Orientador: Jair Lopes Júnior / Banca: Ana Maria de Andrade Caldeira / Banca: Denise de Freitas / Banca: Renato Eugênio da Silva Diniz / Banca: Sérgio Vasconcelos de Luna / Resumo: O presente estudo buscou verificar se um conjunto planejado de interações, mediado pela literatura da Análise do Comportamento/Behaviorismo Radical (AC/BR), entre pesquisador e professores participantes poderia constituir-se condição favorecedora para a aprendizagem de recursos metodológicos que priorizassem o alcance de metas e orientações previstas oficialmente para o Ensino de Ciências. Nos últimos vinte e cinco anos, a Análise do Comportamento buscou, como orientação teórica, cientificamente, investigar, induzir e propagar a necessidade de avanços em modalidade de recursos metodológicos de interpretações funcionais de repertórios comportamentais relevantes em contextos clínicos e escolares. Um recurso de destaque neste estudo, em relação ao seu potencial e refinamento metodológico, é a Avaliação Funcional Descritiva (AFD), que contou com uma sequência onde foi possível registrar e priorizar propostas de intervenção no próprio ambiente de trabalho docente, durante a rotina das aulas. Evidencia-se a necessidade da produção e aquisição de conhecimentos profissionais docentes com diferentes modalidades de licenciaturas (Pedagogia e Ciências Biológics, neste caso), objetivamente pela formação continuada de professores em serviço, de recursos metodológicos que objetivem a compreensão de interpretações funcionais de interações professor-aluno em sala de aula. A metodologia de pesquisa adotada foi a Pesquisa Qualitativa na Modalidade de Delineamento de Estudo de Caso Único (single case design), N=1 e/ou sujeito como seu próprio controle. O conjunto planejado de interações sugerem que existe inabilidade de as docentes viuncularem dificuldades de aprendizagem nos repertórios dos alunos; diante de condições de ensino que eles deveriam manifestar os comportamentos esperados. Após o contato com os vídeos dos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study to determine whether a planned set of interaction mediated by Behavior Analysis/Radical Behaviorism Literature between researcher and teachers could become a condition for favoring the learning of methodological resources to prioritize the scope of goals and guidelines laid down officially for the Teaching of Science. Over the past twenty-five years, the Behavioral Analysis sought, as theoretical orientation, scientifically, researching, inducing and propagating the need for advances in methodological resources mode for functional interpretations of relevant behavioral repertoires in clinical setting and schools. A prominent feature of this study in relation to their potential and refinement is the Descriptive Functional Assessment, which included a sequence becoming possible to record and prioritize proposal for intervention in the teaching environment during routine classes. This study highlights the need for production and acquisition of professional knowledge teachers whit different degrees (Pedagogy and Natural Sciences, in this case), objectively the continuing education of teachers in service, methodological resources that aim to understand interpretations of professor - student functional interactions in the classroom. The adopted research methodology was the Qualitative Research Prize in Design of Case study One (single case design), N = 1 and / or subject as its own control. The planned set of interactions suggest that there is an inability to commit teaching learning difficulties in students' repertoires, under conditions of education that they should express expected behaviors. After the contact with the videos of episodes of education defined in this study, the teachers report was: (a) recurrence of verbal behavior devoid of functions that provid information on their teaching repertoire, (b) no distinction between teaching... (Complete abstract, click electronic access below) / Doutor

