Teses em Teoria e Pesquisa do Comportamento (Doutorado) - PPGTPC/NTPC
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2334
O Doutorado Acadêmico iniciou-se em 2000 e pertence ao 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).
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Item Acesso aberto (Open Access) Ensino de Mandos para Autistas: Revisão Sistemática e Análise da Relação com Nomeação Bidirecional e Incidental após Ensino Intensivo de Tato(Universidade Federal do Pará, 2025-06-30) MARTINS, Jade Cristine Trindade; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201Applied. Applied Behavior Analysis has sought to develop instructional technologies for teaching verbal behavior, with the mand being the most studied verbal operant. Verbal behavior may be absent or poorly developed in the repertoire of autistic individuals, especially when considering learning in natural environments. Mand training promotes functional communication and reduces interfering behaviors, as demonstrated by the growing body of research on the subject. Although still underexplored, the emergence of generalized mands may be related to the establishment of the integration of listener and speaker repertoires, characterized as the bidirectional naming behavioral relation. Considering gaps identified in both the reviews of mand training and the investigations on the emergence of mands and their relationship with listener-speaker integration, two independent studies were designed. Study 1 consists of a systematic review of 176 studies on mand training for autistic individuals, published up to 2020, aiming to categorize and analyze the relationships among participant profiles, intervention components, and outcomes. Most studies were conducted in school settings, included participants up to 10 years old with pre-existing verbal repertoires. The most frequently used independent variables (IVs) were differential reinforcement and prompting for response emission, manipulation of the motivating operation, and functional communication training. The most frequent dependent variable was item-specific mand. Studies on the emergence of mands without direct training were scarce. Different procedures for mand induction were cataloged, with the presentation of the reinforcer being the most commonly used. Most studies were at least partially effective in promoting mand acquisition. A more detailed analysis of the relationship between participant profiles and the effectiveness of the IVs is recommended. Study 2 investigated the effects of Intensive Tact Instruction (ITI) on the nduction of mands, bidirectional naming (BN- where teaching listener responses results in the emergence of speaker responses, and vice versa), and incidental bidirectional naming (IBNwhere incidental exposure to the names of objects/events results in the emergence of listener and tact responses for those stimuli). It also aimed to analyze potential relationships among these repertoires. ITI involved 100 teaching trials per session for three stimulus sets from five categories, including images of preferred items. Mands, BN, and IBN repertoires were tested before and after ITI for each stimulus set. All participants demonstrated mands; two participants demonstrated both BN and IBN, while one demonstrated BN and the listener component of IBN. The relationship among these repertoires is discussed, as well as the need for more detailed studies on this topic.Item Acesso aberto (Open Access) Avaliação de um sistema on-line de instrução personalizado na aprendizagem conceitual e procedimental de professores da educação especial(Universidade Federal do Pará, 2025-01-30) COSTA, Malena Russelakis Carneiro; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201Behavior-analytic procedures have been identified as effective for training teachers working in special education. However, most are implemented in a face-to-face and individualized manner, leading to a lower cost-benefit ratio compared to online training. This study evaluated the efficacy of a Personalized Online Instruction System (POIS) in teaching declarative knowledge about autism diagnosis, basic concepts of Behavior Analysis, and the implementation of three behavior-analytic procedures (Multiple Stimulus Without Replacement Preference Assessment, Brief Functional Analysis, and Functional Communication Training) to thirty-five special education teachers. All teachers completed the POIS modules, organized sequentially and individually, including video instruction, written material, and written and computerized feedback. Progression between modules was contingent on meeting minimum performance criteria in posttests. Nine participants underwent generalization tests to verify the practical application of procedural knowledge in simulated trials with confederates. These tests involved implementing the three learned behavior-analytic procedures, assessing the accuracy of correct responses. Results indicated that the POIS was effective in teaching declarative knowledge. However, in the generalization test, no participant met the criterion to independently implement the procedures, thus requiring additional training with feedback. This study contributes to the development of efficient and accessible teacher training methodologies, which highlights the importance of combining online instructional systems with in-person strategies to maximize learning and practical application of behavior-analytic repertoires in special education.Item Acesso aberto (Open Access) Treinamento de pessoas no desenvolvimento de habilidades de intervenção analítico-comportamental ao TEA(Universidade Federal do Pará, 2024-12-16) CASTRO, Ravi Moreira Lima de; MARTINS, Tatiana Evandro Monteiro; http://lattes.cnpq.br/7616890300950792; https://orcid.org/0000-0002-5270-1912; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384XAutism Spectrum Disorder (ASD) is characterized by persistent deficits in communication and social interaction, alongside repetitive and restricted patterns of behavior, interests, or activities. The refinement of diagnostic tools for ASD has led to a rise in the prevalence of cases, creating a growing demand for qualified professionals to support this population. However, the supply of trained professionals has not kept pace with demand, resulting in inadequate access to quality care. There is a pressing need to assess the effectiveness of various training methods (both in-person and remote) for professionals and family members who work with individuals on the spectrum. A key first step is to identify the diverse training formats that have been utilized. Subsequently, it is important to evaluate the effectiveness of these methods and the specific skills they aim to teach. This doctoral dissertation aimed to map the different training procedures that have been empirically researched for teaching professionals and parents to implement Applied Behavior Analysis (ABA)-based interventions for individuals diagnosed with ASD (Study 1). Additionally, an experimental study was conducted to assess the effectiveness of a remote training model, Interactive Computer Training (ICT), specifically for teaching Descriptive Functional Assessment—a skill that is relatively underexplored in remote training (Study 2). Study 1 systematically reviewed literature on training methods for professionals and caregivers to apply behavior-analytic interventions for ASD. The findings indicated that all modalities analyzed—such as in-person, hybrid, remote, and manual-based training—were effective in teaching evidence-based ABA procedures. However, remote and manualbased training formats demonstrated the best outcomes, with remote technologies showing the highest efficiency. While Study 1 found that both manual and ICT-based training models are effective, it highlighted the need for further research to explore additional repertoires relevant to clinical behavior analysis in