O jogo como estratégia de modelação de comportamentos em aluno com PHDA
Miniatura indisponível
Data
2013
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A existência de alunos com PHDA, nas nossas aulas é um problema acrescido para estas crianças e professores, no sentido concretização dos parâmetros de educação inclusiva. O objetivo do presente estudo, é saber se o jogo pode ser uma estratégia eficaz para o modelamento de comportamentos da criança com PHDA. Para a realização do presente estudo, foi adotada uma abordagem metodológica, de natureza qualitativa, um estudo de caso, cuja fundamentação teórica se baseou em diversos autores. Na realização de jogos numa aula de EF, foram realizadas observações estruturadas, com o objetivo de definir os comportamentos mais marcantes do aluno. Posteriormente, no sentido de alterar esses comportamentos, foi delineado um plano de intervenção cognitivo-comportamental que decorreu em sete sessões, durante as aulas de AEE. No seu decorrer foram então realizados jogos que promoveram o desenvolvimento de competências de autoinstruções, resolução de problemas e programa de reforço. Verificando-se algumas dificuldades do aluno em seguir as instruções do aplicador, mas ao mesmo, tempo foi notório o seu esforço, colaboração e evolução. Apurou-se, que a utilização de jogos, conjuntamente com autoinstrução e programa de reforços pode constituir uma ferramenta importante para o modelamento de comportamentos do aluno com PHDA.
The ADHD is one of the most common diagnoses in children of school age. The development of antisocial behavior and relationship with peers and teachers is an increased risk for these children, resulting in difficulties in adapting the school environment and thus achieving the parameters of inclusive education. The primary objective of this study is whether gambling activities can be effective tools for modeling the behavior of children with ADHD. In this study the approach that was used is the case study with theoretical basis in several authors. Thus, in a situation of holding games in a physical education class (EF), direct observations were made and the goal was define the behaviors that characterized the student. From the observations, was then an outline of cognitive-behavioral intervention that resulted in seven sessions during special teaching class, where were then made games and play activities that promote the development and skills training for self-instruction, problem solving and socialization with peers. There were difficulties from the student to follow the instructions of the applicator, to respect the rules of the game and reduce impulsivity, however, during the sessions was visible effort and collaboration. It was established so that the use of games together with self-instruction and reinforcement program can be an indispensable tool for teaching practice for modeling behaviors of students with ADHD.
The ADHD is one of the most common diagnoses in children of school age. The development of antisocial behavior and relationship with peers and teachers is an increased risk for these children, resulting in difficulties in adapting the school environment and thus achieving the parameters of inclusive education. The primary objective of this study is whether gambling activities can be effective tools for modeling the behavior of children with ADHD. In this study the approach that was used is the case study with theoretical basis in several authors. Thus, in a situation of holding games in a physical education class (EF), direct observations were made and the goal was define the behaviors that characterized the student. From the observations, was then an outline of cognitive-behavioral intervention that resulted in seven sessions during special teaching class, where were then made games and play activities that promote the development and skills training for self-instruction, problem solving and socialization with peers. There were difficulties from the student to follow the instructions of the applicator, to respect the rules of the game and reduce impulsivity, however, during the sessions was visible effort and collaboration. It was established so that the use of games together with self-instruction and reinforcement program can be an indispensable tool for teaching practice for modeling behaviors of students with ADHD.
Descrição
Orientação: Nuno Mateus
Palavras-chave
EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, HIPERATIVIDADE INFANTIL, CHILD HYPERACTIVITY, DÉFICE DE ATENÇÃO, ATTENTION DEFICIT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, DISTÚRBIO DO DÉFICIT DE ATENÇÃO E HIPERATIVIDADE, ATTENTION DEFICIT HYPERACTIVITY DISORDER