Ao ingressar no ambiente escolar, a criança se depara com novas demandas e desafios que requerem a ampliação de seu repertório comportamental, sejam esses acadêmicos ou sociais. Com isso, as habilidades e/ou déficits sociais desta irão se evidenciar neste ambiente, uma vez que os repertórios comportamentais - como cumprimento de regras, respeito ao próximo, tolerância à frustação, resolução de conflitos, entre outros - serão exigidos com maior frequência. Devido a estas peculiaridades, é comum, em alguns casos, que a interação social com os colegas apresente certas limitações, entre elas a rejeição entre pares. Essa experiência pode agravar dificuldades emocionais e comportamentais na criança, gerando prejuízos a curto, médio e longo prazo em sua vida. Neste sentido, o presente estudo teve como objetivo geral caracterizar a rejeição social entre crianças do Ensino Fundamental I e formular hipóteses funcionais sobre a emissão e manutenção de comportamentos relacionados ao status sociométrico de rejeição. Participaram 105 alunos de três escolas públicas do interior do Paraná, com idade média de 7,48 anos (DP= 0,52), sendo 49% do sexo feminino e 51% do sexo masculino. Para verificar o status social dos participantes, realizou-se a entrevista sociométrica por nomeação, individualmente, na qual se solicitou a indicação de três colegas da turma que a criança entrevistada escolheria para brincar (nomeações positivas) e três crianças da turma que não escolheria para brincar (nomeações negativas). Para cada nomeação, solicitaram-se os motivos para tal escolha. Uma vez identificados os alunos com status social de rejeição, foram realizadas as observações dos comportamentos desses alunos, declarados como motivos para as nomeações negativas. Dos 105 alunos participantes do estudo, 13,3% foram classificados como rejeitados pelos pares; destes, 57,1% eram do sexo masculino. As justificativas mais citadas para nomeações negativas para os alunos com status de rejeição foram agressividade e perturbação do ambiente. As hipóteses funcionais levantadas para os comportamentos agressivos e que perturbavam o ambiente em geral, eram reforçados positivamente com a atenção dispensada pela professora e/ou pelos pares, e, em outras situações, reforçados negativamente com a retirada de situação aversiva (p. ex. interação com os colegas, execução da demanda). Os resultados obtidos no presente estudo, quanto aos comportamentos indicativos de rejeição social, coadunam-se com a literatura nacional e internacional. Entretanto, destaca-se neste cenário a ausência de estudos que abordem, além das topografias comportamentais, a avaliação funcional de tais comportamentos, lacuna esta que o presente estudo procurou preencher. Avaliar funcionalmente os comportamentos que se expressam nos relacionamentos interpessoais pode contribuir para aprofundar a compreensão dessas interações e delinear intervenções preventivas com foco nas alterações do ambiente do aluno. A partir dessas considerações, sugerem-se novos estudos sobre a avaliação e análise funcional de comportamentos envolvidos nos relacionamentos entre crianças e implicados nos diferentes status sociométricos, especialmente no âmbito nacional / When the child entering the school environment they have new demands and challenges that require the expansion of their academic and social repertoire. Thus, the social skills and/or deficits of it will be evident in this environment, once behavioral repertoires such as rule compliance, respect for others, tolerance for frustration, conflict resolution, among others aspects, will be required more frequently. Due to these peculiarities it is common in some cases limitations on social interaction with colleagues, as peer rejection. This experience may exacerbate emotional and behavioral difficulties in the child, producing losses in the short, medium and long term in their life. Therefore, the present study aimed to characterize social rejection among elementary school children and formulate functional hypotheses about the emission and maintenance of behaviors related to the sociometric status of rejection. A total of 105 students from three public schools in the interior of Parana, with a mean age of 7.48 years (SD = 0.52), 49% female and 51% male. In order to verify the social status of the participants, a sociometric interview was conducted individually, in which interviewed were asked to indicate three classmates who do they would choose to play (positive nominations) and three classmates from the group who would not choose to play (negative nominations). For each appointment, the reasons for were requested. Once students rejection status were identified, observations of behaviors reported as reasons for the negative appointments were made. Of the 105 students participating in the study, 13.3% were classified as rejected by peers, of whom 57.1% were male. The most cited justifications for negative nominations for students with rejection status were aggressiveness and environmental disruption. The functional hypotheses raised for the aggressive behaviors that disturbed the environment in general were positively reinforced with the attention given by the teacher and/or the peers, and in other situations negatively reinforced with withdrawal from the aversive situation (e.g. interaction with classmates, performing tasks). The results obtained in the present study regarding behaviors indicative of social rejection are consistent with the national and international literature. However, in this scenario, we highlight the absence of studies that address, in addition to behavioral topographies, the functional evaluation of such behaviors, a gap that the present study sought to fill. The functional evaluation of the behaviors expressed in the interpersonal relations can contribute to deepen the understanding of these interactions and to delineate preventive interventions focused on changes in the student\'s environment. Based on these considerations, we suggest new studies on the evaluation and functional analysis of behaviors involved in relationships between children and those involved in different sociometric statuses, especially at the national level

Lack of motivation has been highlighted as a major cause of adverse patients outcomes during the rehabilitation process.Thanks to the evolution in the way video games are controlled, from totally passive to active situation, clinicians have had the idea of integrating video games into rehabilitation to increase adherence to treatments, especially during at-home exercises.Specially developed games, the Serious Games (SG), must be created to fulfill the needs and specificities of clinicians and patients.As the rehabilitation exercises are performed in the SG, it is easy to record the movements performed by the patients with the gaming hardware.The aim of this thesis was to determine if the gaming hardware, the Kinect sensor and the Wii Balance Board, can be used to: i) perform functional evaluation of the patients, ii) monitor motions performed by the patients during the rehabilitation exercises and iii) assess the severity of the disease based on the performance during the SG.In order to validate this new approach several validation processes were done: from the strict controlled environment gait laboratory to the clinics.The different developments and validation phases are presented in this thesis. / Doctorat en Sciences biomédicales et pharmaceutiques (Médecine) / info:eu-repo/semantics/nonPublished