ASD. Therefore, Study 2 expanded the investigation by focusing on ICT's effectiveness in teaching the Descriptive Functional Analysis repertoire. Participants included four undergraduate psychology students and one dental professional. The data indicated that ICT was effective in teaching the target repertoire, with all participants meeting the learning criterion by the end of the study. Two participants required additional feedback to reach the criterion. These findings reinforce previous research, suggesting that ICT-based training is effective, but that professional supervision from a behavior analyst remains essential to ensure proper assessment and support during training.Item Acesso aberto (Open Access) SAÚDE MENTAL DE ADOLESCENTES COM E SEM INDICADORES DO TRANSTORNO DO DÉFICIT DE ATENÇÃO/HIPERATIVIDADE(Universidade Federal do Pará, 2023-02-06) TAVERNARD, Edimeire Pastori de Magalhães; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634; CASADO, Carla de Cássia Carvalho; http://lattes.cnpq.br/7836418506338392Human development is a dynamic process marked by advances, stability and setbacks, a continuum in the evolution of the individual. Adolescence is one of the stages of this vital cycle, permeated by many changes that transcend chronological and biological aspects and is related to social, cultural, historical and psychological aspects that can constitute risk factors for mental health, especially for adolescents who have Attention Deficit/Hyperactivity Disorder. In this sense, investigating variables that may act as protective and risk factors can help in the development process and preserve their emotional health. The general objective of this thesis is to evaluate the levels of stress, self-perception and expectations for the future of adolescents, with and without ADHD indicators, high school students from a public school and the impact of these variables on mental health in adolescence. Four methodologically differentiated yet complementary studies were carried out. The first study aimed to characterize the instruments used to assess the construct of self-perception in research with the adolescent public, through a Systematic Literature Review - RSL. The review pointed to a variety of instruments aimed at assessing the construct of self-perception, with the Self Perception Profile of Adolescents (SPPA) being the most frequent in the investigated studies. Of the 29 (twenty-nine) instruments present in this RSL, 14 (fourteen) were validated, however, none was validated in studies carried out in Brazil. The second study compared the intelligence profile and attentional patterns of 322 adolescents with and without ADHD indicators, from a public high school. It was observed that students with and without characteristics of the disorder showed similarities in the intelligence profile, being classified with lower than average intelligence, with attention patterns oscillating between average and deficit. This emphasizes the need for investigations that allow understanding the factors that act in the cognitive development of adolescents. With the same sample, the third study compared the association between the behavioral profile (ADHD indicators) and the levels of stress, self-perception and future expectations of adolescents from a public high school. The association of variables was pointed out, in a relationship that the negative self-perception of subjects with ADHD indicators is congruent with the high levels of stress revealed in this sample. The study also revealed that the social and academic demands placed on adolescents who do not have the resources to meet them generate mental suffering that is expressed in high levels of stress and insecurity about the future. The fourth study examined the mental health of high school adolescents with and without ADHD indicators and its relationship with behavioral (ADHD indicators) and sociodemographic variables, based on a mental health index (MSI). The data revealed an association between low levels of mental health in adolescents and ADHD indicators. Additionally, it was observed that adolescents with ADHD indicators, who were enrolled in regular and technical secondary education, had low levels of mental health.Item Acesso aberto (Open Access) Ensino intensivo de tato e a indução de comportamento verbal em crianças com Transtorno do Espectro Autista(Universidade Federal do Pará, 2023-12-04) KEUFFER, Sara Ingrid Cruz; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201The present doctoral thesis consists of: 1) a systematic literature review that analyzed experimental studies evaluating the effect of Intensive Tact Instruction (ITI) on the induction or increase of verbal repertoires, and 2) an experimental study that investigated the effect of ITI on the induction of Full Naming (FN - emergence of speaker and listener responses to objects/events after mere incidental exposure to their names) and Bidirectional Naming (BN - speaker responses to objects/events are taught, and listener responses to these objects/events emerge, and vice versa) in children with Autism Spectrum Disorder (ASD). The systematic review analyzed 10 studies, describing the participants' profiles, environment, and experimental design, parameters of independent variable implementation, results, effect size of the independent variable (Tau-U), and the methodological quality (MQ) of the studies. It was found that the majority of studies: a) were conducted with children with ASD in schools with an analytical-behavioral basis, using a multiple-probe design between participants; b) implemented ITI with 100 daily tact trials (5 times per week), with five sets of stimuli; c) showed positive results for the induction/expansion of tacts (with Tau-U from moderate to strong), mixed results for intraverbals (with Tau-U from weak to moderate), and no effect for mands (small Tau-U); and d) had adequate MQ. No study adequately assessed the effect of ITI on the induction of NC or BN. Three children with ASD participated in the experimental study. After implementing ITI with three sets of stimuli, two children showed emergence and generalization of BN and FN (one of them maintained both repertoires, and the other maintained BN). The third child showed emergence of BN and the listener component in FN tests. The results are discussed in light of the current literature.Item Acesso aberto (Open Access) Construção e validação de um instrumento para avaliação de clima organizacional no contexto público sob uma perspectiva analítico-comportamental(Universidade Federal do Pará, 2022-08-25) BARTH, César Augusto; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X; RAMOS, Camila Carvalho; http://lattes.cnpq.br/4681656913940932The organizational climate is defined as a set of perceptions, shared among employees, about different aspects of the organizational environment. Traditionally, organizational climate assessments are carried out through instruments comprising questions that investigate different factors of the organization. Although these instruments are intended to investigate the shared perception of workers about the characteristics of the organizational environment, they usually assess both the worker's personal characteristics and the organization's characteristics, in addition to opinions and reports of behaviors emitted by the employee. Although the climate assessment presents valuable indicators, which can support decisions about investments in key aspects of the organization, there are problems related to the way to identify and process data in organizational climate assessments. Thus, more research is needed to improve the methods and instruments used to carry out the evaluations. In the field of public administration, the inadequacy of the instruments is even greater, considering that the instruments are, in general, developed for private organizations. In this context, the present study aimed to develop and