Considérées comme des moyens incontournables de participation à la société, les technologies de l’information et de la communication (TIC) constituent une piste de solution prometteuse pour l’enseignement et l’apprentissage auprès des élèves qui ont des incapacités intellectuelles. Toutefois, plusieurs auteurs dénoncent la faible utilisation des TIC en éducation de ces élèves. Pire encore, les recherches sur le sujet génèrent des résultats intéressants, mais d’une contribution limitée pour l’avancement des connaissances dans le domaine. Guidées par l’intuition et par un enthousiasme empirique évident, ces recherches s’appuient rarement sur des cadres de référence. Certes la documentation scientifique foisonne de champs de savoirs qui peuvent contribuer à ce domaine, mais ces contributions sont parcellaires et peu adaptées aux spécificités de ce dernier. L’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles demeure donc un champ conceptuel mal défini qui n'est légitimé par aucun cadre de référence en particulier. Cette recherche doctorale se situe en phase de préconception d’un modèle de l’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles. Elle vise à mettre en place des balises solides pouvant servir de cadre à l’élaboration d’un modèle de cette intervention. Dans cette phase de préconception, nous poursuivons deux objectifs, à savoir : 1) la mise au point d’un référentiel qui constitue un cadre intégrateur des connaissances existantes en la matière, qui servira avant tout à structurer et à organiser les informations disponibles à l’intérieur d’une synthèse validée par des experts et des intervenants oeuvrant auprès de ce type d’élèves et 2) l’élaboration d’un cahier des charges fonctionnel qui s’appuie sur le référentiel développé et qui précise les fonctions qu’un modèle idéal de l’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles devrait remplir pour répondre pleinement aux besoins de ses différents utilisateurs. Ces balises (le référentiel et le cahier des charges fonctionnel) sont destinées, principalement, à des chercheurs, des concepteurs de technologies, des formateurs d’enseignants, etc. Les élèves, les enseignants et autres agents de l'éducation pourront en bénéficier indirectement à travers les applications dérivées de ces balises (programmes de formation, technologies, recherches, scénarios pédagogiques, etc.). / Regarded as essential means of participation in society, information and communication technologies (ICT) are a promising track for teaching and learning of students with intellectual disabilities. However, several authors denounce the low use of ICT in education of these students. Worse yet, research on the subject generate interesting results, but a limited support to contribute to the advancement of knowledge in the field. Guided by intuition and empirical enthusiasm, theses researches often rely on reference frames. While the literature abounds with fields of knowledge that can contribute to this area, these proposals are fragmented and poorly adapted to the specifics of the latter. The educational intervention with ICT with students with intellectual disabilities remains an ill-defined conceptual field that is not legitimized by any particular reference frame. This doctoral research precedes the conception of an educational intervention model using ICT with students who have intellectual disabilities. It aims to establish strong tags that can serve as a framework for developing this model. In this phase of preconception, we pursue two objectives: 1) developing a repository consisting in a framework for integrating existing knowledge on the subject that will serve primarily to structure and organize the information available within the a synthesis validated by experts and practitioners; 2) developing a tender specification of the functions that a perfect model of this intervention should meet to fully satisfy the needs of different users. These tags (the repository and the tender specification) are intended, mainly, to researchers, technology developers, teacher educator, etc. Students, teachers and other educational agents will benefit indirectly from these tags through their applications by the first users of (training programs, technologies, studies, lesson plans, etc.).

L’évolution du système de pharmacovigilance au Nigéria a été associée à une croissance modeste et les hôpitaux universitaires ont été identifiés comme des partenaires importants du système de pharmacovigilance. Cependant, aucune étude n'a encore été réalisée sur les performances du système de pharmacovigilance dans les hôpitaux universitaires nigérians. Cette étude visait à évaluer l'état de la pharmacovigilance, en particulier les réactions indésirables aux médicaments dans le sud et le sud du Nigéria, en se référant à des médicaments sélectionnés. Le système de pharmacovigilance ainsi que le schéma posologique des médicaments ont été évalués à l'aide des indicateurs de pharmacovigilance de base de l'OMS et des indicateurs de prescription de base de l'OMS, respectivement. Cela a été suivi d'une intervention éducative avec des messages texte envoyés via le système de messagerie courte (SMS) pour améliorer les connaissances, l'attitude et la pratique de la pharmacovigilance parmi les professionnels de la santé. Le nombre, la qualité et le profil des effets indésirables du médicament ont également été évalués avant et après l'intervention. Les facteurs probables susceptibles de contribuer à une mauvaise notification des problèmes de pharmacovigilance ont été recherchés en effectuant une enquête sur les connaissances, la sensibilisation et les pratiques des professionnels de la santé travaillant dans la zone. Ces faiblesses de la pharmacovigilance étaient essentiellement. Les résultats ont montré que des structures étaient en place pour les activités de pharmacovigilance, même si certaines étaient peu fonctionnelles. Les indicateurs de processus et de résultat / impact ont révélé des systèmes de santé faibles et une attention générale insuffisante à la pharmacovigilance dans les hôpitaux. Il a également montré que, même si le groupe possédait une connaissance modeste et une perception juste de la pharmacovigilance, la pratique était médiocre et peu de réactions indésirables au médicament étaient répertoriées dans les bases de données des hôpitaux locaux. Celles-ci ont été attribuées à une connaissance insuffisante de la pharmacovigilance sur ce qui peut être signalé, à des processus de notification médiocres, à de fausses croyances selon lesquelles leur notification ne fera aucune différence et à la difficulté de déterminer les éléments à signaler. Une perception insuffisante de l’intérêt de la notification des effets indésirables. Les connaissances et les pratiques en matière de pharmacovigilance se sont améliorées, de même que le nombre de déclarations d'effets indésirables au médicament suite à une intervention éducative. Cette étude a également mis en évidence le profil des effets indésirables associés aux médicaments couramment utilisés dans la zone et les problèmes inhérents à la notification spontanée. Il souligne également que la pharmacovigilance, discipline en pleine croissance, peut être améliorée par des évaluations fréquentes du système, la formation des professionnels de la santé et le renforcement