In 1997, Congress established the Individuals with Disabilities Education Act (IDEA, 1997), which required that schools conduct functional behavior assessments when a student engages in problem behavior that may lead to suspension or expulsion (Ervin et al., 2001; Yell & Katsiyanis, 2010). As a result, research has expanded to include ways to adapt the functional assessment process in school settings. The purpose of this study was to compare the correspondence between functional analysis procedures for students in a private school and validate the assessment outcomes with interventions conducted in the classroom settings. The results indicate that both assessments corresponded in 87% of all functions identified in the study. Furthermore, the interventions yielded reductions in problem behaviors for all participants.

published_or_final_version / Sports Science / Master / Master of Science in Sports Science

The association of functional status with fat-free mass (FFM) was examined cross-sectionally in a sample of 30 frail elderly women $(81.5 pm 7$ years) to evaluate potential outcome indicators for nutritional interventions. FFM, determined using multi-frequency bioelectrical impedance analysis, was lower in this frail group than in previous reports for "younger" elderly females. All measures of muscle strength (handgrip, biceps, quadriceps) were significantly correlated with FFM $ rm (r ge 0.45, p le 0.02),$ while the measures of global function (Timed "Up & Go" Test and walking speed) as well as self-perceived health were not. The measures of muscle strength and global function were found to have good reliability based on measurements taken on two occasions separated by one week $ rm (ICC ge 0.80).$

Problem behaviours occur in approximately 10 to 15% of individuals with intellectual disabilities and these behaviours most often include aggression and self-injury. Families who support young adults with multiple disabilities and problem behaviour at home often experience costs to their psychological, physical, financial and emotional wellbeing. Respite care evolved to allow families short breaks from care giving and to support families in looking after their family members at home. Furthermore, problem behaviour severely limits opportunities for individuals with multiple disabilities to interact adaptively with their environments and develop positive behaviour skills that increase the possibility of living independently in their adult years. The present study aimed first to demonstrate the utility of functional analysis of problem behaviour in respite care, and then, to reduce food stealing and pica exhibited by a young adult with multiple disabilities attending a respite care centre. Following a functional analysis that indicated food stealing and pica had the probable function of hunger reduction, two positive behaviour support plans were developed. These interventions, conducted at the respite centre three days a week by centre staff, involved strategies to teach the participant to sign “eat” in New Zealand Sign Language (NZSL) to gain access to food and increase accessibility of food in the environment to reduce pica. The results showed that introducing the NZSL sign reduced food stealing to near zero within three weeks and pica was eliminated following the combined approach of functional communication training and antecedent manipulation. Use of the communicative sign was maintained at follow-up and food stealing remained at near zero, while pica remained at zero one-month following the intervention.

The purpose of the study was to validate the use of the Geriatric Functional Rating Scale (GFRS) in assessing cognitively impaired individuals 65 years of age and older to determine the need for institutionalization. The population of interest consisted of individuals 65 years of age and older exhibiting cognitive impairment and residing in Delaware County, Indiana. A nonrandomized two-group experimental design was utilized for the study. Eighty subjects were selected from two subpopulations consisting of 40 institutionalized and 40 noninstitutionalized elderly.Two geriatric assessment tools were used for the study, the Mental Status Questionnaire (MSQ) and the Geriatric Functional Rating Scale (GFRS). The hypothesis for the study stated that the mean GFRS score of the noninstitutionalized subjects, the control group, would be significantly greater than the mean score of the institutionalized subjects, the experimental group.The MSQ scores as well as the means and standard deviations for the seven subscales of the GFRS were reported for the two groups. A one-tailed t-test was used to test the hypothesis. A decision with regard to the hypothesis was made at the .05 level.Findings of the study included the following:1. The subjects ranged in age from 65 to 92 years, were 90 percent female, and predominantly Protestant, 88 percent.2. The MSQ scores for the combined groups ranged from minimal cognitive impairment, 71 percent, to severe cognitive impairment, four percent.3. The total mean score on the GFRS for the institutionalized group was 6.8 indicating a need for institutionalization.4. The total score on the GFRS of the noninstitutionalized was over 10 times higher at 70.7.5. The noninstitutionalized group scored significantly higher in the GFRS (p<.00) than the institutionalized counterparts.In conclusion, the research supports the use of the Geriatric Functional Rating Scale in assessing the need for institutionalization in cognitively impaired individuals, 65 years of age and older in Delaware County, Indiana. / Department of Educational Administration and Supervision

