Avaliando procedimentos para treino parental sobre intervenção analítico-comportamental ao TEA

Abstract

Due to the increasing number of individuals with ASD and the lack of professionals to provide the necessary intervention, parental training becomes a promising alternative for this demand. This dissertation presents the results of two different procedures to teach parents of children with ASD to develop behavioral skills to their children. On Study 1, a replication of Barboza (2015) was conducted, where three mothers were trained through instructional videomodeling on how to implement discrete trials, using a multiple baseline between participants design. All participants demonstrated an 65% average increase in performance accuracy and were provided with additional presence-based feedback in order to reach criteria. On Study 2, an online training module was developed to teach 4 parents to conduct a naturalistic teaching procedure (i.e., Natural Language Paradigm), using a nonconcurrent multiple baseline between participants design. After watching the module, their performance accuracy increased in an average of 75%. In order to reach criteria, additional feedback was provided through videoconference. Both procedures, demonstrated as effective, and conducted with less workload in comparison with previous studies, can be used with the goal of reducing the behavior analyst’s presence-based workload when conducting the initial steps of parental training, supporting the professional to be more effective in his/her practice.