général du système de santé nigérian. Des études plus approfondies seraient nécessaires pour mieux évaluer la sécurité des médicaments dans cette population noire homogène. / The evolution of the pharmacovigilance system in Nigeria has been associated with modest growth and teaching hospitals have been identified as important partners in the pharmacovigilance mechanism. However, there have been no studies evaluating the performance of the pharmacovigilance system in Nigerian Teaching hospitals prior to this time. This study set out to evaluate the state of pharmacovigilance specifically adverse drug reactions in South-South Nigeria. The pharmacovigilance system as well as the prescribing pattern of medicines was evaluated using the WHO Core Pharmacovigilance indicators and WHO Core Prescribing indicators respectively. This was followed by an educational intervention with text messages sent via the Short Messaging System (SMS) to improve the knowledge, attitude and practice of pharmacovigilance amongst healthcare professionals. The number, quality and profile of Adverse Drug Reactions (ADRs) were also assessed before and after the intervention. Factors likely to contribute to poor reporting of pharmacovigilance issues were sought by conducting knowledge, awareness, and practice survey of healthcare professionals working in the zone.The findings showed that of the six teaching hospitals assessed, only three could be described as functional or partly functional although all had some structures in place for pharmacovigilance activities. The process and outcome/impact indicators revealed weak health systems and overall insufficient attention to pharmacovigilance in the hospitals as only one centre had committed their ADR reports to the National Pharmacovigilance Centre and there were few documented medicines related admissions ranging from 0.0985/1000 to 1.67/1000 admissions. It further showed that although a modest knowledge and fair perception of pharmacovigilance existed among the group, practice was poor as only 12% of the 811 healthcare Professionals had ever used the national ADR reporting form and there were few adverse drug reaction reports in the local hospital databases. These were attributed to insufficient awareness of pharmacovigilance on what can be reported, poor reporting processes, wrong beliefs that their reporting will not make a difference and difficulty in determining what to report. There was an improvement in the knowledge and practice of pharmacovigilance, with a 31.6% increase in the number of adverse drug reaction reports following an educational intervention. This study also highlighted the ADR profile to commonly used medicines in the zone and the inherent problems associated with spontaneous reporting. It further highlights that the growing discipline of pharmacovigilance can be improved through frequent assessments of the system, training of the healthcare professionals and general strengthening of the Nigerian healthcare system. More in-depth studies would be required to further evaluate the safety of medicines in the Nigerian population.

A tese aqui apresentada aborda o processo de pesquisa realizado entre os anos de 2008 e 2012, no decorrer do curso de doutorado, que foi direcionado para o estudo sobre a formação docente inicial e o ensino ao aluno com deficiência em classe comum na perspectiva da Educação Inclusiva. Tal pesquisa teve como objetivo principal analisar o percurso da formação docente inicial ― tomando como base a disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, ofertada pela Faculdade de Educação – FACED ― voltada para o ensino/atendimento ao aluno com deficiência em classe comum na perspectiva da educação inclusiva, no contexto da Universidade brasileira, e mais especificamente o da Universidade Federal do Rio Grande do Sul – UFRGS. A abordagem escolhida foi de natureza qualitativa baseada na pesquisa histórico-cultural, que percebe os sujeitos como “criadores de ideias e consciência que, ao produzirem e reproduzirem a realidade social, são ao mesmo tempo produzidos e reproduzidos por ela” (FREITAS, 2002, p. 22). Desse modo, o contexto da pesquisa se configurou no espaço da UFRGS, e em particular, na FACED. Os sujeitos investigados se subdividiram em três grupos distintos: ex-alunos da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, durante os semestres 2009/2, 2010/1 e 2010/2; coordenadores dos cursos de licenciatura da UFRGS, perfazendo um total de dezessete profissionais, correspondendo às dezessete áreas de conhecimento que esses cursos abrangem; e os professores da referida disciplina. Os instrumentos metodológicos utilizados foram: análise de documentos; entrevista semiestruturada; experiência pessoal; e diário de campo. O estudo apresenta como aportes teóricos as obras de dois autores: Basil Bernstein e sua sociologia da educação, e Lev Seminovich Vygotsky e sua teoria histórico-cultural. A pesquisa possibilitou uma percepção de avanços discretos, ainda que tardios, no que diz respeito à atuação educacional da UFRGS com vistas a desenvolver, cada vez mais, ações que propiciem o acesso e a permanência de alunos com deficiência em seus cursos; propiciem principalmente o incremento de uma formação docente que responda à demanda dos futuros professores que irão trabalhar com alunos com deficiência em classes comuns das escolas regulares, e também à ampliação de projetos de pesquisa e extensão que contemplem esse campo de conhecimento. Para tanto, o papel da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais é crucial, como espaço de mediação entre alunos, professores e a prática pedagógica. Espaço também de interação com outros professores, cursos e departamentos, apostando numa visão trialética de inclusão, através da criação de culturas inclusivas, da produção de políticas inclusivas e do desenvolvimento de práticas inclusivas. E que a Universidade brasileira se torne um campo de recontextualização pedagógica que leve à transformação social, e o professor seja o autor de seu discurso pedagógico. / This doctoral dissertation addresses the research process that has taken place during graduate school from 2008 to 2012. It was directed to the study of early teacher education and education to the people with disabilities in regular classes from the perspective of Inclusive Education. This research aimed at analyzing the course of early teacher education, which has been built when teaching Educational Intervention and Special Education Needs academic subjects, offered by the College of Education (FACED) which are focused on teaching people with disabilities in regular classes from the referred perspective in the context of Federal University of Rio Grande do Sul ― UFRGS, a Brazilian university. The chosen approach was that of qualitative research, carried out through cultural-historical research, which conceives the actors as “creators of ideas and conscious of producing and reproducing the social reality and simultaneously produced and reproduced by it” (FREITAS, 2002, p. 22). Thus, the research context has taken share at UFRGS, particularly at the College of Education ― FACED. The subjects investigated were subdivided into three distinct groups: alumni of Educational Intervention and Special Education academic subjects, during 2009/2, 2010/1 and 2010/2 semesters; coordinators