validate an organizational climate assessment instrument aimed at public administration. For this, a review of the organizational climate assessment tools that were applied or developed in the last ten years was carried out, compiling all the items that composed these instruments. Subsequently, a new instrument was developed to assess the organizational climate for the public sector, for this, the construction of the instrument was implemented through the formulation of items from a behavioral perspective. Finally, pilot applications of the instrument were carried out and the results were submitted to analysis for instrument validation. The instrument resulting from the research consisted of five factors, composed of 39 indicators. New research will be able to apply the instrument in more public organizations, being able to confirm the stability of the instrument's structure in organizations with different characteristics.Item Acesso aberto (Open Access) Uma análise de procedimentos para a indução de nomeação bidirecional(Universidade Federal do Pará, 2020-10-06) SANTOS, Edson Luiz Nascimento dos; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201The present thesis consists of a literature review and an experimental study with the aim of analyzing procedures that are used to induction of bidirectional naming (BiN). The theoretical study carried out a systematic review of experimental studies on BiN in order to identify and analyze, considering the new classification proposed by Hawkins, Gautreaux and Chiesa (2018), the profile of the participants, the subtypes of BiN that the studies sought to assess and the teaching procedures used, the procedures used to test the emergency of BiN, and the BiN effectively evaluated. It was observed that 16 studies were realized with participants with atypical development, and that the majority used (1) identity matching-to-sample with the experimenter tacting the sample stimulus (IDMTS+tact) training and tact and listener tests in the evaluation of ‘speaker unidirectional naming’; and (2) ‘multiple exemplar instruction’ (MEI) as procedures to induce ‘speaker unidirectional naming’. The experimental study aimed to verify the effectiveness of a MEI procedure to induction of BiN and to assess whether presenting joint bidirectional naming is sufficient to demonstrate incidental bidirectional naming in four children with ASD. One participant demonstrated joint bidirectional naming after MEI and joint incidental bidirectional naming with new stimulus. The second participant passed the tests of listener unidirectional naming and other two, who had joint bidirectional naming at the pre-test, also had incidental bidirectional naming. The results are discussed in the light of the current literature.Item Acesso aberto (Open Access) Efeito de três procedimentos de intervenção sobre adesão ao tratamento em adultos com diabetes(Universidade Federal do Pará, 2011-05-19) CASSEB, Mariene da Silva; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723; https://orcid.org/0000-0001-9778-9295Due to the high prevalence of diabetes, studies have been conducted in an attempt to produce consistent knowledge to minimize this problem and investigate the variables that affect the purchasing adherence behavior. However, it is not clear which educational strategies are more effective, or if the effectiveness is related to a set of these strategies. Aim of this study, we sought to analyze the effect of three interventional procedures based on behavioral technologies to promote the nutrition and physical activity rule-following for adults diagnosed with type 2 diabetes. These procedures relate to: (1) providing information about diabetes, (2) information combined with the provision of feedback for behaviors related to diabetes treatment, and (3) provision of information combined with the self-monitoring training of behaviors related to treatment diabetes. Diet and regular physical activity were the aspects investigated in this study. Participants 12 adults diagnosed with Type 2 diabetes, selected in Hiperdia Program of the two health services in Belém-Pará city. Participants were divided into three conditions: Information Condition, Information and Feedback Condition, Information and Self-Monitoring Condition. Data were collected in the home environment of the participants through interview scripts, test of knowledge about diabetes treatment, feedback protocol, manual of guidelines and protocols on diabetes of nutrition and physical activity self-monitoring. The results show that during the study was improvement in the level of knowledge about diabetes care after using the guidebook, but not enough to ensure adherence on the Information Condition, and Information and Feedback Condition. However, participants in the three conditions showed positive changes in ways that were not the focus of study, such as use of medication and foot care. The provision of information combined with self-monitoring training exerted a greater effect on increasing the quality of reporting of behaviors and the construction and expansion of compliance behaviors class of behavior reported as the lowest adherence was the performance of physical activity, compared eating behavior.Item Acesso aberto (Open Access) Produção de sequências com base na análise experimental de relações ordinais em pré-escolares(Universidade Federal do Pará, 2013-08-30) MICCIONE, Mariana Morais; CARMO, João dos Santos; http://lattes.cnpq.br/1263046410329694; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223; https://orcid.org/0000-0002-6548-2544The paradigm of ordinal relations provides interpretation tools that support the analysis of acquisition of ordinal academics behavior involved in math literacy. Studies investigated the effect of conditional in the visual modality on the production of sequences using the overlapping procedure. The use of conditional stimuli in the auditory modality and in combination with this procedure appears as a variable to be investigated. The general objective of this research was to investigate the production of sequences based on experimental analysis of ordinal relations in preschool children without cognitive limitations through training overlapping 2-stimulus sequences. The sessions occurred in two rooms of a Municipal Center for Early Childhood Education. The computerized program PROLER (versions 6.3 and 6.4) was used for stimulus presentation on the computer screen and for recording the response of point to stimuli by the participants. Two studies were formed by three experiments each one. The first experiment examined the formation of ordinal relationship after teaching of two sequences (numerals 1 to 6 and their quantities). Experiment 2 examined the emergence of these ordinal relations under conditional control in the auditory modality. Experiment 3 aimed to investigate the extension of conditional control in auditory modality to six new numerosity stimuli over ordinal relations. In Study 1: a) all five participants had scores above the chance level on transitivity tests and mastered less than 50% of substitution test trials in Experiment 1; b) two out of the three participants responded partly and presented more than 50% accuracy in transitivity tests and there was no formation of ordinal classes by any participant in Experiment 2; c) of three participants, one achieved 100% accuracy in the pretest to Experiment 3 and two responded partially to functional reversal and transitivity tests. Study 2: a) all had scores above the chance level on transitivity and substitute tests in Experiment 1, b) all participants showed more than 50% accuracy in transitivity tests and there was no formation of ordinal classes in Experiment 2; c) all participants achieved 100% accuracy in the pretest to Experiment 3. The results were discussed in terms of better understanding of ordinal response variables under conditional control in auditory modality