Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-20T08:46:21Z No. of bitstreams: 1 Giovanna Cecília Santoro Frota Pagano Andreozzi.pdf: 1634443 bytes, checksum: 703b552f559c6b8d8a53395b0b2cf149 (MD5) / Made available in DSpace on 2017-12-20T08:46:21Z (GMT). No. of bitstreams: 1 Giovanna Cecília Santoro Frota Pagano Andreozzi.pdf: 1634443 bytes, checksum: 703b552f559c6b8d8a53395b0b2cf149 (MD5) Previous issue date: 2017-12-13 / Although there is a wide variety of applied research and literature reviews on social skills, the multiplicity of evaluation measures and factors used to characterize these studies make it difficult to analyze and compare the variables related to their positive outcomes. The present study updated and analyzed the data from reviews and meta-analysis published from 2006 to 2017, in order to systematize the characteristics of research related to positive results on teaching social skills in groups, for people with ADS. The search conducted on EMBASE, ERIC, MEDLINE and PsycINFO databases resulted in 47 studies published between 2006 and 2017. Aspects not covered by previous reviews (and/or unsystematically covered) were analyzed. The results evidenced a period of few publications on North American and other countries publications in 2014, however, after 2015 a new period of acceleration was observed for non-US publications. Most of the selected studies were published in journals with an impact factor between three and four. Participants were mostly arranged in groups with more than six children diagnosed with Autism, with a multiplicity of secondary diagnoses and IQ greater than 70. The cognitive behavioral approach was the most used and the teaching sessions, for the most part, consisted of at least one-hour meetings, were conducted by therapists, were held once a week and totalled 10 to 20 sessions. Most of the encounters lasted for at least an hour, took place once a week, and ranged from 10 to 20 sessions. Few reviewed studies involved parent training and less than half planned generalization, however, when planned, focused only on other settings and people. The most trained target behavior was to initiate and / or maintain a conversation and the teaching procedures used most frequently, according to the authors, was the behavioral rehearsal and the feedback and the most frequent limitations were procedural methodological limitations. More than half of the interventions were considered effective by the authors, however, the most used follow up was an interval of only three to six months. It was concluded that, for the authors, 47 of the results could be considered effective or partially effective, although there were limitations regarding the planning of generalization of the target behavior and the measure of its maintenance after the end of the intervention. It is suggested that more studies be developed with greater methodological control of the procedures, better characterization of the participants and their initial repertoires, better definition of the procedures used, a topographical description of the target behavior of the intervention and, if possible, future researchers in the area of HS can fill the gaps pointed to provide a consistent basis for group teaching of HS for people diagnosed with ASD / Embora haja grande quantidade de pesquisas aplicadas e de revisão de literatura sobre habilidades sociais, a multiplicidade de medidas de avaliação e de fatores utilizados para a caracterização desses estudos tornam difícil a análise e comparação das variáveis relacionadas a seus resultados positivos. O presente estudo atualizou e analisou os dados provenientes de revisões e meta-análises publicadas 2006 a 2017, a fim de sistematizar as características de pesquisas relacionadas a resultados positivos sobre ensino de habilidades sociais em grupo para pessoas diagnosticadas com autismo. A busca realizada nas bases de dados EMBASE, ERIC, MEDLINE e PsycINFO resultou em 47 estudos publicados entre os anos de 2006 e 2017. Aspectos não abrangidos pelas revisões anteriores (e/ou abrangidos de maneira assistemática) foram analisados. Os resultados evidenciaram um período de pausa nas publicações norte-americanas e dos demais países a partir do ano de 2014, todavia, após 2015 foi observado um novo período de aceleração para as publicações não oriundas de instituições norte-americanas. A maior parte dos estudos selecionados foram publicados em revistas com fator de impacto entre três e quatro. Os participantes em sua maioria eram compostos por crianças diagnosticadas com Autismo, com uma multiplicidade de diagnósticos secundários e QI maior que 70. A abordagem cognitivo comportamental foi a mais utilizada e as sessões de ensino foram conduzidas por terapeutas, em clínicas e no formato de grupos de mais de seis participantes. Estes encontros tinham duração de no mínimo uma hora, aconteciam uma vez na semana e alcançavam de 10 a 20 sessões. Poucos estudos revistos envolveram treinamento de agentes e menos da metade planejou generalização, entretanto, quando planejada, teve foco somente para outros settings e pessoas. Os pais dos participantes foram responsáveis por avaliar os resultados da intervenção a partir de medidas indiretas (escalas). O comportamento-alvo mais treinado foi iniciar e/ou manter uma conversação e os procedimentos de ensino utilizados com maior frequência, segundo os autores, foi o ensaio comportamental e o feedback, porém, os estudos apresentaram poucas informações sobre no que consistia o feedback apresentado. As limitações mais frequentes foram as falhas metodológicas de procedimento. Mais da metade das intervenções foram considerados eficazes pelos autores, entretanto, o follow up mais utilizado obedeceu um intervalo de somente três a seis meses. Concluiu-se que para os autores, 47 dos resultados poderiam ser considerados efetivos ou parcialmente efetivos, embora houvesse limitações quanto ao planejamento da generalização do comportamento-alvo e da medida de sua manutenção após o término da intervenção. Sugere-se que sejam desenvolvidos mais estudos com maior controle metodológico dos procedimentos, melhor caracterização dos participantes e seus repertórios iniciais, melhor definição dos procedimentos utilizados, descrição topográfica do comportamento-alvo da intervenção e, se possível, que os futuros pesquisadores da área de HS possam preencher as lacunas apontadas de modo a dar um embasamento consistente para o ensino em grupo de HS para pessoas diagnosticadas com TEA

