Preschool adaptation of children with autism: strategies based on Applied Behavior Analysis

Abstract

This study aims to analyze whether an intervention anchored in Applied Behavior Analysis (ABA) strategies can facilitate the school adaptation process of children with autism. The participants of the study were three children with autism enrolled in preschool classes in the municipality of Pelotas and their respective teachers. The methodology used in the study was a single case research, through a multiple baseline design among participants, whose data collection took place in two phases (A and B). An intervention based on ABA strategies was implemented, according to the characteristics of each student and the activities of each class. Collected data refers to three variables: time of participation in activities, time out of activities in which students remained engaged in disruptive behaviors and frequency of interaction with peers and teachers. The results show a statistically significant increase in participation and interaction for all participants, and a reduction in the emission of disruptive behaviors, which kept them out of activities. It is understood as necessary, future studies that address the issue of school adaptation and the use of behavioral strategies to facilitate this process with a larger number of participants and with more intensive monitoring.