in preschoolers. Results prove the extension of conditional control in auditory-visual modality and ensure the principle that the effects of a variable applied to stimulus of a class extends to other members of the same class.Item Acesso aberto (Open Access) Intervenção ao autismo via ensino de cuidadores(Universidade Federal do Pará, 2014-07-16) BORBA, Marilu Michelly Cruz de; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384XAutism Spectrum Disorder is a developmental disorder highly prevalent in the world population. Behavior-Analytic Intervention to autism is being pointed internationally as one of the most effective ways of intervention, provided that it is individualized, intensive, early, and extensive. Under such conditions, although highly effective, Behavior-Analytic Intervention is inaccessible to most of the affected population in Brazil. Having said that, intervention via caretakers may result as an efficient and viable alternative. Nevertheless, research on the efficacy of such ways of indirect intervention are rare, particularly in Brazil. The purpose of the present work was to develop an intervention program via caretakers and evaluate its efficacy to teach basic skills (“sit down”, “wait”, “greeting”, “attend when called by name”, “visual tracking”, “imitation with and without objects”). Six children diagnosed with ASD (with ages up to six years old) participated together with their respective caretakers. The caretakers were given conceptual and practical teaching and were supervised one a week. The teaching programs were carried out mainly by discrete trial. The results show efficacy of the intervention via caretakers, with the teaching programs being well succeeded to develop the above mentioned basic repertoires. Also, this research documented maintenance and generality of the taught repertoire. Additionally, the present dissertation includes other two components that are reports of basic research on the acquisition of tacts and mands, carried out in the context of the caretaker-based intervention program reported in the first component. The viability of such subsequent studies shows that a well-designed environment to deliver behavior-analytic services is also adequate to the development of basic research on procedural variables implied in the acquisition of specific repertoires.Item Acesso aberto (Open Access) Interpersonal factors of human social networks(Universidade Federal do Pará, 2014-08-29) SILVA JÚNIOR, Mauro Dias; DUNBAR, Robin Ian MacDonald; BRITO, Regina Célia Souza; http://lattes.cnpq.br/5576436464955236According to the Social Brain Hypothesis (S.B. H.), social networks are a specific level of analysis of social behavior in which the individual on spot has a set of social contacts, with whom he/she interacts regularly and consistently, and with whom he/she exchanges personal information. Although, H.C.S. and other theoretical perspectives are engaged to investigate a similar set of variables on social networks, this similarity did not lead to a consensus on the definition of this term. Given this theoretical and methodological diversity, we conducted three studies in order to elucidate this phenomenon, since the available instruments can so far not be accurate enough to define it accurately. Thus, we discuss and propose that these variables can be understood as three types of interpersonal factors (factors of the Ego, the Alter, and Context). The presence/ absence of each of these categories produces a unique setting in social networks, which, however, it seems to have a common bias on the peculiar way humans to bond and establish interpersonal relationships. This underlying nature is considered human psychology, or the "Ego", an unconscious agent who actively choose their social contacts and decide how to invest his/her time and bonding. This "Ego" has a neural basis, particularly the neocortex, whose volume is correlated with the size of human and non-human social groups. We also examined how the "Ego" shows a distinct preference for maternal relatives over other types of relatives. This preference changes according to individuals’ lifespan, but on the other hand was less sensitive to cultural aspects. Finally, we found that the higher/lower frequency of relatives and friends in social networks depends on the order in which thexii section of each social group is presented in the questionnaires. Furthermore, the listing order in which participants described their social contacts depended on the emotional closeness to each social contact. We concluded that methodological decisions can affect the way we define the networks size and composition, and therefore, improvements are required to define the concept of social networks more accurately. The set of results was interpreted according to the S.B.H. and the Evolutionary Psychology, which both understand this psychological agent as a product of evolution, which interacts with the current environment, the features that were selected in the evolutionary past of our species.Item Acesso aberto (Open Access) O primeiro ano escolar como transição ecológica no desenvolvimento neuropsicomotor de crianças: qualidade do ambiente, envolvimento parental e de professores(Universidade Federal do Pará, 2020-06-30) ALVÃO, Maureanna Cardoso; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735; https://orcid.org/0000-0003-3154-0651The first school year is considered an important ecological transition in childhood, because changes in the environment, role or both are expected, which stimulates changes in the child's neuropsychomotor development. Therefore, investigations about this transition become increasingly necessary and current, particularly when considering the possible influence in this process of variables such as the quality of the school environment, the socioeconomic level of the family, parental and teacher involvement. This research has a descriptive-correlational character, with a quantitative approach to the data and a transversal and longitudinal design. It aimed to demonstrate whether and how the neuropsychomotor development of children in the first year of school life occurs and how it is influenced by the quality of the school environment, the socioeconomic level of their families, the involvement of parents and teachers in the researched context, understanding this process as an ecological transition. In a specific way, the neuropsychomotor development of the children surveyed was longitudinally related to their family socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in the first and last months of school; the neuropsychomotor development of the children surveyed was related to the socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in different schools, in the last months of class; and, at the end, the researched variables were correlated, longitudinally and transversely. 