition of dyslexia is insufficient and inadequate since the exposition of these subjects to environmental events, in this case, specific trainings for conditional discrimination were effective to the improvement of their performance.
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Interações e relações sociais de macaco-prego (Sapajus apella) em cativeiro com isolamento do indivíduo durante a alimentação: um estudo descritivo
(Universidade Federal do Pará, 2013-08-29) SIMÕES, Andrei de Souza; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525
The behavior of groups of Sapajus apella living in natural surroundings, captive and semi-captive are reasons of many scientific studies. The term refers to restrictive environmental conditions planned for the purpose of ensuring the health and quality of life of individuals, as individual boxes of food, escape routes in case of physical attacks, no females in some cages and even the withdrawal of puppies to ensure their survival. Whereas these restrictions eliminate or minimize relevant parameters involved in understanding the social structure of the monkeys, such as kinship, reproduction, foraging and pressure within and between groups, this project aims to identify and describe the interactions and relationships observed in these contexts, which leads even the questions about the role of the alpha male in these environments. For this, the interactions of twelve individuals residing in three cages of Experimental School of Primates (UFPA) were recorded and, according to the literature, categorized as non-interactive, affiliative and agonistic. The records of the categories were performed based on sampling by observational record of events, focal subject. This technique allowed detecting different interactions and relationships developed in this captivity, and the design matrix for the exchange of social favors. In short, there was a reduction of agonistic behavior among individuals from each cage when compared to specimens in natural habitats; in one cage, harboring four juveniles, the highest frequency of affiliative behavior, rough and social play; grooming, one of main affiliative interactions in primates, was in low frequency, mainly among adults; there was a high frequency of stereotyped behavior in adult cages, but not in the juveniles’; partial social hierarchies were shown in adult’s cages, which is normally observed only for large groups found in nature. In conclusion, relationships established through time in the cages highlight the well-fair of groups of individuals and are essential to be known when the aim is to study animals in captivity.
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Interações e relações sociais entre pares em classes de inclusão
(Universidade Federal do Pará, 2008-01-15) VITORINO, Inez da Costa; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525
This study aimed at observing interactions of children with special needs in two inclusive classrooms as well as describing the frequency and the quality of these interactions through its contents. These goals agree with Hinde´s theory to study the human development which proposes the description and classification of social interactions as the first step to the scientific study of social relationships. Observing the nature of these interactions in inclusive classrooms is a must since this proposal is new in Belém. Eight students with special needs were observed (cognitive disability, multiple disability, autism, Down syndrome and brain paralysis) in two inclusive classrooms of state public schools. Observations of three minutes were conducted to each student, through focal sampling, which led to the analysis of frequency and content of interactions. The results show these students may be facing isolation as a consequence of low frequency of interactions among them and their classmates and sometimes, interactions among focals only. This data extends to the regular students that don´t interact frequently. No student seem to have developed links since continuity in interactions was not observed in these groups. Considering the quality of interactions, they can be classified into positive or negative, according to the consequences detected in each situation. The conclusion is that the frequency of interactions in these groups is low, there´s little evidence of relationships, since there were 28 reciprocal interactions, from which 6 among students with special needs, what may indicate the exclusion in inclusive classrooms.
Acesso aberto (Open Access)
Investimento parental de mãe surda e mãe ouvinte e seus bebês ouvintes
(Universidade Federal do Pará, 2009-12-03) ALBUQUERQUE, Raphaella Duarte Lopes de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525
The human baby is prematurely born compared to the primate pattern, and this physical immaturity creates a longer duration of dependence and intensification of parental adult care. This study was based on Heidi Keller’s theoretical framework of Parental Investment Model, which assumes six parental systems, evolved in response to adaptive problems faced by our ancestors. The parental systems represent investments that differ in respect of energy, time, attention and tone emotional targeted to the baby. The proposed parental systems are systems of primary care, system of body contact, system of body stimulation, system of object stimulation, face-to-face and narrative envelope. The predominance of one of these systems will depend on the culture. However, investigations conducted up to now included only typical dyads. In addition, there are no longitudinal studies focusing on the characteristics of parental systems developed between dyads whose sensory channels used to initial interchange differ, for instance deaf mothers and their hearing infants. This study investigated the parental systems prioritized by a deaf mother and a hearing mother in relation to their hearing babies, as well as the characteristics of instancies of interaction between a deaf mother - hearing infant. The mothers were primiparous, with higher educational level, and their ages were 34 and 36 years old, resident in Belém, and their infants were male. Footage was shot, weekly until three months, and from two to two weeks until six months in bath situations, changing clothes, feeding and free play from the three months, at mothers’ home. The parental systems were recorded at an interval of ten seconds, and then recorded the mother and infant general behaviors by second instancies of interaction. The results indicated that the deaf mother prioritized object stimulation, and body contact. Hearing mother prioritized body stimulation, body contact, and face-to-face. Besides the differences in stimulation type prioritized by each mother, the body contact was qualitatively different between them. The results suggest a model autonomous-relational for dyads. The analysis of interactions deaf mother - hearing infant indicated that mother begins the most interactions during the study period, and suggests that the dyad showed changes in interactions throughout the baby development. However, it emphasizes the necessity for more studies to increase the knowledge of atypical dyads peculiarities, such as re-defining the categories and searching for new parental systems.
Acesso aberto (Open Access)
Responsividade materna e desenvolvimento sóciocomunicativo de prematuros durante o primeiro ano de vida
(Universidade Federal do Pará, 2014-04-29) CALDAS, Ivete Furtado Ribeiro; CHERMONT, Aurimery Gomes; http://lattes.cnpq.br/4212769913736000; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525
Premature neonates with birth weight (BW ) ≤ 2500 grams may show deficits arising from neurological damage that alter the sóciocomunicativo development. Early motherinfant interactions premature are important to assess this risk process , observed from changes in nonverbal communication . The quality of maternal responsiveness during these interactions are important for the development of sóciocomunicativas skills in the first year of life . This study examined the relationship between maternal responsiveness and sóciocomunicativo development of premature infants for each group in four stages of development. 18 dyads with gestational age < 36 6/7 weeks and BW ≤ 2500 grams participated . They were divided into three groups , defined according to their maternal and pregnancy characteristics . For data collection a clinical record , sociodemographic interview , scale of social interaction (EIS) and observation protocol mother and child were used. The sessions took place at three, six, nine and twelve months life. All sessions were recorded on video for full backlog of skills and engagement . The results showed that in the group not primiparous Twins (NGP) significant differences were observed in the states of Engagement Person (EP) ( x2 = 11,00, p=0,012) with longer duration at three months ( M = 90,70; SD =16,10 ). And in engagements with the object and person (EOP) were also significant differences (x2=10,35; p=0,01) observed by checking triadic episodes at six months (M=0,13, SD=0,32). Significant positive correlation between engagement with object (EO) at three months and the total score of the Social Interaction Scale (EIS) at six months (0,592; p<0,05) was identified . In NGP group the child's weight at birth was positively correlated with EP (0,812; p< 0,05) and negatively with EO at three months (-0.812; p<0,05 ) . Therefore, the findings show that the quality of interactions, and sociodemographic risk factors interfere with the development of sóciocomunicativas skills of children born preterm.

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