of UFRGS undergraduate courses preparatory for teaching, totaling seventeen professionals corresponding to the seventeen various areas of knowledge covered in these courses; and the professors of Educational Intervention and Special Needs Education academic subjects. The methodological tools used were document analysis, semi-structured interviews, the researcher’s personal experience in Special Education and field diary. The study provides the theoretical contributions of two authors: the sociological approach of Basil Bernstein and its sociology of education and the cultural-historical theory of Lev Seminovich Vygotsky. This research allowed a discrete realization regarding to the educational role of UFRGS in order to develop increasingly actions that ease the access and permanence of people with disabilities in their courses; principally promoting an increase of early teacher education that responds to the prospective teachers’ demands who will teach people with disabilities in regular classes in regular schools; and it has also broaden research and extension projects in this field of knowledge. Therefore, the role of Educational Intervention and Special Education Needs academic subjects is of crucial relevance, as a place of mediation among students, teachers and pedagogical practice. It is also a place for interaction with other professors, courses and departments, focusing on a trialetic vision of inclusion through the creation of inclusive cultures, the production of inclusive policies and the development of inclusive practices. The aim is that the Brazilian universities become a pedagogic recontextualized field that leads to social transformation and that the teachers become the authors of their pedagogical discourse. / La tesis doctoral que aquí se presenta se refiere a la investigación llevada a cabo entre 2008 y 2012, durante el posgrado, dirigido al estudio de la formación inicial del profesorado y educación a los estudiantes con discapacidad en el aula regular desde la perspectiva de la Educación Inclusiva . Esta investigación tuvo como objetivo examinar el curso de formación inicial del profesorado ― basándose en la disciplina de Intervención Pedagógica y Educación Especial, ofrecido por la Facultad de Educación – FACED ― orientados a la enseñanza / servicio a los estudiantes con discapacidad en clases regulares en perspectiva la educación inclusiva en el contexto de la universidad brasileña, y más específicamente de la Universidad Federal de Rio Grande do Sul – UFRGS. El método elegido fue de carácter cualitativo basado en la investigación histórico-cultural, se da cuenta de que los sujetos como "creadores de ideas y de la conciencia, para producir y reproducir la realidad social, son producidos y reproducidos por ella" (FREITAS, 2002 p. 22). Por lo tanto, el contexto de la investigación se configura en el espacio UFRGS, y ante todo en. Los sujetos estudiados fueron subdivididos en tres grupos distintos: ex alumnos de la disciplina de Intervención Pedagógica y Educación Especial, durante los semestres 2009/2, 2010/1 y 2010/2; coordinadores de la UFRGS pregrado, para un total de 17 profesionales, que representan a las cinco áreas de conocimiento que estos cursos cubren, y los maestros de esta disciplina. Las herramientas metodológicas utilizadas fueron: análisis de documentos, entrevistas semi-estructuradas, la experiencia personal y diario de campo. El estudio proporciona aportaciones teóricas como las obras de dos autores: Basil Bernstein y su sociología de la educación, y Lev Vygotsky Seminovich y su teoría histórico-cultural. Los avances en la investigación permitió una realización discreta, aunque tarde, con respecto a la función educativa de la UFRGS con el objetivo de desarrollar cada vez más las acciones que faciliten el acceso y permanencia de los estudiantes con discapacidad en sus cursos; conducente principalmente al aumento una formación docente que responda a la demanda de los futuros maestros que trabajan con estudiantes con discapacidades en las clases regulares en las escuelas normales, así como la expansión de los proyectos de investigación y extensión que se ocupan de este campo de conocimiento. Por lo tanto, el papel de la disciplina de Intervención Pedagógica y Educación Especial es crucial, como un espacio de mediación entre estudiantes, profesores y la práctica pedagógica. El espacio también interactuar con otros profesores, cursos y departamentos, apostando trialética una visión de inclusión, mediante la creación de culturas inclusivas, que producen las políticas de inclusión y el desarrollo de prácticas inclusivas. Y la universidad brasileña se convierte en un campo pedagógico recontextualización que conduce a la transformación social, y el profesor es el autor de su discurso pedagógico.

Introduction : Les résultats de recherches ont démontré que la cessation tabagique augmente là où des interventions professionnelles préventives sont appliquées avec constance. On rapporte qu’au Québec, 62 % des infirmières (toutes pratiques confondues) évaluent le statut tabagique de leurs clients et 38 % suggèrent la cessation tabagique. En milieu hospitalier, l’évaluation du statut tabagique diminue à 30 %. Or, le personnel infirmier hospitalier est présent dans les unités de soins 24 heures sur 24, ce qui laisse prévoir une influence potentielle non négligeable dans la décision des patients de cesser de fumer. Objectif : La présente recherche a pour objectif de comparer, avec un groupe contrôle, l’efficacité de stratégies (formation interactive, rappel, multiple) pour augmenter les interventions réalisées en cessation tabagique dans des unités de médecine et de chirurgie. Le choix de ces stratégies repose sur leur efficacité et leur potentiel d’implantation dans d’autres centres. Méthodologie : Un devis expérimental avec randomisation par groupe a été choisi. Le modèle factoriel permet d’évaluer l’effet de chacun des groupes expérimentaux en regard du groupe contrôle. Des mesures préstratégies et poststratégies (à 1 mois et à 3 mois) sont privilégiées. Plusieurs outils permettent de mesurer les effets des stratégies et ce, avec des sources diversifiées (personnel infirmier, patients, dossiers des patients, gestionnaires et responsables des centres d’abandon du tabac). Résultats : Au total, 156 infirmières et infirmières-auxiliaires ont répondu à des questionnaires au temps 1, 78 au temps 2 et 69 au temps 3. Parallèlement au personnel infirmier, 156 patients ont été rejoints au temps 1, 89 au temps 2 et 98 au temps 3. Les résultats démontrent que le personnel infirmier évalue le statut tabagique chez 35,7 % de la clientèle seulement et la motivation à cesser de fumer chez 17,6 % des patients. Au cours de notre recherche, peu d’interventions en cessation tabagique ont été réalisées dans les unités de médecine et de chirurgie; la présence de plusieurs obstacles de même qu’une perception d’inefficacité des interventions de la part du personnel infirmier semblent en être les causes. Les résultats de notre recherche ne nous a pas permis d’appuyer nos hypothèses. Cependant, des analyses complémentaires ont démontré que la stratégie de formation interactive a permis d’augmenter certaines pratiques cliniques à court terme et de diminuer la perception d’obstacles à l’intervention. Le rappel n’a pas