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Advisor(s)
Abstract(s)
A Expressão Dramática tem sido algumas vezes associada à possibilidade de
ajudar as crianças a desenvolver comportamentos mais adaptativos. O objetivo geral
deste trabalho é o de explorar a contribuição das aulas de Expressão Dramática, para o
desenvolvimento de comportamentos adequados, em contexto escolar, em crianças com
problemas de comportamento. O método que aplicamos foi o estudo caso, com algumas
características de plano de sujeito único, em que se procura descrever a evolução de um
aluno do segundo ano de escolaridade com diagnóstico de Perturbação de
Hiperactividade com Défice de Atenção, ao longo de vinte e duas sessões de Expressão
Dramática, bem como comparar a adequação do seu comportamento no contexto escolar
mais amplo, antes e após as referidas sessões. Os participantes deste estudo são o aluno,
as professoras titulares, a encarregada de educação, e a docente de expressão dramática.
Foram utilizados vários instrumentos na recolha de dados, um deles a observação e
registo do comportamento no final de cada sessão (sete aspetos do comportamento do
aluno, como atenção, agitação, etc, separadamente para a interação com pares e com a
professora, utilizando uma escala de 1–Raramente a 4–Sempre) e dois questionários, o
Questionário de Situações Escolares e o Questionário de Capacidades e Dificuldades,
para comparar o comportamento problemático da criança na escola antes e após o
programa. Realizou-se ainda uma entrevista semi-estruturada à encarregada de educação
e a análise do processo escolar do aluno. Os resultados sugerem que, à medida que as
sessões avançam, os comportamentos vão ficando mais adequados, embora nem todos
evoluam do mesmo modo. Os resultados são discutidos bem como algumas limitações
do estudo, e são apresentadas propostas para investigação futura.
The Drama is an area which has sometimes been associated with the ability to help children to develop more adaptive behaviors. The aim of this study is to explore the contribution of Drama classes to help children with behavior problems developing more appropriate behaviors in the school setting. The method applied was the case study with some features of single-subject design, which attempts to describe the evolution of a second grade student diagnosed with Attention-Deficit/Hyperactivity Disorder over twenty-two Drama sessions, and compare the appropriateness of their behavior in the wider school context, before and after these sessions. The participants of this study are the student, teachers, education charge and the teaching of drama. Different instruments were used for data collection, one being the observation and recording of behaviors at the end of each session (seven aspects of student behavior, such as attention, agitation, etc., separately for interaction with peers and with the teacher, using a rating scale from 1- Rarely scale to 4 - Always) and two questionnaires, the School Situations Questionnaire and the Strengths and Difficulties Questionnaire, to compare the problematic behavior of the children in school before and after the Drama program. A semi-structured interview with the legal responsible charge of the education was also performed as the analysis of the school documents about the student. The results suggest that, as the program progress, the behavior will become more appropriate, although different behavioral dimensions appear to evolve in different ways. The results are discussed as well as some limitations of the study, and proposals are made for future research.
The Drama is an area which has sometimes been associated with the ability to help children to develop more adaptive behaviors. The aim of this study is to explore the contribution of Drama classes to help children with behavior problems developing more appropriate behaviors in the school setting. The method applied was the case study with some features of single-subject design, which attempts to describe the evolution of a second grade student diagnosed with Attention-Deficit/Hyperactivity Disorder over twenty-two Drama sessions, and compare the appropriateness of their behavior in the wider school context, before and after these sessions. The participants of this study are the student, teachers, education charge and the teaching of drama. Different instruments were used for data collection, one being the observation and recording of behaviors at the end of each session (seven aspects of student behavior, such as attention, agitation, etc., separately for interaction with peers and with the teacher, using a rating scale from 1- Rarely scale to 4 - Always) and two questionnaires, the School Situations Questionnaire and the Strengths and Difficulties Questionnaire, to compare the problematic behavior of the children in school before and after the Drama program. A semi-structured interview with the legal responsible charge of the education was also performed as the analysis of the school documents about the student. The results suggest that, as the program progress, the behavior will become more appropriate, although different behavioral dimensions appear to evolve in different ways. The results are discussed as well as some limitations of the study, and proposals are made for future research.
Description
Keywords
Perturbação de Hiperactividade com Défice de Atenção Expressão dramática Intervenção em contexto escolar Attention-Deficit/Hyperactivity Disorder Drama School interventions