168 people participated, being 80 children, from two to five years old, enrolled in different schools, public (1) and private (2), and their respective parents and / or family guardian (80) and teachers (8) linked to the classes from Maternal, Jardim I, and Jardim II, in Belém / PA. The research took place in the internal facilities of the schools selected for data collection, according to the convenience of the children, parents and / or family guardian and teachers. With the children, the Child Biopsychosocial Characterization Questionnaire - QCBC, the Denver II Development Screening Test - TTDDII was applied. While with the parents and / or family guardian, the Parental Involvement Questionnaire was applied in the Secondary School Version for Parents, in addition to the Brazil Economic Classification Criterion and the Family Development Index - IDF. Among teachers, the Teacher Involvement Questionnaire - Version for teachers was used. An instrument was also used to assess the quality of the school environment - the Child Education Environment Assessment Scale (ECERS- Revised). Data collection took place in the first and last months of the year 2016. A statistical analysis of the data was performed. The main results of the longitudinal study showed that there was progress in the DNPM over time, considering the first and last months of school. There was a statistically significant association between the DNPM domains in the first and last months of class and the variables surveyed, such as children's favorite games, parental involvement, teacher involvement and quality of the school environment, with the exception of the family socioeconomic level, assessed Brazil Economic Classification Criterion. As far as cross-sectional study is concerned, most children who were considered to have normal development studied in a public school. With regard to public and private schools, three DNPM domains showed a statistically significant association with the following variables: age, family socioeconomic level, parental involvement, teacher involvement and quality of the school environment. Regarding the correlational study, among the main results, in the first and last months of class, the strongest correlations to 1 (positive)involved the variables teacher involvement - going to the board meetings, was correlated with the statement to do activities that help in student learning; quality of the school environment - item 2 furniture for routine care, games and learning, had a greater number of strong correlations; and the family's socioeconomic level, assessed by the Family Development Index (IDF) - family income per capita higher than the extreme poverty line, had a correlation with family income per capita higher than the poverty line. The variable parental involvement also had strong correlations, in the first and last months, with regard to Talking to the child about what is going on at school. It was found that the greatest correlation for the variable Parental Involvement was 0.83 (positive), in the last few months - I have the habit of checking if my son did the homework, which was correlated with the statement I Convert with my son about what's going on at school. Correlations to -1 (negative) in the last months of class stand out, to the variable involvement of teachers - I have a habit of looking for information with the class director, it showed a correlation with I try to participate in solving school problems (eg giving ideas to solve problems of indiscipline and / or violence). It was possible to demonstrate that the neuropsychomotor development of children in the first year of school life can be influenced by the quality of the school environment, by the socioeconomic level of their family, by parental and teacher involvement, in some aspects, depending on personal, contextual variables, time, understanding this process as an ecological transition, insofar as it presupposes the insertion in an ecological environment with new activities, relationships and roles. As the research discussed the results obtained from the perspective of this concept, it offers theoretical and methodological contributions to the understanding of this important transition inscribed in childhood, but which has implications for the child's future life, making it necessary to think about ways of supporting the subjects involved in this developmental process.Item Acesso aberto (Open Access) Simetria e assimetria entre reforçamento e punição(Universidade Federal do Pará, 2014-08-22) MAYER, Paulo César Morales; CARVALHO NETO, Marcus Bentes de; http://lattes.cnpq.br/7613198431695463In Behavior Analysis, consequences play a central role in the explanation of behavior. Reinforcement and punishment are the conceptual tools for the basic behavioral relations between the organism and its environment and to the possible resulting effects as well. Despite consensual that certain consequences may increase behavior probabilities (reinforcement) there is an extensive debate on the role of consequences in suppressing responding and the process involved in it (punishment). Two perspectives prevail on this debate, one termed symmetric, which considers reinforcement and punishment as essentially differing only on the direction of the effect of the probability of responding; and the other, named asymmetric, which, under many aspects considers punishment and reinforcement as intrinsically distinguished phenomena and establishes specific bases to consider each. The present dissertation is an investigation of the experimental bases of the asymmetric position and a proposition of re-dimensioning the debate on the issue of symmetry between reinforcement and punishment. For it, three studies investigated some asymmetric assumptions. Study 1 was a replication of Thorndike (1932, Experiment 71), investigating if the magnitude of the effects of punishment over the responding could be proportional to the ones of reinforcement. Ten college students participated a multiple choice task with the verbal stimuli “Right” and “Wrong” as consequences for the choices. As in the original study, in spite of the choices followed by “Right” having their probability increased, choices followed by “Wrong” continued to occur with probabilities close to the chance level. This data imply unequal effects for each consequence. Study 2 was a replication of Skinner (1938) assessing the extension of the suppressive effects of punishment in comparison to extinction. Six rats were trained for lever pressing on a Fixed Interval (FI) schedule and them submitted to two extinction sessions. Half of the subjects received Hot Air Blasts as consequence for lever pressing (FR1 punishment) during the initial 10 minutes of the first extinction session. Once again, the data reproduced the observed in the original study: although lever press was almost completely suppressed during punishment, responding recovered once the punishment schedule was over and by the end of the second extinction session the total number of responses was the same for both groups of subjects. Study 3 was a replication of Arbuckle and Lattal (1987) evaluating the relation between the behavior suppression produced by punishment and negative reinforcement. Seven white rats served as subjects in an operant chamber equipped with two levers and a self administration drug apparatus. After a training of lever pressing on a Variable Interval (VI) schedule, one of the levers produced pellet as consequence (VI-120s) and intravenous infusions of Histamine (behavioral suppressor) on different VI schedules (maximum value of 15s). Responses on the other lever prevented the histamine infusions (avoidance responding). Histamine effectively suppressed responding however, it was not possible to establish and sustain reliable avoidance responding, even when the contingencies were changed to promote specificvii training of unsignaled (Sidman) avoidance. By discussing the three studies altogether the difficulty of discussing the symmetry between reinforcement and punishment through a single approach arouse. Each study, despite related to the general issue discussed, was designed to answer to different dimensions of the question and the validity of such discussion would be at question. On this scenario an additional essay was written aiming at a conceptual evaluation of the symmetry issue. It is proposed a splitting of the theme under suggested categories, which would help finding new and allegedly more fruitful directions to the debate.Item Acesso aberto (Open Access) As redes de apoio social e as relações de trabalho de mulheres em comunidades rurais do maranhão e ribeirinhas da região amazônica(Universidade Federal do Pará, 2013-09-23) PINTO, Neuzeli Maria de Almeida; SILVA, Simone Souza da Costa e; http://lattes.cnpq.br/9044423720257634; 0000-0003-0795-2998; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678; 0000-0001-9569-943XThe aim of this study was to analyze the networks of social relations , the role and