The general purpose of the current study was to evaluate the effects of minimally intrusive prompting procedures and preferred stimuli on protodeclarative joint attention initiations in children diagnosed with autism spectrum disorder (ASD). Two boys and one girl diagnosed with ASD participated. The experimenter provided attention and social interaction following protodeclarative initiations throughout all phases of the study. During intervention, a model prompt was delivered every 30 s if the participant failed to initiate a bid for joint attention. Results for the first participant show that a model prompt was sufficient to increase the rate of protodeclarative initiations across stimulus sets. Generalization was seen across sets, but not across environments. Subsequently, the model prompt was sufficient to increase the rate of protodeclarative initiations across sets in a second setting (classroom). Results for the second participant are inconclusive. Data collected during the initial baseline condition show that she engaged in an incompatible verbal response across sets. When pictorial stimuli depicting highinterest items and activities were introduced, the rate of protodeclarative initiations increased over time. We then returned to original baseline condition and saw an initial decrease, followed by a steady increase in the rate of protodeclarative initiations. The third participant withdrew prematurely due to medical reasons. The findings of the current study show that minimally intrusive prompts and natural consequences may be sufficient to establish protodeclarative initiations in children. However, this finding may be limited to only those children for whom social interactions already function as reinforcers.

O ingresso no Ensino Fundamental - EF tem sido visto como um momento de transição devido às novas demandas que apresenta para a criança. Neste contexto, parece haver um aumento da vulnerabilidade das crianças ao estresse, principalmente daquelas com maior dificuldade de adaptação a estas demandas. Esse estudo teve como objetivo amplo investigar o estresse da transição no contexto do EF de nove anos, partindo de uma visão desenvolvimentista aliada a uma perspectiva de exposição a estressores cotidianos. Especificamente, o estudo investigou a relação entre competências e sintomas de estresse no 1º ano do EF, o curso desenvolvimental dos sintomas e das percepções de estresse nos dois anos inicias do EF, suas associações com as tarefas adaptativas da transição e a influência da escola nos indicadores de estresse. Finalmente, exploraram-se modelos explicativos para indicadores de estresse apresentados no 2º ano. Seguindo metodologia prospectiva, avaliaram-se indicadores de ajustamento e competências relacionadas ao desempenho acadêmico, social e comportamental das crianças no 1º ano, estresse nos dois primeiros anos e características da escola (localização e IDEB). Participaram da pesquisa 157 alunos do 1º ano do EF, sendo 85 meninos e 72 meninas, com idade média de 6 anos e 10 meses no início da pesquisa. Todos tinham experiência de dois anos na Educação Infantil e estavam matriculados em escolas municipais de diferentes regiões de uma cidade do interior de São Paulo. Também participaram do estudo, como informantes, seus respectivos professores do 1º ano, num total de 25. As crianças responderam à Escala de Stress Infantil, ao Inventário de Estressores Escolares e a uma avaliação objetiva de desempenho acadêmico (Provinha Brasil). Os professores avaliaram as habilidades sociais, os problemas de comportamento externalizantes e internalizantes e a competência acadêmica dos seus alunos por meio do Social Skills Rating System Professores. A análise dos dados compreendeu estatísticas descritivas, comparações, correlações e regressões. Nos resultados, 57% dos alunos no 1º ano e 72% no 2º ano relataram sintomas de estresse pelo menos na fase de alerta. Crianças com estresse no 1º ano apresentaram menores índices de