fonctionné correctement et n’a pu être évalué. Conclusion : En considérant les résultats modestes des stratégies implantées, la formation interactive a eu un impact à très court terme sur les interventions courtes en cessation tabagique réalisées par le personnel infirmier d’unités de soins en médecine et en chirurgie. Les difficultés rencontrées lors de l’implantation des stratégies ont été expliquées, ce qui permettra une planification plus éclairée de futures recherches dans le domaine. / Introduction : Research results demonstrate a decrease in cigarette smoking when preventive professional interventions are routinely carried out. The Quebec recent literature reports that, nurses from different working areas assess their patient smoking habits 62 % of the time and recommend cessation in only 38 % of the situations. When this assessment is realized by hospital nurses, this percentage drops around 30 %. Knowing that nursing staff is present at the bedside 24 hours a day, a non-negligible influence of tobacco counselling by nurses is of potential interest for hospitalized patients. The objective of the present study is to compare, on medical and surgical units, the effectiveness of three strategies (interactive educational session, recall, and both together) to a control group, on the number of nursing interventions pertaining to cessation of cigarette smoking. Choice of those three strategies is based on reported effectiveness and transferability potential. Research design is experimental with group randomisation. Factorial model opens possibility to assess impact of each of the three strategies versus the control group. Pre and post strategy multi-measurements (at 1 and 3 months) are sought from nursing staff, patients, patient charts, management, nurses in charge of the centers for tobacco cessation. Results : Nursing staff completed questionnaires at time 1 (N = 156), at time 2 (N= 78), and at time 3 (N=69). Similarly, 156 patients were interviewed at time 1, 89 at time 2, and 98 at time 3. Results show that nursing staff assesses cigarette smoking habits for only 35,7 % of the patients, and their intent to stop smoking only 17,6 % of the time. Very few tobacco counselling interventions are carried out on medical and surgical units by nursing staff. Some barriers are identified, and nursing staff perceives a non-self-efficacy with regard to those interventions. Results do not allow confirmation of hypotheses. However, complementary statistical analyses show that the educational strategy increases the number of nursing interventions during a short period, and decreases perception of barriers to tobacco counselling. Impact of recall could not be assessed as it was not introduced as planned. Conclusion : Considering modest results from the strategies, the interactive educational sessions shows a short term effect on the nursing staff’s interventions,. The difficulties encountered during implementation of the strategies have been explained, which will be useful when planning future research in tobacco cessation.

Considérées comme des moyens incontournables de participation à la société, les technologies de l’information et de la communication (TIC) constituent une piste de solution prometteuse pour l’enseignement et l’apprentissage auprès des élèves qui ont des incapacités intellectuelles. Toutefois, plusieurs auteurs dénoncent la faible utilisation des TIC en éducation de ces élèves. Pire encore, les recherches sur le sujet génèrent des résultats intéressants, mais d’une contribution limitée pour l’avancement des connaissances dans le domaine. Guidées par l’intuition et par un enthousiasme empirique évident, ces recherches s’appuient rarement sur des cadres de référence. Certes la documentation scientifique foisonne de champs de savoirs qui peuvent contribuer à ce domaine, mais ces contributions sont parcellaires et peu adaptées aux spécificités de ce dernier. L’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles demeure donc un champ conceptuel mal défini qui n'est légitimé par aucun cadre de référence en particulier. Cette recherche doctorale se situe en phase de préconception d’un modèle de l’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles. Elle vise à mettre en place des balises solides pouvant servir de cadre à l’élaboration d’un modèle de cette intervention. Dans cette phase de préconception, nous poursuivons deux objectifs, à savoir : 1) la mise au point d’un référentiel qui constitue un cadre intégrateur des connaissances existantes en la matière, qui servira avant tout à structurer et à organiser les informations disponibles à l’intérieur d’une synthèse validée par des experts et des intervenants oeuvrant auprès de ce type d’élèves et 2) l’élaboration d’un cahier des charges fonctionnel qui s’appuie sur le référentiel développé et qui précise les fonctions qu’un modèle idéal de l’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles devrait remplir pour répondre pleinement aux besoins de ses différents utilisateurs. Ces balises (le référentiel et le cahier des charges fonctionnel) sont destinées, principalement, à des chercheurs, des concepteurs de technologies, des formateurs d’enseignants, etc. Les élèves, les enseignants et autres agents de l'éducation pourront en bénéficier indirectement à travers les applications dérivées de ces balises (programmes de formation, technologies, recherches, scénarios pédagogiques, etc.). / Regarded as essential means of participation in society, information and communication technologies (ICT) are a promising track for teaching and learning of students with intellectual disabilities. However, several authors denounce the low use of ICT in education of these students. Worse yet, research on the subject generate interesting results, but a limited support to contribute to the advancement of knowledge in the field. Guided by intuition and empirical enthusiasm, theses researches often rely on reference frames. While the literature abounds with fields of knowledge that can contribute to this area, these proposals are fragmented and poorly adapted to the specifics of the latter. The educational intervention with ICT with students with intellectual disabilities remains an ill-defined conceptual field that is not legitimized by any particular reference frame. This doctoral research precedes the conception of an educational intervention model using ICT with students who have intellectual disabilities. It aims to establish strong tags that can serve as a framework for developing this model. In this phase of preconception, we pursue two objectives: 1) developing a repository consisting in a framework for integrating existing knowledge on the subject that will serve primarily to structure and organize the information available within the a synthesis validated by experts and practitioners; 2) developing a tender specification of the functions that a perfect model of this intervention should meet to fully satisfy the needs of different users. These tags (the repository and the tender specification) are intended, mainly, to researchers, technology developers, teacher educator, etc. Students, teachers and other educational agents will benefit indirectly from these tags through their applications by the first users of (training programs, technologies, studies, lesson plans, etc.).