work held by women in rural and coastal communities , including gender relations and networks of social support resulting in ecological contexts of family, work and beekeeping extraction of açaí and community . Highlighting the structure of the microsystem , in which the proximal processes operate to produce and sustain their development and potential impacts of these changes , and other components of their social support network . Your Corpora involved four studies that were organized in the form of articles, namely: The first , consisting of ( 1 ) a systematic review of scientific production , involving articles in databases Journals Portal and ( 2 ) critical evaluation of qualitative articles based standardized script in Critical Appraisal Skills Programme ( CASP ) . The articles selected according to the CASP were analyzed and related to the study hypothesis , that the work done by women increases the set of activities and roles , and consequently an increase in strengthening and increasing social support networks occurs , thereby reducing the impact of multiplicity of roles . The second study investigated the social support network maintained by women engaged in the business of beekeeping in view of their participation in the maintenance of support networks that guarantee the exercise of the activity , and consequently the occupation and income for the survival of families in rural communities of Maranhão . Semistructured interviews , field diary and the Map of the five fields were used . It appears that the existence of this network allows women to the movement in various contexts , as well as interaction among people of other microsystems adaptively providing the ability to succeed in implementing the beekeeping activity. The third investigated the perception of the routines of women living in riverside communities in the Amazon , identifying roles and related domestic work , the work of collecting the acai and performance in community associations activities . 03 women in two communities of Bethlehem Insular Islands , the island of Ilha Grande and Combu participated . Were used as instruments the sociodemographic schedule ( ISD ) , the Inventory of Routine ( IR ) and Field Diary ( DC ) and analyzed by family activities ( DAF ) diagram. All activities are defined by gender . Despite the role of riparian women follow the familiar concepts of rigid sexual division of labor , the role of coastal women has increased female participation in paid professional activities , collection of açaí . The fourth study examined women in riverside , the structure and function of social support networks . Excelling in these activities participants at work, particularly in the collection of açaí , their gender roles within the family and acting in community associations . Participants were women from 12 families in two communities of Bethlehem Insular Islands - Island Combu and Ilha Grande . Were used as instruments the sociodemographic schedule ( ISD ) , semi-structured interviews and Map of Five Fields ( MCC ) . It appears that the existence of this network allows women to the movement in various contexts , as well as interaction among people of other20 microsystems , providing the ability to succeed in implementing the collection of açaí activity and performance in community actions.Item Acesso aberto (Open Access) Modelo social cognitivo de satisfação no trabalho e eficácia coletiva: percepções sobre a docência(Universidade Federal do Pará, 2015-05-12) RAMOS, Maély Ferreira Holanda; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678; https://orcid.org/0000-0001-9569-943XThis research aims to study job satisfaction from the Social Cognitive Model of Job Satisfaction (MSCST) and its relations with the collective efficacy. The satisfaction and their main elements which influence have obvious importance in the school context because it may affect the motivational states and the level of the teacher’s performance. Job satisfaction refers to the degree of emotional relations that an employee has, associated to function that performs, showing a pleasant or positive emotional state, resulting from an assessment of their experiences. The Social Cognitive Model of Job Satisfaction is a recent proposal, which is based on Social Cognitive Theory that proposes an integrative approach to investigate the satisfaction in teaching. This theory reveals that satisfaction can be predicted and explained by five variables classes, namely: (a) support targets; (B) working conditions; (C) Progress goals; (D) positive affect; (E) teaching self-efficacy. The teacher collective efficacy, although not belonging to the model, also has recognized influence on levels of satisfaction. So it has the general objective of testing the Social Cognitive Model of Teacher Job Satisfaction (MSCST) in sample of teachers of basic education, investigating its relations with the collective efficacy and analyzing their implications in the school environment. For that, we developed six articles arranged in two subdivisions, which are: (a) Systematic Reviews; (b) Empirical Studies. The first section consists of four articles, which include a methodological study on the use of technical analysis and visualization of data with graphs and three systematic reviews on: MSCST, job satisfaction and collective efficacy (respectively). All the revisions used graphs and their geometric representations. The second subdivision, consisting of two articles, referring to empirical studies, applied to a sample of 495 teachers of basic education from a private school network. The first study of this section was quantitative and the second used mixed techniques (quantitative and qualitative). The results indicated that MSCST did not explain sufficiently the satisfaction in teaching, contradicting the findings found from the systematic review of the Model. It was also found that there was no relations between efficacy beliefs (self-efficacy and collective efficacy) with the levels of satisfaction, although research identified in systematic reviews, which have not implemented the model, pointed out these two variables as more often associated with satisfaction teaching.Item Acesso aberto (Open Access) Maus-tratos contra crianças e adolescentes: limites e possibilidades de atuação de profissionais de saúde(Universidade Federal do Pará, 2015-04-17) VELOSO, Milene Maria Xavier; MAGALHÃES, Celina Maria Colino; http://lattes.cnpq.br/1695449937472051; https://orcid.org/0000-0002-1279-179XThe issue of maltreatment of children and adolescents constitutes a serious public health problem, since it can produce morbidity and / or mortality, but trouble for your development throughout the life cycle. In this sense health professionals have an important role in identification, reporting and handling of cases. This study aimed to investigate the knowledge of health professionals about maltreatment of children and adolescents, their attitudes and difficulties for the management of this phenomenon and to analyze the profile of notifications of violence carried out in the city of Belém-PA to propose possibilities performance. The study was developed from two axes: secondary data collected in Notification of diseases Notification System (SINAN-Net), the city of Belém-PA, in the 2009-2013 period, and primary data from the application two structured questionnaires in 174 health professionals from primary care of an administrative district of the same township. Data were analyzed from BioEstat 5.3. program. We identified 6,381 cases of violence against children reported in the period. The most prevalent type of violence was sexual, associated with physical and / or psychological violence, with an annual average of 89.55% for girls, with higher prevalence in the age group 11-14 years (39.97%). For boys sexual violence was also the most prevalent type (74.48%), followed by physical violence, but more often in the age group 6-10 