ajustamento e competência e perceberam suas escolas como mais estressantes em relação ao seu papel de estudante e nas relações interpessoais. Correlações moderadas entre medidas de indicadores de estresse tomadas no 1º e no 2º ano sugerem estabilidade. A presença de sintomas de estresse aumentou do 1º para o 2º ano, enquanto a percepção de estressores escolares não variou. Crianças com maiores médias de estresse são provenientes de escolas situadas em regiões periféricas e com classificação mais baixa no IDEB. As análises de predição evidenciaram a habilidade social de responsabilidade e cooperação avaliada no 1º ano como importante fator de proteção contra sintomas de estresse no 2º ano, ao passo que a percepção da criança de tensões nas relações interpessoais no 1º ano foi o principal fator de risco para futura sintomatologia de estresse. Nesse sentido, intervenções com ênfase na promoção de habilidades sociais das crianças podem ser profícuas na prevenção do estresse. / The entrance to the elementary school - ES has been considered as a transition time due to the new demands it presents for the child. In this context, some children may become more vulnerable to stress, especially those with greater difficulty in adapting to these demands. This study investigates the stress of transition to ES (nine years long), from a developmental perspective combined with the theoretical approach of exposure to daily hassles. Specifically, the study investigated (a) the relationship between competences and symptoms of stress in the 1st year of the ES; (b) the developmental course of symptoms and stress perceptions in the two initial years of the ES; (c) their associations with adaptive transition tasks; (d) the school influence on stress indicators. Explanatory models for stress indicators presented in 2nd year were also explored up. Following a prospective design, competence and adjustment indicators related to academic performance, social skills, behavior, and stress were evaluated in the 1st year, as well as school characteristics (location and IDEB). Stress measures were repeated in the 2nd year. The participants were 157 ES students, 85 boys and 72 girls, with an average age of 6 years and 10 months at baseline in 1st year. They had two years experience in kindergarten and were enrolled in public schools in different regions of a city of São Paulo State. Their teachers of the 1st year, a total of 25, also participated in the study, as informants. The children answered the Child Stress Scale, the Inventory of School Stressors and an objective evaluation of academic performance (Provinha Brazil). Teachers rated social skills, externalizing and internalizing behavior problems and academic competence of their students through the Social Skills Rating System - Teachers. Data analysis comprised descriptive statistics, comparisons, correlations and regressions. In the results, 57% of students in the 1st year and 72% in the 2nd reported stress symptoms at least in the alert phase. Children with stress symptoms at 1st year had lower levels of adjustment and competence. They also perceived their schools as more stressful concerning both academic demands and interpersonal relationships. Moderate correlations between stress indicators measures in the 1st and 2nd year suggest stability. The presence of stress symptoms increased from the 1st to the 2nd year, while the perception of school stressors did not change. Children with higher average stress come from schools in remote urban areas and lower IDEB index. The prediction analysis showed the social skill of responsibility and cooperation assessed at 1st year as an important protection factor against stress symptoms in the 2nd year, while the child\'s perception of tensions in interpersonal relationships in the 1st year was the main risk factor for future symptoms of stress. In this sense, interventions emphasizing the promotion of social skills of children can be fruitful in preventing stress.