Plusieurs études ont démontré que prés de deux tiers des patients subissant une chirurgie cardiaque souffrent de douleur d’intensité modérée à sévère. Ces niveaux de douleur semblent être partiellement expliqués par la présence de barrières individuelles face au soulagement de la douleur. Le savoir acquis sur les cognitions associées à la douleur ne semble pas avoir été traduit dans de nouvelles approches éducatives face à la douleur aiguë. Le but du projet doctoral était 1) de développer une intervention visant à faciliter l’autogestion de la douleur postopératoire après une chirurgie cardiaque et, 2) d’en évaluer l’acceptabilité et la faisabilité, ainsi que le potentiel d’efficacité sur le soulagement de la douleur de patients subissant une chirurgie cardiaque. Le développement de l’iintervention SOULAGE-TAVIE a inclus quatre étapes fondées sur les savoirs clinique, empirique et théorique et inspirées de plusieurs écrits méthodologiques. SOULAGE-TAVIE consiste en une session préopératoire éducative sur la gestion de la douleur post-chirurgie cardiaque d’approximativement 30 minutes sur un ordinateur, dispensée sur mesure en fonction d’un algorithme. Deux renforcements cliniques en personne sont aussi offerts en phase postopératoire. L’évaluation de l’intervention consistait en un essai clinique pilote à répartition aléatoire incluant 60 participants répartis entre le groupe expérimental (GE : SOULAGE-TAVIE) et le groupe contrôle (GC : soins usuels incluant un feuillet d’information). Les données étaient recueillies au moment de l’admission et dans les sept jours postopératoires. SOULAGE-TAVIE a été jugée comme acceptable et faisable. De plus, les participants du GE n’ont pas expérimenté une douleur de plus faible intensité mais ils ont rapporté significativement moins d’interférence de la douleur avec la toux et la respiration profonde, ont démontré moins de barrières face à la gestion de la douleur et ont consommé plus d’opiacés. Cette étude pilote procure des résultats prometteurs sur les bénéfices potentiels de cette nouvelle approche sur mesure utilisant les technologies de l’information et de la communication (TIC). L’autonomisation des personnes est cruciale et complémentaire pour soutenir le soulagement de la douleur dans le contexte actuel de soins. / Several studies have shown that many patients undergoing a cardiac surgery suffer from moderate to severe pain. These levels of pain may be explained by individual barriers toward pain relief. Knowledge acquired on pain-related cognitions has not been translated into new approaches. The aim of the doctoral project was 1) to develop an intervention to facilitate the self-management of postoperative pain after cardiac surgery and, 2) to assess its the acceptability and feasibility and to investigate its efficacy potential on pain relief in patients undergoing cardiac surgery. The development of SOULAGE-TAVIE included four steps based on clinical, empirical and theoretical knowledge and inspired by diverse methodological considerations. SOULAGE-TAVIE consists in a 30-minute computer-tailored preoperative educational session about postoperative pain management, tailored according to an algorithm. Two short reinforcements are provided in person. The evaluation of SOULAGE-TAVIE consisted in a pilot randomized controlled trial including 60 participants assigned to the experimental group (EG: SOULAGE-TAVIE) and the control group (CG: usual care including educational pamphlet). Data were collected at the time of admission and across Day 1 to 7 after surgery. The results provide preliminary support for the acceptability and feasibility of a tailored and virtual intervention. The results revealed that patients of the EG did not experience less intense pain but they reported significantly less pain interference when breathing/coughing, exhibited fewer pain-related barriers, and consumed more opioid medication. This pilot study provides promising results to support the potential benefits of this new web-tailored approach. Patient empowerment is complementary yet crucial in the current context of care and may contribute to improve pain relief.

A tese aqui apresentada aborda o processo de pesquisa realizado entre os anos de 2008 e 2012, no decorrer do curso de doutorado, que foi direcionado para o estudo sobre a formação docente inicial e o ensino ao aluno com deficiência em classe comum na perspectiva da Educação Inclusiva. Tal pesquisa teve como objetivo principal analisar o percurso da formação docente inicial ― tomando como base a disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, ofertada pela Faculdade de Educação – FACED ― voltada para o ensino/atendimento ao aluno com deficiência em classe comum na perspectiva da educação inclusiva, no contexto da Universidade brasileira, e mais especificamente o da Universidade Federal do Rio Grande do Sul – UFRGS. A abordagem escolhida foi de natureza qualitativa baseada na pesquisa histórico-cultural, que percebe os sujeitos como “criadores de ideias e consciência que, ao produzirem e reproduzirem a realidade social, são ao mesmo tempo produzidos e reproduzidos por ela” (FREITAS, 2002, p. 22). Desse modo, o contexto da pesquisa se configurou no espaço da UFRGS, e em particular, na FACED. Os sujeitos investigados se subdividiram em três grupos distintos: ex-alunos da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, durante os semestres 2009/2, 2010/1 e 2010/2; coordenadores dos cursos de licenciatura da UFRGS, perfazendo um total de dezessete profissionais, correspondendo às dezessete áreas de conhecimento que esses cursos abrangem; e os professores da referida disciplina. Os instrumentos metodológicos utilizados foram: análise de documentos; entrevista semiestruturada; experiência pessoal; e diário de campo. O estudo apresenta como aportes teóricos as obras de dois autores: Basil Bernstein e sua sociologia da educação, e Lev Seminovich Vygotsky e sua teoria histórico-cultural. A pesquisa possibilitou uma percepção de avanços discretos, ainda que tardios, no que diz respeito à atuação educacional da UFRGS com vistas a desenvolver, cada vez mais, ações que propiciem o acesso e a permanência de alunos com deficiência em seus cursos; propiciem principalmente o incremento de uma formação docente que responda à demanda dos futuros professores que irão trabalhar com alunos com deficiência em classes comuns das escolas regulares, e também à ampliação de projetos de pesquisa e extensão que contemplem esse campo de conhecimento. Para tanto, o papel da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais é crucial, como espaço de mediação entre alunos, professores e a prática pedagógica. Espaço também de interação com outros professores, cursos e departamentos, apostando numa visão trialética de inclusão, através da criação de culturas inclusivas, da produção de políticas inclusivas e do desenvolvimento de práticas inclusivas. E que a Universidade brasileira se torne um campo de recontextualização pedagógica que leve à transformação social, e o professor seja o autor de seu discurso pedagógico. / This doctoral dissertation addresses the research process that has taken place during graduate school from 2008 to 2012. It was directed to the study of early teacher education and education to the people with disabilities in regular classes from the perspective of Inclusive Education. This research aimed at