Conocimiento de los futuros docentes sobre la función del comportamiento: implicaciones dentro del aula
DOI:
https://doi.org/10.14204/ejrep.31.13063Palabras clave:
Función, comportamiento, gestión del aula, evaluación del comportamiento funcional.Resumen
Introducción. Muchos de los maestros sin licenciatura carecen de las habilidades para lidiar efectivamente con los problemas de comportamiento cuando se presentan y es posible que no estén familiarizados con las técnicas actuales para utilizar con los estudiantes que tienen discapacidades de comportamiento. El objetivo del presente estudio es entender el nivel en el cual los maestros, sin licenciatura, actualmente, pueden comprender adecuadamente las funciones de comportamiento y principios conductuales relacionados con la conducta en la aula.
Método. Los participantes que fueron incluidos son estudiantes que actualmente están matriculados en una universidad con una programa de licenciatura educativa. El investigador grabó tres viñetas de 4 minutos las cual contienen actores actuando algunos comportamientos. Se formuló un cuestionario, el cual se dio a los participantes del estudio de investigación en el que se les pidió que ellos determinaran el tipo de refuerzo mostrado en la viñeta y que determinaran la función específica del comportamiento en formato selecto múltiple. Información adicional fue colectada de cada participante.
Resultados. Los resultados indican que los participantes que están estudiando para ser maestros varían en su capacidad para identificar correctamente la función de comportamiento, después de haber visto las demostraciones de video de varios comportamientos y que tuvieron menos éxito en identificar correctamente los escenarios que demostraban comportamientos de refuerzo positivo, refuerzo negativo, o castigo. No se identificaron variables que predijeran con exactitud si los participantes podían determinar la función de comportamiento.
Discusión y conclusión: Estas conclusiones apoyan la noción de que muchos maestros sin licenciatura carecen un nivel de conocimiento suficiente sobre la función de comportamiento, con el fin de identificar exactamente la naturaleza del problema y proporcionar diferentes apoyos para ayudar con el comportamiento.
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