Los eventos contextuales asociados a la ocurrencia de las conductas problemáticas en entornos escolares

  • Alba Cortina Serra
    University of Vic acortina[at]ampans.cat
  • David Simó Pinatella
    Universitat Ramon Llull
  • Cristina Mumbardó Adam
    Universitat Ramon Llull
  • Marga Güell Gubianas
    AMPANS
  • Edwin Jones
    University Health Board

Resumen

Las conductas problemáticas que presentan las personas con discapacidad intelectual (DI) influyen negativamente en su calidad de vida. Los principios derivados del análisis conductual aplicado subrayan la relación existente entre dichas conductas y el entorno donde se desarrollan. Este estudio explora aquellas variables de antecedentes relacionadas con la ocurrencia de las conductas problemáticas que presentan los alumnos de primaria de una escuela de educación especial mediante un instrumento de evaluación funcional indirecta: el “Inventario de Evaluación del Contexto”. Un total de 17 alumnos participaron en el estudio en el que se evaluaron 25 conductas problemáticas. Los resultados identifican las variables “sociales/culturales” y las de la “naturaleza de la tarea o la actividad” como aquellas más asociadas a la ocurrencia de las conductas problemáticas. Finalmente, se discuten los resultados del artículo en relación a sus implicaciones prácticas y de cara a futuras investigaciones, subrayando la importancia de la prevención y la creación de entornos educativos universales.
  • Referencias
  • Cómo citar
  • Del mismo autor
  • Métricas
BAMBARA, L. M. y KNOSTER, T. P. (2009). Designing Positive Behavior Support Plans (2.a ed.). Washington: AAIDD.

BARRAT, N., MCGILL, P. Y HUGHES, C. (2012). Antecedent influences on challenging behavior: a preliminary assessment of reliability, generalisability and validity of the Ecological Interview. BILD, International Journal of Positive Behavioural Support, 2, 2, 31-41.

BRADSHAW, C. P., REINKE, W. M., BROWN, L. D., BEVANS, K. B. Y LEAF, P. J. (2008). Implementation of School-wide positive behavioral interventions and supports (PBIS) in elementary schools: observations from randomized trials. Education and Treatment of Children, 31, 1-26. https://doi.org/10.1353/etc.0.0025

CAMPBELL, A. y ANDERSON, C. M. (2011). Check-in/Check-out: a systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 44, 315-326. https://doi.org/10.1901/jaba.2011.44-315

CARR, E. G., DUNLAP, G., HORNER, R. H., KOEGEL, R. L., TURNBULL, A. P., SAILOR, W., … y FOX, L. (2002). Positive behavior support evolution of an applied science. Journal of positive behavior interventions, 4 (1), 4-16. https://doi.org/10.1177/109830070200400102

CARR, E. G., LADD, M. V. Y SCHULTE, C. F. (2008). Validation of the Contextual Assessment Inventory for problem behavior. Journal of Positive Behavior Interventions, 10, 91-104. COOPER, J. O., HERON, T. E. y HEWARD, W. L. (2007). Applied behavior analysis (2.a ed.). Upper Saddle River, NJ: Pearson Education Inc. https://doi.org/10.1177/1098300707312543

CRONE, D. A. y HORNER, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. Guilford Publications.

DIDDEN, R., STURMEY, P., SIGAFOOS, J., LANG, R., O'REILLY, M. F. Y LANCIONI, G. E. (2012). Nature, prevalence, and characteristics of challenging behavior. En J. J. MATSON (Ed.), Functional assessment of challenging behaviors (pp. 23-44). New York: Springer.

EMBREGTS, P. J., DIDDEN, R., SCHREUDER, N. Y HUITINK, C. (2009). Contextual variables affecting aggressive behavior in individuals with mild to borderline intellectual disabilities who live in a residential facility. Journal of Intellectual Disability Research, 53, 255-264. https://doi.org/10.1111/j.1365-2788.2008.01132.x

EMERSON, E. Y EINFELD, S. T. (2011). Challenging behavior (3rd ed.). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511861178

FILTER, K. J. Y ÁLVAREZ, M. E. (2011). Functional behavior assessment. A three-tired prevention model. New York: Oxford. https://doi.org/10.1093/acprof:oso/9780199764938.001.0001

KELLEY, M. E., LA RUE, R. H., ROANE, H. S. Y GADAIRE, D. M. (2011). Indirect behavioral assessments. Interviews and rating scales. En W. W. FISHER, C. C. PIAZZA Y H. S. ROANE (Eds.), Hanbook of applied behavior analysis (pp. 182-190). New York: The Guilford Press.

KUBICK, R. J. Y MCLOUGHLIN, C. S. (2010). Alternatives to Functional Behavior Assessments as "Educational Autopsies": An Essay Review. Education Review, 2 (13), 1-19.

LASSEN, S. R., STEELE, M. M. Y SAILOR, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712. https://doi.org/10.1002/pits.20177

LECAVALIER, L., LEONE, S. Y WILTZ, J. (2006). The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50, 172-183. https://doi.org/10.1111/j.1365-2788.2005.00732.x

LOWE, K., ALLEN, D., JONES, E., BROPHY, S., MOORE, K. Y JAMES, W. (2007). Challenging behaviours: Prevalence and topographies. Journal of Intellectual Disability Research, 51, 625-636. LUISELLI, J. K. (2006). Antecedent variables and intervention. Supporting children and adults with developmental disabilities in community settings. Baltimore: Paul H. Brookes.

MANSELL, J. Y BEADLE-BROWN, J. (2012). Active support: Enabling and empowering people with intellectual disabilities. Great Britain: Jessica Kingsley Publishers.

