Videomodelação e Good Behavior Game: intervenções comportamentais para promover interações sociais positivas entre crianças com e sem deficiência

Abstract

Social interactions between students with and without disabilities can facilitate or hinder the inclusion process in the classroom, as well as improve social competence through the acquisition of social skills. Behavior Analysis has much to contribute to this area because of the development of behavioral technology to acquire socially relevant skills. This work was carried out with 5th graders from Elementary School I, among whom was enrolled a child with intellectual disability who was given the fictitious name of José. Two behavioral interventions, videomodeling and Good Behavior Game (GBG) were adapted to of increasing the amount of social interaction between José and his colleagues. During the videomodeling, the group watched an animation with interaction between disabled and non-disabled children, and then asking startling questions for the dialogue about what had been watched. During the GBG, the class was divided into teams and, after thirty minutes, the team that emitted more appropriate behaviors won and received school items. At the end of two weeks the team that won, to have more daily victories, was who decided the details of a celebration realized in the last day of the GBG with the whole class. For the evaluation, in addition to observation sessions during one week before and after each intervention and follow-up after two months, Sociometric Tests were applied to the class on the second day of each observation week. It was possible a qualitative change related to the way in which this interaction occurred. The increase in interactions initiated by José, the decrease in indirect interactions and the decrease in the discrepancy between the amount of interaction with the teacher and the amount of interaction with the peers were the gains obtained with the interventions.