Efectos de la implementación de estrategias de apoyo conductual positivo en un contexto universitario: Un estudio exploratorio
Effects of implementing positive behavioral support strategies in a university setting: An exploratory study
Efeitos da implementação de estratégias de apoio comportamental positivo em um contexto universitário: Um estudo exploratório
Abstract (en)
Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented technology that aims to prevent problem behaviors and promote positive learning environments in diverse contexts, based on empirically supported strategies within a multi-tiered framework. The present research aimed to determine the effect of a Tier 1 PBIS program on task-on-task behavior and participation in a university classroom. A simple intra-series design was used, with two phases, A (baseline) and B (experimental condition) . Six measurement units were carried out for each, and an average of frequencies recorded in each session. The results indicate a positive impact of the intervention, decreasing the frequency of problem behaviors within the classroom in on-task behavior, and increasing the use of tier 1 strategies, evidencing high implementation fidelity. However, no statistically significant change was observed in participation. In conclusion, implementation fidelity is essential in academic and behavioral programs. Additionally, contextual adaptation is crucial for the success of these strategies, as classroom dynamics change according to the teacher's approach.
Abstract (es)
Positive Behavioral Interventions and Supports (PBIS) es una tecnología orientada a prevenir conductas problemáticas y a fomentar entornos de aprendizaje positivos en diversos contextos, basándose en estrategias con evidencia empírica en un marco de trabajo de múltiples niveles. La presente investigación pretendió determinar los efectos de una intervención apoyada en algunas estrategias basadas en PBIS de nivel 1 sobre el comportamiento en la tarea y la participación en un aula de clase universitaria. Se utilizó un diseño intraseries de estructura simple, con dos fases, A (línea base) y B (condición experimental); se realizaron seis unidades de medida por cada una y un promedio de frecuencbias registradas en cada sesión. Los resultados indican un impacto positivo de la intervención, disminuyendo la frecuencia de conductas problemáticas dentro del aula en el comportamiento durante la tarea, y aumentando el uso de las estrategias de nivel 1, evidenciando una alta fidelidad de implementación; sin embargo, no se observó un cambio estadísticamente significativo en la participación. Se concluye que la fidelidad de implementación es fundamental en programas académicos y conductuales. Además, la adaptación contextual es crucial para el éxito de estas estrategias, pues las dinámicas del aula cambian según el enfoque del docente.
Abstract (pt)
As Intervenções e Suportes Comportamentais Positivos (PBIS, na sigla em inglês) constituem uma tecnologia voltada para a prevenção de comportamentos problemáticos e a promoção de ambientes de aprendizagem positivos em diversos contextos, com base em estratégias com evidência empírica dentro de uma estrutura de múltiplos níveis. Esta pesquisa teve como objetivo determinar os efeitos de uma intervenção baseada em algumas estratégias de nível 1 do PBIS sobre o comportamento na tarefa e a participação em uma sala de aula universitária. Foi utilizado um delineamento de série únicacom estrutura simples, com duas fases: A (linha de base) e B (condição experimental), com seis unidades de medida realizadas em cada fase e uma média das frequências registradas por sessão. Os resultados indicam um impacto positivo da intervenção, com diminuição da frequência de comportamentos problemáticos durante a realização das tarefas em sala de aula e aumento do uso das estratégias de nível 1, evidenciando alta fidelidade de implementação. No entanto, não foi observado um aumento estatisticamente significativo na participação. Conclui-se que a fidelidade de implementação é fundamental em programas acadêmicos e comportamentais. Além disso, a adaptação ao contexto é crucial para o sucesso dessas estratégias, uma vez que as dinâmicas de sala de aula variam conforme o estilo ou a estratégia do docente.
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