Design de um Programa de Ensino sobre 9 Habilidades Básicas Comportamentais Baseado em Análise do Comportamento Aplicada para Educadores de Estudantes com Transtorno do Espectro Autista

Abstract

The increasing prevalence of Autism Spectrum Disorder (ASD) diagnoses highlights the urgent need for educational practices that promote effective school inclusion. In the Brazilian context, the lack of teacher training based on scientific evidence has hindered the implementation of adequate pedagogical strategies for students with ASD, resulting in fragmented and often ineffective practices. In light of this scenario, it is essential to develop training programs that combine solid theoretical foundations with practical applicability, promoting continuous professional development and equipping educators to use effective methodologies in inclusive education. This study aimed to develop and present the design of a hybrid training program based on the principles of Applied Behavior Analysis (ABA) and structured according to the Behavioral Skills Training (BST) model, intended for the qualification of teachers who work with students diagnosed with ASD. The proposal seeks to address the gaps identified in teacher education by preparing educators to teach basic behavioral skills relevant to the school context.The research adopted a qualitative, applied approach focused on the development of an educational product. The proposed program is composed of seven modules, two of which are theoretical (conducted remotely), covering introductory content on ABA, ethical principles, and evidence-based practices. The other five are in-person practical modules focused on teaching specific skills such as joint attention, visual tracking, imitation, following instructions, and receptive and expressive language. The training process includes theoretical instruction, modeling, supervised practice, and corrective feedback, aligned with the premises of the BST model. Lesson plans, detailed schedules, slides, practical illustrations, and support manuals were developed for participants. The results demonstrate the feasibility of implementing the program in real educational settings, highlighting its clear and replicable structure, sustained by a progressive formative logic. The program enables teachers to acquire not only conceptual knowledge about ASD and ABA, but also practical skills for behavior management and for teaching repertoires essential to student development. The instructional materials created offer ongoing support for educators, promoting greater confidence and autonomy in implementing inclusive pedagogical strategies. It is concluded that the developed program represents a significant contribution to teacher training in evidence-based practices, offering a viable path to enhance professional performance in the inclusion of students with ASD. The articulation between theory and practice, the methodological clarity of the BST model, and the emphasis on teaching socially relevant behavioral skills position the program as a promising tool for transforming the school environment. Its implementation may strengthen inclusive pedagogical practices, improve the quality of the teaching-learning process, and ensure the right to education with equity and respect for neurodiversity.