years (42.46%). The violence was mainly practiced by individuals identified as friends or acquaintances, followed by stepfather. The study, conducted with health professionals, showed that about 30% reported never having seen a child or teenager and victim of some type of violence in their routine work, especially for community health agents. Negligence was perceived by 60.74% of the professionals, but only 19.05% of those reported have it notified. Moreover, sexual abuse was less above (24.14%), but exhibited higher reporting rate (50.0%). Physical violence was reported by only 39.47% of the professionals identified and psychological violence, by 34.88%. Among the top-level technicians 50.0% said they did not know the notification form and 86.11% never used. In addition, 25.82% reported having experienced some form of violence in childhood and / or adolescence. The data demonstrate the urgency of public policies aimed at families and the community to the cycles of violence against children and adolescents are stopped and other community living opportunities can be encouraged. Allied to this, a permanent education policy geared to health professionals is essential, so that the regulations can be effected in the daily practice of these professionals, ensuring full protection to children and adolescents from intra and inter-sectoral actions.Item Acesso aberto (Open Access) Bem-estar de macacos-prego no cativeiro: engenharia comportamental no enriquecimento ambiental e análise da dinâmica espacial.(Universidade Federal do Pará, 2014-03-25) LESSA, Miguel Angelo Monteiro; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075; https://orcid.org/0000-0001-9912-3833Capuchin monkeys (Sapajus ssp.) in captivity have few opportunities to perform characteristics skills of these monkeys in the natural environment. The responsibility for the welfare of the capuchin monkeys living in the Experimental School for Primates poses the task of finding healthier living conditions. The objective is to build captive environment conditions functionally similar to the natural environment, using physical, foraging, cognitive and social environmental-enrichment techniques. Aditionally, interested in knowing about the social relations within the spatial interactions it is proposed to describe the relationships in terms of inter-individual spatial proximity and preferred heights in different groups of Sapajus spp. kept in captivity. Fourteen individuals of four groups of three institutions were observed in three different contexts: before, during and after feeding. The positions of each individual were recorded using the scan sampling method. The results showed a pattern of inter-distance between different dyads of animals in study groups. The monkeys were closer after feeding and far before and during feeding. Differences among preferred places were also observed. The dominant monkeys spent more time in places that were most attractive. The subordinate monkeys spent more time on the opposite and less attractive places in relation to the place occupied by the dominant. The overall pattern of interindividual spacing was similar to that observed in nature, male capuchin monkeys showed a characteristic avoidance and no approximation.Item Acesso aberto (Open Access) Variáveis de procedimentos no ensino de discriminações condicionais monetárias para surdos(Universidade Federal do Pará, 2014-02-21) MAGALHÃES, Priscila Giselli Silva; ROSSIT, Rosana Aparecida Salvador; http://lattes.cnpq.br/3333865775403342; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223In teaching monetary conditional discrimination the procedures of matching to sample (MTS), exclusion and constructed response matching to sample (CRMTS) have proven effective for economic training and emergency of many new relations derived of the direct training. However, it is necessary to evaluate different procedures for teaching those behaviors. Another variable to be investigated about learning of monetary relations is the importance of the prerequisites. Therefore, the aim of this study is to compare different procedures for teaching monetary skills to deaf children and check if there was emergence of new relations without any direct training in children with mathematic prerequisites and without them. This research was conducted in a Unit of Specialized Education for deaf and was used a notebook with software (Proler 5.0 for Windows). Three experiments were programmed. In the experiment 1 six deaf children participated divided into two experimental groups (with and without mathematical prerequisites). They were taught via MTS about values in Brazilian Sign Language (LIBRAS) and their relations to: prices (AB), pictures of coins (AC) and facsimile of Brazilian Real bills (AD), followed by tests of symmetry and transitivity. Most participants showed emerging of equivalence relations. Teaching via component-matching-training involved relations between facsimile of Brazilian Real bills and prices (DB) and facsimile of Brazilian Real bills and pictures of coins (DC), followed by tests of symmetry, transitivity and generalization (simulation of buying and selling). There was a difference in performance between the participants in Groups I and II, which confirm the importance of mathematic prerequisites to learn monetary relations. In the experiment 2 involving other six deaf children divided into two experimental groups (with and without mathematical prerequisites). The participants were exposed to match, in an MTS procedure, values in LIBRAS and: prices (AB), pictures of coins (AC) and facsimile of Brazilian Real bills (AD), followed by exclusion probes the same relation with the values untrained. Equivalence tests between prices and pictures of coins (BC) and inverse (CB) were performed. In exclusion probes in both groups, conditional relations between monetary values have emerged. In the experiment 3, other six deaf children (with and without mathematical prerequisites) were taught via CRMTS about values in Brazilian Sign Language (LIBRAS) and their relations to: prices (AB) and pictures of coins (AC), followed by testing in symmetrical relations (BA and CA) and tests between prices and pictures of coins (BC), the inverse (CB), facsimile of Brazilian real bills and prices (DB), between pictures of coins (CC) and pictures of facsimile of Brazilian real bills (DD). In tests, in both groups, there was the emergence of conditional relations between prices and monetary values in LIBRAS (BA) and between pictures of coins and monetary values in LIBRAS (CA). In general, studies indicate that regardless of the initial repertoire of the participants there was learning this type of conditional monetary relations consistent with the training and that the three teaching procedures were equally effective in teaching monetary conditional relations.Item Acesso aberto (Open Access) Lúpus eritematoso sistêmico: estudo comparativo entre modelos de intervenção para adesão ao tratamento(Universidade Federal do Pará, 2015-04-10) NEDER, Patrícia Regina Bastos; CARNEIRO, José Ronaldo Matos; http://lattes.cnpq.br/0859417913316803; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723Systemic lupus erythematosus (SLE ) is a chronic inflammatory disease of the connective , and multisystem autoimmune tissue, characterized by the production of autoantibodies directed mainly against nuclear antigens resulting in tissue damage . Usually evolves with exacerbation periods interspersed with periods of remission and great polymorphism of clinical manifestations. Occurs mainly in women in the period between menarche and menopause. Treatment is diverse , medications used to control the disease during the activity are indicated according to the clinical manifestations and severity . Among these , glucocorticoids , which due to some side effects such as changes in the aesthetics of patients , may result in lowering of self-esteem . Studies