analyzing the course of early teacher education, which has been built when teaching Educational Intervention and Special Education Needs academic subjects, offered by the College of Education (FACED) which are focused on teaching people with disabilities in regular classes from the referred perspective in the context of Federal University of Rio Grande do Sul ― UFRGS, a Brazilian university. The chosen approach was that of qualitative research, carried out through cultural-historical research, which conceives the actors as “creators of ideas and conscious of producing and reproducing the social reality and simultaneously produced and reproduced by it” (FREITAS, 2002, p. 22). Thus, the research context has taken share at UFRGS, particularly at the College of Education ― FACED. The subjects investigated were subdivided into three distinct groups: alumni of Educational Intervention and Special Education academic subjects, during 2009/2, 2010/1 and 2010/2 semesters; coordinators of UFRGS undergraduate courses preparatory for teaching, totaling seventeen professionals corresponding to the seventeen various areas of knowledge covered in these courses; and the professors of Educational Intervention and Special Needs Education academic subjects. The methodological tools used were document analysis, semi-structured interviews, the researcher’s personal experience in Special Education and field diary. The study provides the theoretical contributions of two authors: the sociological approach of Basil Bernstein and its sociology of education and the cultural-historical theory of Lev Seminovich Vygotsky. This research allowed a discrete realization regarding to the educational role of UFRGS in order to develop increasingly actions that ease the access and permanence of people with disabilities in their courses; principally promoting an increase of early teacher education that responds to the prospective teachers’ demands who will teach people with disabilities in regular classes in regular schools; and it has also broaden research and extension projects in this field of knowledge. Therefore, the role of Educational Intervention and Special Education Needs academic subjects is of crucial relevance, as a place of mediation among students, teachers and pedagogical practice. It is also a place for interaction with other professors, courses and departments, focusing on a trialetic vision of inclusion through the creation of inclusive cultures, the production of inclusive policies and the development of inclusive practices. The aim is that the Brazilian universities become a pedagogic recontextualized field that leads to social transformation and that the teachers become the authors of their pedagogical discourse. / La tesis doctoral que aquí se presenta se refiere a la investigación llevada a cabo entre 2008 y 2012, durante el posgrado, dirigido al estudio de la formación inicial del profesorado y educación a los estudiantes con discapacidad en el aula regular desde la perspectiva de la Educación Inclusiva . Esta investigación tuvo como objetivo examinar el curso de formación inicial del profesorado ― basándose en la disciplina de Intervención Pedagógica y Educación Especial, ofrecido por la Facultad de Educación – FACED ― orientados a la enseñanza / servicio a los estudiantes con discapacidad en clases regulares en perspectiva la educación inclusiva en el contexto de la universidad brasileña, y más específicamente de la Universidad Federal de Rio Grande do Sul – UFRGS. El método elegido fue de carácter cualitativo basado en la investigación histórico-cultural, se da cuenta de que los sujetos como "creadores de ideas y de la conciencia, para producir y reproducir la realidad social, son producidos y reproducidos por ella" (FREITAS, 2002 p. 22). Por lo tanto, el contexto de la investigación se configura en el espacio UFRGS, y ante todo en. Los sujetos estudiados fueron subdivididos en tres grupos distintos: ex alumnos de la disciplina de Intervención Pedagógica y Educación Especial, durante los semestres 2009/2, 2010/1 y 2010/2; coordinadores de la UFRGS pregrado, para un total de 17 profesionales, que representan a las cinco áreas de conocimiento que estos cursos cubren, y los maestros de esta disciplina. Las herramientas metodológicas utilizadas fueron: análisis de documentos, entrevistas semi-estructuradas, la experiencia personal y diario de campo. El estudio proporciona aportaciones teóricas como las obras de dos autores: Basil Bernstein y su sociología de la educación, y Lev Vygotsky Seminovich y su teoría histórico-cultural. Los avances en la investigación permitió una realización discreta, aunque tarde, con respecto a la función educativa de la UFRGS con el objetivo de desarrollar cada vez más las acciones que faciliten el acceso y permanencia de los estudiantes con discapacidad en sus cursos; conducente principalmente al aumento una formación docente que responda a la demanda de los futuros maestros que trabajan con estudiantes con discapacidades en las clases regulares en las escuelas normales, así como la expansión de los proyectos de investigación y extensión que se ocupan de este campo de conocimiento. Por lo tanto, el papel de la disciplina de Intervención Pedagógica y Educación Especial es crucial, como un espacio de mediación entre estudiantes, profesores y la práctica pedagógica. El espacio también interactuar con otros profesores, cursos y departamentos, apostando trialética una visión de inclusión, mediante la creación de culturas inclusivas, que producen las políticas de inclusión y el desarrollo de prácticas inclusivas. Y la universidad brasileña se convierte en un campo pedagógico recontextualización que conduce a la transformación social, y el profesor es el autor de su discurso pedagógico.

A tese aqui apresentada aborda o processo de pesquisa realizado entre os anos de 2008 e 2012, no decorrer do curso de doutorado, que foi direcionado para o estudo sobre a formação docente inicial e o ensino ao aluno com deficiência em classe comum na perspectiva da Educação Inclusiva. Tal pesquisa teve como objetivo principal analisar o percurso da formação docente inicial ― tomando como base a disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, ofertada pela Faculdade de Educação – FACED ― voltada para o ensino/atendimento ao aluno com deficiência em classe comum na perspectiva da educação inclusiva, no contexto da Universidade brasileira, e mais especificamente o da Universidade Federal do Rio Grande do Sul – UFRGS. A abordagem escolhida foi de natureza qualitativa baseada na pesquisa histórico-cultural, que percebe os sujeitos como “criadores de ideias e consciência que, ao produzirem e reproduzirem a realidade social, são ao mesmo tempo produzidos e reproduzidos por ela” (FREITAS, 2002, p. 22). Desse modo, o contexto da pesquisa se configurou no espaço da UFRGS, e em particular, na FACED. Os sujeitos investigados se subdividiram em três grupos distintos: ex-alunos da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, durante os semestres 2009/2, 2010/1 e 2010/2; coordenadores dos cursos de licenciatura da UFRGS, perfazendo um total de dezessete profissionais, correspondendo às dezessete áreas de conhecimento que esses cursos abrangem; e os professores da referida disciplina. Os instrumentos metodológicos utilizados foram: análise de documentos; entrevista semiestruturada; experiência pessoal; e