Conhecimento de professores de AEE do Ensino Fundamental I sobre o transtorno do espectro autista e a análise do comportamento aplicada

Abstract

In recent years, there has been a significant increase in the number of students with autism spectrum disorder (ASD) in regular schools. This increase has created challenges related to inclusion and the need for evidence-based teaching practices. Although Brazilian law guarantees the right to inclusive education, there are still gaps in teacher training, particularly regarding Specialized Educational Services (AEE). This study aims to understand AEE teachers' knowledge of ASD and Applied Behavior Analysis (ABA), a science recognized for promoting the academic, social, and communicative development of autistic students. This study is an integral part of the Psychology and Education Research Group's (GP.PSIE) efforts to investigate evidence-based pedagogical practices. The objective of this study was to analyze the knowledge that AEE teachers have about ASD and ABA, identify gaps in their training and practices, and suggest ways to improve the inclusion of autistic students in schools. The research adopted a qualitative methodological approach, descriptive in character. The qualitative dimension provided an understanding of the complexity of pedagogical practices in a real context and enabled the collection and analysis of numerical data on teachers' training and experience. Structured questionnaires covering categories related to ASD knowledge, basic ABA concept understanding, and evidence-based practice application were used. Data analysis involved comparative procedures that linked the findings with theoretical references in the field. The main results showed that most teachers had limited knowledge of ASD characteristics and ABA fundamentals. Many people associate behavior analysis with specific methods without recognizing its scientific and comprehensive nature. Our research revealed significant gaps in training, particularly regarding fundamental concepts such as positive reinforcement, contingency, and extinction. Conversely, some teachers reported practical experiences demonstrating spontaneous application of ABA principles, albeit without a systematic theoretical basis. The discussion highlights that the distance between scientific research and school practice limits the effectiveness of including autistic students. A lack of specific training and adequate resources hinders the implementation of evidence-based practices and contributes to the maintenance of intuitive or poorly grounded strategies. However, the findings suggest that teachers are open to training and greater dialogue among school teams if consistent continuing education programs tailored to multifunctional resource rooms and regular classrooms are offered with the support of a pedagogical support teacher (PAP).