involving this subject can contribute new information and enable advances in knowledge of factors involved in adherence to treatment of these patients. This is a longitudinal study of interventions in intervals of 30 , 60, 90 and 120 days that examined the effects of three intervention conditions on adherence behaviors to treatment in women with SLE. The study included fifteen patients with SLE, according to the American College of Rheumatology criteria, followed up at the referral center in rheumatic diseases of a hospital in the public health system in the city of Belém- PA . The following inclusion criteria were used : diagnosis of SLE for at least one year; is aged between 18 and 45 years; have completed elementary school or to be attending the last year ; reside in the metropolitan area of Belém or municipalities near capital; present moderate level of disease activity , according to SLEDAI - 2K. Were used: observation formats of medical consultations; chart analysis protocols ; interview scripts ; checklist ; self-monitoring registration forms ; visual analogue pain scale ; Beck depression inventory for ( BDI ) ; quality assessment of life questionnaire SF -36 and the Activity Index -SLEDAI -2K disease. The participants were divided randomly into three intervention conditions. In Condition A (n = 5), the participants were only under the control of routine outpatient and 4 interviews. In Condition B (n = 5), the participants were subjected to 8 interviews with use of checklist beyond the routine clinic. In the Condition C (n = 5), they were under the control of ambulatory care and 8 interviews with the use of self-monitoring checklist and registration forms . Data were analyzed quantitatively and qualitatively, comparing the results at the beginning with the end of the study conducted with each participant, for 120 days. It was observed that all participants, regardless of the intervention condition showed good adhesion behavior index at the end of the treatment study. The participants of Condition C kept the gains from the intervention after 30 days without exposure to the rules of treatment (average 95,71).Item Acesso aberto (Open Access) Estresse, características resilientes e sociodemográficas de alunos com deficiência e com transtornos funcionais específicos da UFPA (Campus do Guamá)(Universidade Federal do Pará, 2017-04-05) PEREIRA, Rosamaria Reo; FACIOLA, Rosana Assef; http://lattes.cnpq.br/1881850972010705; SILVA, Simone Souza da Costa e; http://lattes.cnpq.br/9044423720257634This study aims to describe the bioecology of students with disabilities and with specific functional disorders at Federal University of Pará, that is, their bio demographic characteristics, their perceptions about themselves and about the academic context. This study is organized into four studies, consisting of a theoretical session (study 1) and an empirical session (studies 2, 3 and 4). The first study aimed to establish an overview of studies that investigated the inclusion of student with disabilities in higher education in three databases, in English language articles from 2003 to 2015. The research resulted in 30 studies. The data was organized into six categories: university context, support, characteristics of the student with disabilities, academic difficulties, methodology and transition. The problems related to the physical and social context, support services, personal characteristics of the student with disabilities, academic difficulties, methodologies and the transition to higher education were highlighted. Despite the efforts of some institutions; quite a lot still needs to be done to offer these students an education of quality. The objective of the second study was to identify the sociodemographic and academic characteristics of students with disabilities and with specific functional disorders enrolled at Federal University of Pará, as well as to identify their perceptions regarding their general difficulties and their suggestions for improving accessibility within the Campus of Guamá. For data analysis, 50 students answered the sociodemographic questionnaire and were analyzed through descriptive statistics. The offering of quotas, the academic support available at the time of Enem test and the non-avoidance and repetition of students with disabilities and with specific functional disorders of the undergraduate courses revealed the facilitating actions that contributed to permanence of these students in the university. On the other hand, Federal University of Pará needs to invest more in research, monitoring and activities of extension, inform the students about the financial programs aimed at meeting the physical and material needs of this public and to improve the conditions of architectural accessibility within the campus, since the lack of it interferes in the academic life of these students. Results showed that this knowledge can favor the planning of institutional policies that favors the inclusion and the well-being of these students at Federal University of Pará and at other higher education institutions. The third study aimed to describe the sociodemographic and academic characteristics of 50 students with disabilities and with specific functional disorders at the Federal University of Pará and to correlate them with levels of stress and resilience. The instruments used were a semi-structured questionnaire and two scales: Perceived Stress Scale and Resilience Scale. The results were analyzed through descriptive statistics and the exploratory statistical technique. The results showed that students with high levels of stress have moderate and low levels of resilience. It was concluded the need to develop programs aimed at maintaining effective coping strategies in facing adverse situations within the academic context. The aim of the fourth study was to describe the perception of stress on students with disabilities and with specific functional disorders at the Federal University of Pará. The participants were 50 undergraduate students. This sample was obtained from a population of 192 students enrolled at the university. According to the data obtained from the quantitative instruments, 29 students with high stress level and 21 with low stress level were selected. Of the 29 students with stress, 11 accepted17 to participate in the qualitative phase and from the remaining 21, eight agreed to participate in the study, that is, 19 students participated in the qualitative phase. The instruments used were: semistructured socio-demographic questionnaire, Perceived Stress Scale and interview script with open questions. The results were analyzed through the descriptive analysis statistic to find measures of central tendency, as well as the technique of content analysis to evaluate the qualitative data. The results showed that students who had high levels of stress were less positive and determined, presented fewer resources and suffered more from prejudice. They perceived the contexts with less serenity and evaluated their past life with more reports of emotional conflicts. In relation to the proximal processes, they were more stressed in the involvement of academic activities, being able to establish less relationships and friendships in the university context. It was concluded that students who presented high levels of stress are more likely to present emotional and physical problems than the students with less stress, deserving attention from the administrative staff of Federal University of Pará. Finally, it is expected that the present study will encourage the development of policies of affirmative actions to support students, in order to eliminate architectural, pedagogical, attitudinal and communicational barriers and to invest in the training of the faculty and the administrative agents in order to ensure permanence and promote the equalization of opportunities for students with disabilities at Federal University of Pará.