MATSON, J. L. (2012). Functional assessment of challenging behaviors. New York: Springer. https://doi.org/10.1007/978-1-4614-3037-7

MATSON, J. L., KOZLOWSKI, A. M., WORLEY, J. A., SHOEMAKER, M. E., SIPES, M. Y HOROVITZ, M. (2011). What is the evidence for environmental causes of challenging behaviors in persons with intellectual disabilities an autism spectrum disorders? Research in Developmental Disabilities, 32, 693-698.

MCATEE, M., CARR, E. Y SCHULTE, C. (2004). A Contextual Assessment Inventory for problem behavior. Journal of Positive Behavior Interventions, 6, 148-165. https://doi.org/10.1177/10983007040060030301

MCGILL, P., TEER, K., RYE, L. Y HUGHES, D. (2005). Staff reports of setting events associated with challenging behavior. Behavior Modification, 29, 599-615. https://doi.org/10.1177/0145445503259392

MEDEIROS, K., ROJAHN, J., MOORE, L. L. Y VAN INGEN, D. J. (2014). Functional properties of behaviour problems depending on level of intellectual disability. Journal of Intellectual Disability Research, 58, 151-161. https://doi.org/10.1111/jir.12025

MILLER, L. M., DUFRENE, B. A., STERLING, H. E., OLMI, D. J. Y BACHMAYER, E. (2015). The effects of check-in/check-out on problem behavior and academic engagement in elementary school students. Journal of Positive Behavior Interventions, 17, 28-38. https://doi.org/10.1177/1098300713517141

MORENO, G. (2011). Addressing challenging behavior in the general education setting: conducting a teacher-based Functional Behavioral Assessment (FBA). Education, 3-13, 1-9.

RIFFEL, L. A. (2011). Positive Behavior Support at the Tertiary Level. California: Corwin.

ROJAHN, J., MATSON, J. L., LOTT, D., ESBENSEN, A. J. Y SMALLS, Y. (2001). The Behavior Problems Inventory: An instrument for the assessment of self-injury, stereotyped behavior, and aggression/destruction in individuals with developmental disabilities. Journal of Autism and Developmental Disorders, 31, 577-588. https://doi.org/10.1023/A:1013299028321

ROSS, S. W., ROMER, N. Y HORNER, R. H. (2011). Teacher well-being and the implementation of schoolwide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14, 118-128.

SIMÓ-PINATELLA, D., ALOMAR-KURZ, E., FONT-ROURA J. Y GINÉ, C. (2012). Evaluación de los problemas de conducta de las personas con discapacidad intelectual: Resultados de la prueba piloto. En VIII Jornadas Científicas Internacionales de Investigación sobre Discapacidad. Salamanca: Amarú Ediciones.

SIMÓ-PINATELLA, D., ALOMAR-KURZ, E., FONT-ROURA, J., GINÉ, C. Y MCGILL, P. (2015). Efectos de las operaciones motivadoras en una conducta autolesiva mediante las presesiones. Escritos de Psicología, 8 (2), 58-65. https://doi.org/10.5231/psy.writ.2015.0107

SMITH, R. G. (2011). Developing Antecedent Interventions for Problem Behavior. En W. W. fiSHer, C. C. PIAZZA, y H. S. ROANE (Eds.), Handbook of Applied Behavior Analysis (pp. 297-316). New York: The Guilford Press.

SNELL, M. (2010). What is positive behaviour support (PBS)? How does PBS promote appropriate behaviour? Conferencia en I Jornades Internacionals sobre discapacitat intellectual. Consorci Sant Gregori, Girona. Espa-a.

STEEGE, M. W. Y WATSON, T. S. (2009). Conducting school-based functional behavioral assessment. A practitioner's guide. 2nd edition. New York: Guilford.

STORMONT, M., LEWIS, T. J., BECKNER, R. Y JOHNSON, N. W. (2008). Implementing positive behavior support systems in Early Childhood and Elementary Settings. California: Corwin Press. STURMEY, P. y DIDDEN, R. (2014). Evidence-based practice and intellectual disabilities. West Sussex: John Wiley & Sons.

SUGAI, G. Y HORNER, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50. https://doi.org/10.1300/J019v24n01_03

TODD, A. W., CAMPBELL, A. L., MEYER, G. G. Y HORNER, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors elementary school implementation of check incheck out. Journal of Positive Behavior Interventions, 10, 46-55. https://doi.org/10.1177/1098300707311369
Cortina Serra, A., Simó Pinatella, D., Mumbardó Adam, C., Güell Gubianas, M., & Jones, E. (2016). Los eventos contextuales asociados a la ocurrencia de las conductas problemáticas en entornos escolares. Siglo Cero, 47(4), 45–56. https://doi.org/10.14201/scero20164744556

Artículos más leídos del mismo autor/a

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Alba Cortina Serra

,
University of Vic
AMPANS. Manresa. Barcelona. University of Vic. C/ Sagrada Familia, 7. 08500 Vic, Barcelona, España.

David Simó Pinatella

,
Universitat Ramon Llull
AMPANS. Manresa. Barcelona. Universitat Ramon Llull. Facultat de Psicologia, Ciències de l’Educació i de l’Esport. Blanquerna. Barcelona, España.

Cristina Mumbardó Adam

,
Universitat Ramon Llull
Universitat Ramon Llull. Facultat de Psicologia, Ciències de l’Educació i de l’Esport. Blanquerna. Barcelona, España.

Marga Güell Gubianas

,
AMPANS
AMPANS. Manresa. Barcelona

Edwin Jones

,
University Health Board
University Health Board. Service Development Consultant at Abertawe Bro, Morgannwg. Reino Unido.
+