Navegando por Assunto "Behavior analysis"

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Comportamentos agressivos de alunos: uma leitura a partir da análise do comportamento.
(Universidade Federal do Pará, 2021-05-06) SILVA, Íris Luciana Silva da; MENEZES, Aline Beckmann de Castro; http://lattes.cnpq.br/8107199720875369; http://orcid.org/0000-0002-3136-3707
Education has numerous contributions to society; however, the occurrence of aggressive behaviors can be a challenge for it to be successful in its goals. Therefore, this study proposes to carry out a conceptual analysis of the aggressive behaviors of students in the classroom, from their forms of use in studies of the behavioral-analytic literature. This research was methodologically divided into specification and selection of sources, investigation, and treatment of information. From these steps, four articles were selected, and four categories of analysis were constructed. The main findings were variables of the school environment as antecedent events to the aggressive behavior of students, such as the production of aversive demands for students and the teacher's behavior. Regarding the class of responses, more topographies of physical aggression were found, directed both at the person and at others or even other places and/or objects. As for the consequences and the functions, it is mentioned the escape of demands and interruption of activities (negative reinforcement) and the teachers' obtaining attention from the students (positive reinforcement). Finally, it is concluded that revisiting the scientific literature in the field of behavior analysis can be relevant to generate new questions about the theme of aggressive behavior of students in the school context, helping their understanding.
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Distúrbio do processamento auditivo na escola: construção de cartilha educativa para professores.
(Universidade Federal do Pará, 2021-02-04) OBALSKI FILHO, Sérgio; MENEZES, Aline Beckmann de Castro; http://lattes.cnpq.br/8107199720875369; http://orcid.org/0000-0002-3136-3707
Central auditory processing disorder (CAPD) is characterized as a difficulty in properly discriminating sound stimuli. Research has shown that many students with CAPD have low school performance and great difficulties in learning to read and write, a fact that is apparently correlated with low phonological awareness. This work seeks, methodological research, to build and validate an educational technology to assist teachers of students with CAPD. This research is an exploratory-methodological study, carried out in three phases: 1) exploratory study, 2) literature review and 3) construction of educational technology. Participated three teachers from the 1st to the 3rd years of elementary school at a regular school in Rio de Janeiro, along with their respective students diagnosed with central auditory processing disorder.
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Efeito da utilização de jogos como intervenção lúdica no rendimento escolar: uma revisão integrativa
(Universidade Federal do Pará, 2017) TSUTSUMI, Myenne Mieko Ayres; JUNIOR, Mauro Dias Silva; http://lattes.cnpq.br/2665950726942083; https://orcid.org/0000-0001-8544-4468; GOULART, Paulo Roney Kilpp; http://lattes.cnpq.br/7800966999068746
A previous survey found that there are a considerable number of publications reporting the use of games as an effective method in educational context. However, the data that justify pedagogical practices need to be organized. The objectives of the present study were to perform an integrative review, which was divided into two parts: 1) systematic review of the literature on empirical research that investigated the effects of game play as a strategy for playful intervention in school performance and 2) discussion of as two behavioral sciences (i.e., Behavior Analysis and Ethology) with distinct, but complementary explanatory models may contribute to educational planning based on play behavior. In the systematic review we included empirical articles and/or experience/case reports describing the use of games as an intervention method for teaching formal school content; which were published in indexed journals; that mentioned or contained the previously defined keywords; and were published in English or Portuguese from January 2006 to December 2016. Two judges were responsible for collecting data and evaluating the relevance of articles in relation to inclusion criteria. Altogether, 141 articles were found, but only 19 were considered adequate to the criteria. It was found that children were the main participants; that electronic games were the most used; that mathematics was the discipline that concentrates the greatest number of studies; and that the use of games had the effect of improving students' academic performance. These results shed light on three important issues: 1) the need to include playful events in the context of teaching, planning and programming of learning making it meaningful for the student and the teacher; 2) to emphasize the importance of education as part of the scientific interests and, especially, of the behavioral sciences, since this way there will be collection and evaluation of evidences that support pedagogical methods and decisions; and 3) the integration between the contributions of Behavior Analysis and Ethology can help not only to understand the effect of games on learning but also to collaborate in alternative educational.
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Identificação e manejos de contingências de comportamento autolesivo em adolescentes
(Universidade Federal do Pará, 2021-05-05) MACATRÃO, Gabriela Ferreira; MENEZES, Aline Beckmann de Castro; http://lattes.cnpq.br/8107199720875369; http://orcid.org/0000-0002-3136-3707
Self-injurious behavior is a subject that is increasingly in evidence due to its high incidence in adolescents. In the Behavior Analysis perspective, this phenomenon can be understood by the use of functional analysis that detects the antecedents, the response (the behavior), and the consequences of the self-injurious identifying what can maintain this behavior (positive, negative, automatic reinforcement). This paper intends to investigate the effect of functional analysis in adolescents who have self-injurious conduct. The research was carried out in a public in Belém do Pará with a participant. The intervention took place in individual weekly meetings to carry out the functional analysis of self-injurious behavior, aiming at expanding the adaptive repertoire, especially with regard to dealing with aversive situations. During the meetings there was also the measurement of the ideation behavior of getting hurt. The design used in the research was a case study that pointed out positive consequences for reducing the frequency of self-injurious behavior and also in reducing the ideation of inappropriate thoughts.
