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FAE926 - Processos e Discursos Educacionais IV : Estratégias de intervenções comportamentais positivas para estudantes com autismo

Turma: F

Data de início: 08/04/2026

Data de término: 10/04/2026

N° total de vagas: 20

Tipo: Mini Curso

Carga horária: 15 horas

Vagas para eletivas: Sim

Vagas para isoladas: Sim

Docentes responsáveis
Docentes externos

Maria Paula Mello

Horários
Ementa

Questões comportamentais dos autistas. Desafios do manejo de comportamento de alunos com autismo em salas de aula e o PBIS - Positive Behavior Interventios and Supports, como estratégia para as professoras.

Programa

Descrever a estrutura e explicar os elementos principais da Intervenções Comportamentais Positivas (PBIS). Fazer e implementar um rastreio de risco para alunos. Descrever e aplicar intervenções e estratégias específicas para a sala de aula para apoiar comportamentos positivos de cada nivel


Bibliografia

Bross, L. A., Common, E. A., Oakes, W. P., Lane, K. L., Menzies, H. M., & Ennis, R. P. (2018). High-Probability Request Sequence: An Effective, Efficient Low-Intensity Strategy to Support Student Success. Beyond Behavior, 27(3), 140–145. https://doi.org/10.1177/1074295618798615

Chow, J. C., & Gilmour, A. F. (2016). Designing and Implementing Group Contingencies in the Classroom: A Teacher’s Guide. TEACHING Exceptional Children, 48(3), 137–143. https://doi.org/10.1177/0040059915618197

Coy, J. N., & Kostewicz, D. E. (2018). Noncontingent Reinforcement: Enriching the Classroom Environment to

Reduce Problem Behaviors. TEACHING Exceptional Children, 50(5), 301–309. https://doi.org/10.1177/0040059918765460

Ennis, R. P., Lane, K. L., Menzies, H. M., & Owens, P. P. (2018). Precorrection: An Effective, Efficient, Low- Intensity Strategy to Support Student Success. Beyond Behavior, 27(3), 146–152. https://doi.org/10.1177/1074295618799360

Ennis, R. P., Royer, D. J., Lane, K. L., Menzies, H. M., Oakes, W. P., & Schellman, L. E. (2018). Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success. Beyond Behavior, 27(3), 134–139. https://doi.org/10.1177/1074295618798587

Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (2018). Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know. Beyond Behavior, 27(3), 128–133. https://doi.org/10.1177/1074295618799044

Lane, K. L., Menzies, H. M., Ennis, R. P., Oakes, W. P., Royer, D. J., & Lane, K. S. (2018). Instructional Choice: An Effective, Efficient, Low-Intensity Strategy to Support Student Success. Beyond Behavior, 27(3), 160–167. https://doi.org/10.1177/1074295618786965Oakes

Luiselli, J. K, Putnam, R. F, Handler, M. W, & Feinberg, A. B. (2005). WholeSchool Positive Behaviour Support: Effects on student discipline problems and academic performance. Educational Psychology, 25(2- 3), 183- 198.

Menzies, H. M., Lane, K. L., Oakes, W. P., Ruth, K., Cantwell, E. D., & Smith-Menzies, L. (2018). Active Supervision: An Effective, Efficient, Low-Intensity Strategy to Support Student Success. Beyond Behavior, 27(3), 153–159. https://doi.org/10.1177/1074295618799343

Oakes, W. P., Lane, K. L., Menzies, H. M., & Buckman, M. M. (2018). Instructional Feedback: An Effective, Efficient, Low-Intensity Strategy to Support Student Success. Beyond Behavior, 27(3), 168–174. https://doi.org/10.1177/1074295618799354