Children with language impairment (LI) have demonstrated several language problems, including receptive and expressive deficits. A growing body of research has further demonstrated emotion understanding and, more specifically, emotion inferencing deficits that negatively affect the ability of this population to use language successfully in social interactions. Consequently, the present study examines social communication intervention focused on improving emotion inferencing for children with a diagnosis of LI or Autism Spectrum Disorder (ASD), as similar social communication deficits are occasionally seen in children with these diagnoses. Study participants were identified from the caseload of a practicing certified speech-language pathologist (SLP) and qualified for intervention based upon Comprehensive Assessment of Spoken Language (CASL) and Universal Nonverbal Intelligence Test (UNIT) scores. Participant ability to perform an emotion inferencing task was then compared pre- and post-treatment with descriptive statistics and presented as 6 individual case studies to determine the effectiveness of social communication intervention. Results are presented pre- and post-intervention and indicated that emotion inferencing capacities for a given scenario increased for some participants, while others demonstrated either modest gains or slight declines in performance after intervention.

The current literature lacks empirically-supported preventative approaches for kindergarten students who are socially withdrawn and behind in the development of social skills. Furthermore, parents are underutilized in interventions during this critical period of social development. In response to this need, a classroom-based intervention consisting of (a) social skills training, (b) self-evaluation and reinforcement, (c) home notes and parent involvement, and (d) adult mediation was implemented to increase the positive social engagement of three kindergarten students. The effects of this intervention were evaluated on the playground during recess using partial interval recording of target students’ positive or negative engagement with at least one peer. Improvements of social interactions on the playground were demonstrated by each target student during the implementation of the intervention, but only one student maintained these improvements in the follow-up phase. Future studies should investigate whether addressing the limitations of this study would yield stronger results with this under-identified population of students.

Challenging behavior in preschool is a serious concern for teachers. In recent years, positive behavior support (PBS) has been shown to be effective in reducing such behaviors. Class-Wide Function-related Intervention Teams (CW-FIT) is a specific program for implementing PBS principles in classroom settings. CW-FIT is a group contingency that utilizes social skills training, teacher praise, and positive reinforcement to improve student behavior. Students are taught specific social skills and then work in teams to earn a group reward based on the use of these skills. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with other age groups. The present study examined the effects of CW-FIT implementation on teacher praise rates and student engagement in four preschool classrooms with 55 total students. A single-subject, multiple-baseline design with embedded reversals was used to evaluate impact. Results indicate that CW-FIT increased teacher praise rates and student engagement while reducing student disruptive behavior. Both teachers and students found CW-FIT to be socially valid. The present study indicates promising results for the implementation of CW-FIT in a preschool setting.

Challenging and disruptive student behavior is a major concern for all teachers, including those who teach art. Unfortunately, there is a lack of research and resources available for art teachers to manage student behavior. School-wide positive behavior support (SWPBS) is a framework that has been shown to improve student behavior. Class-wide Function-Related Intervention Teams (CW-FIT) is an intervention that utilizes SWPBS principles including group contingency, social skills instruction, teacher praise, and positive reinforcement and has been shown to be effective in general education classrooms. This is the first study of CW-FIT in elementary art classrooms and examined the effects of the intervention on teacher praise-to-reprimand rates and student on-task behavior in three classrooms. The first classroom utilized an AB design while the other two used a reversal (ABAB) design to evaluate impact. The results indicated the teacher was able to implement CW-FIT with fidelity, increase praise-to-reprimand ratios, and increase group on-task behavior. Finally, both the teacher and students found it to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