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-04-29Bitstream added on 2014-06-13T18:42:40Z : No. of bitstreams: 1 gomes_pc_dr_bauru.pdf: 1082977 bytes, checksum: a9a4a1b26e8f0b7cc686e3915d7745de (MD5) / Secretaria da Educação de SP / O presente estudo buscou verificar se um conjunto planejado de interações, mediado pela literatura da Análise do Comportamento/Behaviorismo Radical (AC/BR), entre pesquisador e professores participantes poderia constituir-se condição favorecedora para a aprendizagem de recursos metodológicos que priorizassem o alcance de metas e orientações previstas oficialmente para o Ensino de Ciências. Nos últimos vinte e cinco anos, a Análise do Comportamento buscou, como orientação teórica, cientificamente, investigar, induzir e propagar a necessidade de avanços em modalidade de recursos metodológicos de interpretações funcionais de repertórios comportamentais relevantes em contextos clínicos e escolares. Um recurso de destaque neste estudo, em relação ao seu potencial e refinamento metodológico, é a Avaliação Funcional Descritiva (AFD), que contou com uma sequência onde foi possível registrar e priorizar propostas de intervenção no próprio ambiente de trabalho docente, durante a rotina das aulas. Evidencia-se a necessidade da produção e aquisição de conhecimentos profissionais docentes com diferentes modalidades de licenciaturas (Pedagogia e Ciências Biológics, neste caso), objetivamente pela formação continuada de professores em serviço, de recursos metodológicos que objetivem a compreensão de interpretações funcionais de interações professor-aluno em sala de aula. A metodologia de pesquisa adotada foi a Pesquisa Qualitativa na Modalidade de Delineamento de Estudo de Caso Único (single case design), N=1 e/ou sujeito como seu próprio controle. O conjunto planejado de interações sugerem que existe inabilidade de as docentes viuncularem dificuldades de aprendizagem nos repertórios dos alunos; diante de condições de ensino que eles deveriam manifestar os comportamentos esperados. Após o contato com os vídeos dos... / This study to determine whether a planned set of interaction mediated by Behavior Analysis/Radical Behaviorism Literature between researcher and teachers could become a condition for favoring the learning of methodological resources to prioritize the scope of goals and guidelines laid down officially for the Teaching of Science. Over the past twenty-five years, the Behavioral Analysis sought, as theoretical orientation, scientifically, researching, inducing and propagating the need for advances in methodological resources mode for functional interpretations of relevant behavioral repertoires in clinical setting and schools. A prominent feature of this study in relation to their potential and refinement is the Descriptive Functional Assessment, which included a sequence becoming possible to record and prioritize proposal for intervention in the teaching environment during routine classes. This study highlights the need for production and acquisition of professional knowledge teachers whit different degrees (Pedagogy and Natural Sciences, in this case), objectively the continuing education of teachers in service, methodological resources that aim to understand interpretations of professor - student functional interactions in the classroom. The adopted research methodology was the Qualitative Research Prize in Design of Case study One (single case design), N = 1 and / or subject as its own control. The planned set of interactions suggest that there is an inability to commit teaching learning difficulties in students' repertoires, under conditions of education that they should express expected behaviors. After the contact with the videos of episodes of education defined in this study, the teachers report was: (a) recurrence of verbal behavior devoid of functions that provid information on their teaching repertoire, (b) no distinction between teaching... (Complete abstract, click electronic access below)

abstract: As people age, the desire to grow old independently and in place becomes larger and takes greater importance in their lives. Successful aging involves the physical, mental and social well-being of an individual. To enable successful aging of older adults, it is necessary for them to perform both activities of daily living (ADL) and instrumental activities of daily living (IADL). Embedded assessment has made it possible to assess an individual's functional ability in-place, however the success of any technology depends largely on the user than the technology itself. Previous researches in in-situ functional assessment systems have heavily focused on the technology rather than on the user. This dissertation takes a user-centric approach to this problem by trying to identify the design and technical challenges of deploying and using a functional assessment system in the real world. To investigate this line of research, a case study was conducted with 4 older adults in their homes, interviews were conducted with 8 caregivers and a controlled lab experiment was conducted with 8 young healthy adults at ASU, to test the sensors. This methodology provides a significant opportunity to advance the scientific field by expanding the present focus on IADL task performance to an integrated assessment of ADL and IADL task performance. Doing so would not only be more effective in identifying functional decline but could also provide a more comprehensive assessment of individuals' functional abilities with independence and also providing the caregivers with much needed respite. The controlled lab study tested the sensors embedded into daily objects and found them to be reliable, and efficient. Short term exploratory case studies with healthy older adults revealed the challenges associated with design and technical aspects of the current system, while inductive analysis performed on interviews with caregivers helped to generate central themes on which future functional assessment systems need to be designed and built. The key central themes were a) focus on design / user experience, b) consider user's characteristics, personality, behavior and functional ability, c) provide support for independence, and d) adapt to individual user's needs. / Dissertation/Thesis / Doctoral Dissertation Computer Science 2015