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A noção de significado em B. F. Skinner e em M. Sidman
(Universidade Federal do Pará, 2001) NELSON, Tony; TOURINHO, Emmanuel Zagury; http://lattes.cnpq.br/5960137946576592
Some aspects of the debate about the relationship between Skinner’s approach to verbal behavior and the research in the field of stimulus equivalence are adressed. A description of the conceptions of meaning presented by Skinner and Sidman, in their attempts to generate a behavior-analytic interpretation about language, is provided. Skinner’s and Sidman’s analyses of verbal behavior are examined in terms of their scope; the notions of meaning as controlling variables, and as stimuli equivalence relations are compared; and finally, the role of substitutability in language, its function and limits, is examined. Skinner’s analysis is broader than Sidman’s, in the sense that it tries to embody the totality of verbal behavior. Skinner is different from Sidman, in that the first tries to compare his proposal to the existing theories of language and the second, not. Skinner’s analyses point to meaning as the variables that explain behavior, while Sidman’s analyses, to the meaning as equivalent stimuli. The notion of meaning proposed by Sidman is based in stimuli relations (four-term contingencies, or more than four) and its substitutability (stimulus equivalence). In his conceptualization of verbal behavior, Skinner considers the distinction between functions of speakers and listeners as an important one, while this distinction doesn’t appear in Sidman’s work. Sidman’s analyses of meaning present some aspects that distinguish them from the traditional theories criticized by Skinner; however, the notion of meaning proposed by Sidman remains problematic. The substitutability, as a good basis to interpret meaning, is criticized. Equivalence can be a useful tool to understand language, specially with respect to the production of verbal behavior that is not directly trained, helping to improve verbal behavior analyses.
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Questões conceituais da análise do comportamento e neurociências na interface com educação
(Universidade Federal do Pará, 2017-01-31) OLIVEIRA, Julio Cezar Pereira de; GOULART, Paulo Roney Kilpp; http://lattes.cnpq.br/7800966999068746
Currently the work performed by different professionals in the face of a common demand (multi/inter/transdisciplinary work) is required in several knowledge application environments, among them the hospital, organizations and schools. This multi-looking work on the same object has also been developed in the field of scientific research. The objective of this study was to discuss points of convergence and theoretical divergences between Behavior Analysis and Neurosciences within the interface with the educational context. For this, a theoretical study was produced. Initially, a survey of behavioral and neuroscience analytical literature was carried out with educational bias. Later, the selected material was read and analyzed through two pre-defined categorization steps according to the objectives of the present study. It was found that both areas have significant production in the interface with education, with a variety of topics discussed and researched. The convergences found were about the role of the educator, which for the authors of both areas should be based on their theoretical assumptions. Disagreements were about the characterization of education / education. For Behavior Analysis, educating concerns the gaining of preparatory skills for group living and environmental manipulation. For neurosciences, education is related to changes in brain structures. It was concluded that the method used did not benefit that a significant sample of the literature was raised, considerably impairing the presentation of convergences and divergences between the two areas, making the study direction, substantially based on the similarity and differences survey, ineffective in Present the relevant points worked in the two fields of study. However, some of the objectives were achieved, and the present work was able to point out what is being produced at the interface between the researched areas.
Acesso aberto (Open Access)
Revisão integrativa sobre conceitos analítico-comportamentais relacionados ao desenvolvimento
(Universidade Federal do Pará, 2017) JIMÉNEZ, Érika Larissa de Oliveira; JÚNIOR, Mauro Dias Silva; http://lattes.cnpq.br/2665950726942083; https://orcid.org/0000-0001-8544-4468; GOULART, Paulo Roney Kilpp; http://lattes.cnpq.br/7800966999068746
Behavioral analytic concepts related to Development were reviewed on an integrative review: behavioral traps, cumulative-hierarchical learning, pivotal behaviors and behavioral cusps. From the review, possibilities of dialogue and boundaries between Behavior Analysis (BA) and the Developmental Systems Approach (DSA) were discussed. The CAPES Journal Portal for the search and only peer-reviewed articles published between 1967 and December 2016, written in English or Portuguese, that contained exactly the search terms in the title, abstract or keywords were selected. After the application of these criteria and the elimination of repetitions, 25 articles were selected. The analysis pointed out to behavioral traps as a concept dealing with specific social arrangements not controlled experimentally related to broad changes in repertoire. Cumulative-hierarchical learning (CHL) occur as long learning processes and tend to become more complex throughout the lifespan. The basic behavioral repertoires (BBR) would refer to the influence of prior learning about the current repertoire. Both, CHL and BBR, are imprecise in their definitions, especially in the case of BBR. Pivotal behaviors and behavioral cusps have similarities regarding the phenomena they cover, behaviors that are critical to development. However, behavioral cusp is considered more comprehensive. From the approach between Behavior Analysis and the Developmental Systems Approach, it was verified that although they are independent disciplines, there is similarity between some concepts of BA with concepts and principles of DSA. Interlocution between BA and DSA can contribute to broadening the scope of variables that can be used in a behavioral investigation by questioning developmental phenomena formerly designated as exclusively biological.