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    Manejo de comportamentos em sala de aula: proposta de formação analíticocomportamental para professores de estudantes autistas
    (Universidade Estadual do Norte do Paraná, 2026) Castro, Paula Delgado Tavela de; Blanco, Marília Bazan
    Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in communication and social interaction, as well as stereotyped patterns of behavior with restricted and fixated interests. Due to these persistent deficits— particularly in communication—individuals with ASD commonly exhibit problem behaviors. Among the most frequent are crying, self-injury and/or aggression toward others, which may serve functions such as gaining access to desired items or escaping from undesirable situations. In this context, students with ASD may learn to interact with their environment through such behaviors, making their occurrence in the classroom more frequent. Among the challenges faced by teachers in their professional practice, dealing with learning barriers and behavioral manifestations associated with these difficulties is particularly demanding. Based on the initial problem—how early childhood and elementary school teachers address problem behaviors and skill deficits in children with ASD in mainstream schools—the following research question was formulated: how can a teacher training course on the Basic Principles of Behavior Analysis contribute to the management of problem behaviors in the classroom? Therefore, the general objective of this study was to analyze the contributions of a training course on the Basic Principles of Behavior Analysis for teachers of students with ASD. The specific objectives were: to map educational products, articles, dissertations, and theses on Behavior Analysis and Autism; to identify teachers’ prior knowledge of Behavior Analysis and its applicability in the school context; to survey teachers regarding the most frequent problem behaviors in the classroom; and to develop and implement a course on the Basic Principles of Behavior Analysis for teachers of students with ASD in early childhood and elementary education, aiming to support the management of problem behaviors in the classroom. The results revealed conceptual difficulties among teachers regarding ASD and Behavior Analysis, as well as challenges in managing such behaviors. After the training, an increase in understanding of ASD and evidence of improvement in the conceptual repertoire of Behavior Analysis were observed, with implications for how participants analyze and manage classroom situations, although without full conceptual mastery.