diário de campo. O estudo apresenta como aportes teóricos as obras de dois autores: Basil Bernstein e sua sociologia da educação, e Lev Seminovich Vygotsky e sua teoria histórico-cultural. A pesquisa possibilitou uma percepção de avanços discretos, ainda que tardios, no que diz respeito à atuação educacional da UFRGS com vistas a desenvolver, cada vez mais, ações que propiciem o acesso e a permanência de alunos com deficiência em seus cursos; propiciem principalmente o incremento de uma formação docente que responda à demanda dos futuros professores que irão trabalhar com alunos com deficiência em classes comuns das escolas regulares, e também à ampliação de projetos de pesquisa e extensão que contemplem esse campo de conhecimento. Para tanto, o papel da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais é crucial, como espaço de mediação entre alunos, professores e a prática pedagógica. Espaço também de interação com outros professores, cursos e departamentos, apostando numa visão trialética de inclusão, através da criação de culturas inclusivas, da produção de políticas inclusivas e do desenvolvimento de práticas inclusivas. E que a Universidade brasileira se torne um campo de recontextualização pedagógica que leve à transformação social, e o professor seja o autor de seu discurso pedagógico. / This doctoral dissertation addresses the research process that has taken place during graduate school from 2008 to 2012. It was directed to the study of early teacher education and education to the people with disabilities in regular classes from the perspective of Inclusive Education. This research aimed at analyzing the course of early teacher education, which has been built when teaching Educational Intervention and Special Education Needs academic subjects, offered by the College of Education (FACED) which are focused on teaching people with disabilities in regular classes from the referred perspective in the context of Federal University of Rio Grande do Sul ― UFRGS, a Brazilian university. The chosen approach was that of qualitative research, carried out through cultural-historical research, which conceives the actors as “creators of ideas and conscious of producing and reproducing the social reality and simultaneously produced and reproduced by it” (FREITAS, 2002, p. 22). Thus, the research context has taken share at UFRGS, particularly at the College of Education ― FACED. The subjects investigated were subdivided into three distinct groups: alumni of Educational Intervention and Special Education academic subjects, during 2009/2, 2010/1 and 2010/2 semesters; coordinators of UFRGS undergraduate courses preparatory for teaching, totaling seventeen professionals corresponding to the seventeen various areas of knowledge covered in these courses; and the professors of Educational Intervention and Special Needs Education academic subjects. The methodological tools used were document analysis, semi-structured interviews, the researcher’s personal experience in Special Education and field diary. The study provides the theoretical contributions of two authors: the sociological approach of Basil Bernstein and its sociology of education and the cultural-historical theory of Lev Seminovich Vygotsky. This research allowed a discrete realization regarding to the educational role of UFRGS in order to develop increasingly actions that ease the access and permanence of people with disabilities in their courses; principally promoting an increase of early teacher education that responds to the prospective teachers’ demands who will teach people with disabilities in regular classes in regular schools; and it has also broaden research and extension projects in this field of knowledge. Therefore, the role of Educational Intervention and Special Education Needs academic subjects is of crucial relevance, as a place of mediation among students, teachers and pedagogical practice. It is also a place for interaction with other professors, courses and departments, focusing on a trialetic vision of inclusion through the creation of inclusive cultures, the production of inclusive policies and the development of inclusive practices. The aim is that the Brazilian universities become a pedagogic recontextualized field that leads to social transformation and that the teachers become the authors of their pedagogical discourse. / La tesis doctoral que aquí se presenta se refiere a la investigación llevada a cabo entre 2008 y 2012, durante el posgrado, dirigido al estudio de la formación inicial del profesorado y educación a los estudiantes con discapacidad en el aula regular desde la perspectiva de la Educación Inclusiva . Esta investigación tuvo como objetivo examinar el curso de formación inicial del profesorado ― basándose en la disciplina de Intervención Pedagógica y Educación Especial, ofrecido por la Facultad de Educación – FACED ― orientados a la enseñanza / servicio a los estudiantes con discapacidad en clases regulares en perspectiva la educación inclusiva en el contexto de la universidad brasileña, y más específicamente de la Universidad Federal de Rio Grande do Sul – UFRGS. El método elegido fue de carácter cualitativo basado en la investigación histórico-cultural, se da cuenta de que los sujetos como "creadores de ideas y de la conciencia, para producir y reproducir la realidad social, son producidos y reproducidos por ella" (FREITAS, 2002 p. 22). Por lo tanto, el contexto de la investigación se configura en el espacio UFRGS, y ante todo en. Los sujetos estudiados fueron subdivididos en tres grupos distintos: ex alumnos de la disciplina de Intervención Pedagógica y Educación Especial, durante los semestres 2009/2, 2010/1 y 2010/2; coordinadores de la UFRGS pregrado, para un total de 17 profesionales, que representan a las cinco áreas de conocimiento que estos cursos cubren, y los maestros de esta disciplina. Las herramientas metodológicas utilizadas fueron: análisis de documentos, entrevistas semi-estructuradas, la experiencia personal y diario de campo. El estudio proporciona aportaciones teóricas como las obras de dos autores: Basil Bernstein y su sociología de la educación, y Lev Vygotsky Seminovich y su teoría histórico-cultural. Los avances en la investigación permitió una realización discreta, aunque tarde, con respecto a la función educativa de la UFRGS con el objetivo de desarrollar cada vez más las acciones que faciliten el acceso y permanencia de los estudiantes con discapacidad en sus cursos; conducente principalmente al aumento una formación docente que responda a la demanda de los futuros maestros que trabajan con estudiantes con discapacidades en las clases regulares en las escuelas normales, así como la expansión de los proyectos de investigación y extensión que se ocupan de este campo de conocimiento. Por lo tanto, el papel de la disciplina de Intervención Pedagógica y Educación Especial es crucial, como un espacio de mediación entre estudiantes, profesores y la práctica pedagógica. El espacio también interactuar con otros profesores, cursos y departamentos, apostando trialética una visión de inclusión, mediante la creación de culturas inclusivas, que producen las políticas de inclusión y el desarrollo de prácticas inclusivas. Y la universidad brasileña se convierte en un campo pedagógico recontextualización que conduce a la transformación social, y el profesor es el autor de su discurso pedagógico.