As a result of both demographic and social changes in the U.S., organizations have become much more diverse. Diversity presents unique challenges for management as it is linked to both positive and negative organizational performance outcomes (Mannix & Neale, 2005). Diversity, by itself, may not be sufficient to achieve competitive advantage. Effective diversity management becomes an important issue for organizations to consider. The current research uses Situational Judgment Test (SJT) methodology to develop an assessment measuring Diversity Management Skill. The development of a SJT involves a three-step process: Creation of critical incidents, generation of response options, and use of SME response option ratings to determine scoring. The Diversity Management Skill SJT displays promising results and is an effective predictor of diversity performance.

This study employed a multiple probe across settings design to evaluate the effectiveness of Power Cards, as they were originally designed by Gagnon (2001), on the conversational behaviors for two high school students diagnosed with autism spectrum disorder. Data were collected on the percentage of conversational behaviors engaged in per session, as well as the number of times the participants accessed their Power Card during conversations, and the frequency of additional questions or comments made by the participants. Results of this study indicated that Power Cards improved conversational behaviors for both participants in their first setting. While covariation occurred across untrained settings for both participants, therefore weakening the experimental control of this study, promising results were produced for Sunday practitioners and teachers.

Academic achievement gaps across racial, ethnic, and socioeconomic groups are apparent as soon as children enter kindergarten: racial minorities, Hispanics, and poor children begin school at a distinct disadvantage compared to their White peers from middle- and high-income families (Chatterji, 2005; Fryer, Jr. & Levitt, 2004; Magnuson, Meyers, Ruhm, & Waldfogel, 2004; Magnuson & Waldfogel, 2005; Reardon, 2011). To understand these gaps at kindergarten entry, it is essential that researchers understand the skills with which children enter kindergarten. Previous research on school readiness has been limited by variable-centered methods that separate components of school readiness (e.g., early academic skills, social skills, engagement). As each entering kindergartner possesses their own set of school readiness skills, it is not likely that school readiness skills are independent of one another. School readiness may be better conceptualized and measured as patterns of skills that children possess at the beginning of kindergarten. These detectable patterns of school readiness skills present at kindergarten entry may deferentially support development of academic and non-academic achievement outcomes, such that strengths can promote the development of weaker skills across the kindergarten year. Within the framework of Cognitive Load Theory (Sweller, 1994), this study investigated the nature of the relations among children's school readiness skills and their associations with development of academic, social, and engagement skills across the kindergarten year. This study used a person-centered analytic technique to identify profiles of school readiness present in entering kindergartners and explored the different developmental trajectories of academic, social, and engagement skills of children across these profiles. Five school readiness profiles were detected: 1) Scholastic, 2) On Par, 3) Room to Grow, 4) Super Regulator, and 5) Wiggler. Membership in these profiles was predicted by key demographic variables, and membership in profiles in turn uniquely predicted change in achievement outcomes across the kindergarten year. More specifically, children in the Super Regulator profile improved notably in academic skills, which were their weaker skills at school entry, but did not show improvement in social and engagement skills as a group across the year; children in the Wiggler profile showed moderate improvements in engagement skills, social skills, and self control across the year; children in the On Par profile showed no change in social and engagement skills, while showing the most improvement in math scores across all the profiles; the social and engagement skills of children in the Scholastic profile improved moderately, while their academic skills improved the least of all the groups; and children within the Room to Grow profile showed the most growth in social and engagement skills and improved moderately in math skills, but did not show the same improvement in reading skills. Furthermore, this study contrasted the person-centered approach described above to a more traditional, variable-centered approach. The author believes that the person-centered approach succeeded in providing findings about school readiness that can be more easily and succinctly communicated to early childhood education stakeholders than did the variable-centered approach.