Made available in DSpace on 2016-04-29T13:18:02Z (GMT). No. of bitstreams: 1 Maria Carolina Correa Martone.pdf: 372825 bytes, checksum: c844fe9c7880f82d9833314a699e3443 (MD5) Previous issue date: 2005-05-06 / This dissertation was developed in a Mental Health Service, taking as a case a patient with the diagnosis of schizophrenia and an extensive record of psychiatric treatment. The paper comprises two studies. Study 1 aimed at getting two response chains related to personal care (washing the hands and brushing the teeth), using as the procedure instruction, prompts and sequence of responses. The end of each sequence of responses was followed by positive social observations in the form of praise. Study 2 comprised a discriminative exercise aiming at increasing the responses to reading and talking about the material read, sequencing the responses by social reinforcement in the form of attention and extolment. At the same time incoherent and unintelligible responses were ignored. The results indicated that, in Study 1, the combination of instruction, prompts and positive reinforcement, were efficient means to modify the responses to personal care as long as the experimental conditions were maintained. In Study 2, it was found that training amplified the patient s repertoire for complex behavior like reading, at the same time reducing the frequency of incoherent and unintelligible responses. Moreover, the suspension of positive social reinforcement in the form of attention was one of the variables that controlled the patient s behavior, inducing an increase in the frequency of inadequate responses. On the other hand, it was observed that unplanned variations in the familiar milieu (altercations) substantially changed the repertoire during the training, even with the maintenance of the social consequences in the Mental Health Service / O presente trabalho é composto por dois estudos e foi desenvolvido em um serviço de Saúde Mental com uma participante diagnosticada com o quadro de esquizofrenia e com extensa história de tratamentos psiquiátricos. Para o Estudo 1 o objetivo foi instalar duas cadeias de respostas relacionadas ao cuidado pessoal, lavar as mãos e escovar os dentes, utilizando como procedimento instrução, dicas e encadeamento de respostas . O término da execução de cada cadeia de respostas foi consequenciado pela apresentação de observações sociais positivas do tipo elogios. O Estudo 2 constou de um treino discriminativo cuja proposição foi aumentar respostas de leitura e conversa sobre a leitura realizada consequenciando-as através de reforçamento social na forma de atenção e elogios. Ao mesmo tempo respostas não coerentes e não inteligíveis foram ignoradas. Os resultados indicaram que para o Estudo 1, a combinação de instrução, dicas e reforçamento positivo foram eficientes em modificar as respostas de cuidado pessoal enquanto essas condições se mantiveram. Para o estudo 2 constatou-se que o treino ampliou o repertório da participante para comportamentos complexos como leitura, ao passo que reduziu a freqüência de respostas não coerentes e não inteligíveis. Além disso, a suspensão do reforçamento social positivo na forma de atenção foi uma das variáveis que controlou o comportamento da participante no aumento da freqüência das respostas inadequadas. Por outro lado, foi notado que alterações não planejadas de seu meio familiar (brigas) alteraram bastante o repertório durante o treino, mesmo com a manutenção das conseqüências sociais no serviço de Saúde Mental

The goal of this diploma thesis is to map the issue of social integration of students with Asperger syndrome into a regular class of elementary school. The theoretical part is based on analysis of publications related to the topic. It deals with the description of the Asperger syndrome diagnosis and its symptoms, the concept of integration, mainly the integration of a student with Asperger syndrome, and the issue of classroom climate and the possibilities of its diagnostics and development. The practical part is based on the theoretical part. In it, the author focuses on the analysis of social status of integrated students with Asperger syndrome. Sociometrical techniques are combined with projective method and both are supplemented with a questionnaire for teachers and qualitative methods, primarily interviews with teachers and observation in class. Powered by TCPDF (www.tcpdf.org)