There is a growing demand for studies applying quantitative methods to large-scale data sets for the purpose of evaluating the effects of educational reforms (UVK, 2010). In this thesis the statistical method, Propensity Score Analysis (PSA), is presented and explored in the evaluating context of an extensive educational initiative within science and technology education; the Science and Technology for All-program (NTA). The research question put forward reads; under what conditions are PSA-analyses a useful method when measuring the effects from a school improvement initiative in S &amp; T? The study considers the use of PSA when looking for long-term effects that could be measured, what to take into consideration to be able to measure this, and how this could be done. The baseline references (outcome variables) used in order to measure/evaluate the long-term effects from the studied program is students’ achievements in the national test (score and grades) and their grades in year 9. Some findings revealed regarding the object of study (long-term effects from using NTA) are also presented. The PSA method is found to be a useful tool that makes it possible to create artificial control groups when experimental studies are impossible or inappropriate; which is often the case in school education research. The method opens up for making use of the rich source of registry data gathered by authorities. PSA proves reliable and relatively insensitive to the effects of covariates and heterogeneous effecter if the number of samples is large enough. The use of PSA (or other statistical methods) also makes it possible to measure outcomes several years after treatment. There are issues of concern when using PSA. One is the obvious demand for organized collection of measurement data. Another issue of concern is the choice of outcome variables. In this study the chosen outcome variables (pupils’ score and grading in national tests and grades in year 9) open up for discussions regarding aspects that might not be reflected/measured in national tests and/or teachers’ grading. Findings regarding the long-term effects from using NTA) show significantly positive effects in physics on test scores (average increase 16.5%) and test grades, but not in biology and chemistry. In this study no significant effects are found for course grades. PSA approach has proved to be a reliable method. There is however a limitation in terms of the method's ability to capture more subtle aspects of learning. A combination of quantitative and qualitative approach when studying long-term effects from educational intervention is therefore suggested. / <p>QC 20131120</p>

Depuis longtemps, la réussite éducative est au coeur des préoccupations des acteurs du milieu scolaire. Pour certains élèves, comme ceux qui présentent un handicap ou des difficultés d’adaptation ou d’apprentissage, il peut s’avérer ardu d’optimiser leur développement personnel, social et académique. Parmi ceux-ci, les élèves présentant des difficultés d’adaptation et de comportement constituent l’une des populations pour lesquelles les intervenants se sentent le plus dépourvus de ressources. La recherche a démontré l’efficacité d’interventions comme celles adoptant une approche cognitivo-comportementale ou celles misant sur le développement des compétences socioémotionnelles. Toutefois, les effets obtenus demeurent modestes et ne sont pas toujours maintenus à long terme. De surcroît, les jeunes ayant des difficultés d’adaptation et de comportement présentent des besoins diversifiés qui sont parfois occultés. Notamment, plusieurs d’entre eux auraient des difficultés de langage et de communication. Des difficultés de communication sociale, particulièrement sur le plan des habiletés pragmatiques, seraient présentes chez ces élèves. Pourtant, ces dernières ne seraient que rarement identifiées, signifiant que les interventions qui leur sont proposées ne les prendraient pas en considération. Conséquemment, la présente thèse doctorale détaille l’implantation et les impacts d’une intervention ciblant la communication sociale, et spécifiquement les habiletés pragmatiques, chez des élèves du primaire fréquentant une classe spécialisée de soutien au comportement en raison de difficultés comportementales significatives et persistantes. Grâce à un devis quasi expérimental, celle-ci poursuit trois objectifs : 1) évaluer les effets de l’intervention sur les habiletés pragmatiques de jeunes d’âge scolaire primaire présentant des difficultés d’adaptation et de comportement, 2) évaluer les effets de l’intervention sur leurs manifestations comportementales et 3) documenter la qualité de l’implantation de l’intervention. Ainsi, 29 enfants et quatre enseignantes d’un Centre de services scolaire de la grande région de Montréal ont été recrutés. Une intervention hebdomadaire en classe leur a été proposée pendant huit semaines et des questionnaires avant et après celle-ci ont été remplis par les parents et les enseignantes. Trois articles composent cette thèse. Le premier article expose la problématique entourant les relations entre le langage, la communication et le comportement chez l’enfant. Il soutient la pertinence sociale et scientifique de ce projet. Il aborde les principaux concepts de l’étude, dont celui de la communication sociale. Le second article propose une synthèse des connaissances liant la pragmatique développementale aux difficultés d’adaptation et de comportement chez l’enfant. Il examine ces liens à la fois pour les manifestations comportementales intériorisées et extériorisées, ainsi que dans le contexte de la maltraitance qui s’avère fréquemment associé aux comportements inadaptés. Le dernier article situe l’importance de la communication sociale au sein du modèle du traitement de l’information sociale. Il présente les résultats obtenus dans ce projet de recherche. Bien que cette thèse doctorale ne démontre pas de changements statistiquement significatifs à la suite de l’intervention implantée, celle-ci accentue la pertinence d’étudier les relations entre le langage, la communication et le comportement. Elle stimule la réflexion sur les interventions en milieu scolaire et sur les recherches futures afin d’assurer la réussite éducative des élèves présentant des difficultés d’adaptation et de comportement. / In schools, educational success of all students is central. However, optimizing personal, social and academic development can be difficult for some students, such as those with a disability or with adaptation or learning difficulties. More specifically, helping students with adjustment and behavioural difficulties can be quite challenging for educators who are not always adequately equipped to face their challenges. Over the years, research has demonstrated the effectiveness of cognitive-behavioural approaches and interventions focusing on the development of socioemotional skills. However, the effects obtained with those interventions remain modest and are not always maintained over time. Moreover, children with adjustment and behavioural difficulties have diverse needs that are sometimes overlooked in both research and practice. In fact, most of them present language and communication impairments that impact their social communication and pragmatic skills. However, these difficulties are rarely identified, and therefore not considered in the interventions they receive. In light of these findings, this doctoral thesis details the implementation and impacts of an intervention targeting social communication, and more specifically pragmatic skills, in elementary school students with significant and persistent behavioural difficulties attending a specialized behavioural support class. Using a quasi-experimental design, the study had three objectives: 1) to evaluate the intervention’s effects on the pragmatic skills of elementary school-aged children with adjustment and behavioural difficulties attending a specialized class, 2) to evaluate the intervention’s effects on the children’s behavioural manifestations, and 3) to document the quality of the intervention’s implementation. Thus, 29 children and four teachers from a school board in the greater Montreal area were recruited. A weekly classroom intervention was offered for eight weeks, and pre- and post-intervention forms were completed by parents and teachers. This thesis is built around three articles. The first article presents the relationship between language, communication, and behaviour in children. It supports the social and scientific relevance of this research project and discusses the study’s main concepts, including social communication. The second article synthesizes the knowledge linking developmental pragmatics to adaptation and behavioural difficulties in children. This overview examines the links between those concepts for both internalized and externalized behavioural manifestations, as well as in the context of maltreatment, which is frequently associated with maladaptive behaviours. The third and final paper situates the importance of social communication within the social information processing model. It presents the results obtained in this research project. Although this doctoral thesis does not show statistically significant changes following the intervention’s implementation, it highlights the relevance of examining the relationship between language, communication, and behaviour. It paves the way for a reflection on the type of interventions that need to be implemented in the school environment and on the research that should be pursued to ensure the educational success of students with adjustment and behavioural difficulties.