https://tedebc.ufma.br/jspui/handle/tede/1286 2026-04-15T14:38:13Z https://tedebc.ufma.br/jspui/handle/tede/6795 Título: Efeitos do Behavioral skills training sobre a capacitação de cuidadores de pessoas com transtorno do espectro do autismo Autor: SANTOS, Cintya Regina de Mesquita Rêgo Primeiro orientador: MATOS, Daniel Carvalho de Abstract: With the training of primary caregivers in the practice of Applied Behavior Analysis (ABA) intervention for children with Autism Spectrum Disorder (ASD), access to experience and development expanded the qualification and access to interventions due to a shortage of qualified professionals and scarcity in public service. Behavior Skill Training (BST) was used to train primary caregivers interested in teaching skills to learners with ASD. Three caregivers and three children diagnosed with ASD participated in this study. The three caregivers (P1, P2, and P3) included a 34-year-old nanny and two mothers aged 21 and 31, and the three children diagnosed with ASD (CA1, CA2, and CA3) were between 7, 8, and 9 years old. Through an experimental research of applied importance, a single-subject design was conducted to demonstrate experimental control of the independent variable (IV), BST, over the dependent variable (DV), which is the correct emission of behaviors/components that characterize a more precise teaching of repertoires. In the present research, after a baseline condition where ten repertoires were initially taught to each of the three caregivers, the participants went through BST training conditions. During this trial stage involving interactions with a confederate, who simulated being a child with ASD, immediate and delayed performance feedback was provided for the errors and correct responses of the repertoires taught through discrete trials by the experimenter. Thus, all caregivers demonstrated more precise performance (correctly implemented discrete trial components) in teaching five repertoires compared to baseline levels, and there was generalization of the precise teaching of five new repertoires to children with ASD, different from those in the baseline. All caregivers demonstrated more precise performance in teaching five repertoires compared to baseline levels, and there was generalization of the precise teaching of five new repertoires to children with ASD. The caregivers positively evaluated their training, recommending the process to others interested. There was maintenance of precise teaching by the caregivers after BST training, and the children acquired new skills. Limitations were discussed, as were possible directions for future research. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-12-01T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6780 Título: PARENTALIDADE E O TRANSTORNO DO ESPECTRO AUTISTA (TEA) NO CONTEXTO SUS: UM ESTUDO SOBRE ESTRESSE PARENTAL E SUPORTE SOCIAL Autor: LOPES, Diessika Helena Costa Halvantzis Primeiro orientador: CAROZZO, Nadia Prazeres Pinheiro Abstract: In recent years, Autism Spectrum Disorder (ASD) has emerged as a significant public health challenge due to its increasing prevalence and profound impact on families. Parental stress, a multifactorial phenomenon influenced by child characteristics, socioeconomic conditions, marital support, and symptom severity, substantially affects caregivers' mental health and family dynamics. The majority of caregiving responsibilities fall on mothers, making it essential to investigate how contextual factors shape the experience of atypical parenting and how social support can serve as a protective factor. This dissertation had two central objectives: (1) to map the national and international literature on parental stress and social support in primary caregivers of children with ASD; and (2) to empirically analyze this relationship in families receiving care through Brazil’s Unified Health System (SUS) in Maranhão. To achieve these goals, two distinct studies were conducted, resulting in two manuscripts that constitute this dissertation. The first manuscript was a scoping review aimed at systematizing and discussing the evidence regarding the relationship between social support and parental stress. A search across five scientific databases identified fifteen studies, indicating that parental stress is multifactorial and highlighting the need for interdisciplinary approaches that integrate clinical, psychological, and social dimensions. The second manuscript empirically investigated 94 primary caregivers, predominantly mothers, who were married, mixed-race, had completed high school, and were unemployed. A crosssectional quantitative design was adopted, based on secondary and retrospective data, complemented by prospective information. The study utilized medical records, the Parental Stress Scale (EEPa), and the Perceived Social Support Scale (PSS). Results indicated mild levels of parental stress, with daily stressors related to caregiving overload having the greatest impact. Emotional support emerged as the only significant predictor of stress, explaining approximately 16% of the observed variance. Findings underscore the centrality of emotional support as a protective factor for parental stress, particularly for women who assume most caregiving responsibilities and are often disadvantaged in their professional and social lives. It is concluded that addressing parental stress in families of children with ASD requires both clinical interventions and intersectoral public policies focused on emotional and instrumental support, as well as the strengthening of community networks. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação; Documento sob sigilo.Motivo: Justifica-se a disponibilização parcial da presente dissertação em razão da submissão de artigos científico derivados deste trabalho a periódicos nacionais e internacionais. As revistas às quais os manuscritos foram submetidos exigem, como critério editorial, que o conteúdo não tenha sido previamente publicado ou amplamente divulgado em sua íntegra, de modo a preservar a originalidade e o ineditismo da produção científica. Assim, a restrição temporária de acesso a partes do texto constitui uma medida necessária para atender às normas editoriais vigentes, sem prejuízo da avaliação acadêmica do trabalho, comprometendo-se a autora a autorizar a disponibilização integral da dissertação após a conclusão dos processos editoriais. Data Provável de Liberação: 5 anos. 2025-11-27T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6740 Título: Atuação em psicologia escolar na educação em sexualidade humana a estudantes com deficiência Autor: MADEIRA, Caroline França Primeiro orientador: SOARES, Pollianna Galvão Abstract: Although public policies have advanced in defending respect for plurality and diversity in human sexuality, in many contexts this topic is still treated as taboo in our society, especially in schools. In groups that carry stereotypes, such as people with disabilities, the tendency to reject any type of sexuality education is even greater. The school, in its socio-political function, must be committed to interventions aimed at the inclusion of this public in all spheres of human development. Based on critical School Psychology and Vygotsky's Historical-Cultural Theory, theoretical bases that understand that the conception of human disability originates from cultural and historical interactions, this research investigated indicators for the performance of the school psychologist in a public school in São Luís - MA in the process of human sexuality education aimed at students with disabilities. Specifically, three objectives were outlined: to understand the conceptions and practices of school actors regarding the role of the school psychologist; This study aimed to identify, from the routines and activities of a school, indicators for the work of the School Psychologist to enhance human sexuality education for people with and without disabilities; and a proposal for the school psychologist's work focused on human sexuality was developed. The following procedures were adopted: observations, questionnaire, and semi-structured interview with the participants. The study was conducted in a State Public School in the urban area of the Municipality of São Luís, state of Maranhão. Three (3) classroom teachers, one (1) coordinator, two (2) classroom tutors, and one (1) teacher from the Specialized Educational Service participated in the research. The analysis of the information prioritized the construction of zones of meaning through the apprehension of meanings, where both the researcher and the participant continuously and actively constructed the research information. Four zones of meaning were identified: (1) Training needs for work from the perspective of human sexuality education aimed at students with disabilities; (2) Importance of human sexuality education in schools; (3) A priori view that leads to a abandonment of intentional pedagogical mediation aimed at human sexuality education for students with disabilities; (4) Expectations of the role and intervention of the school psychologist. The research shows that human sexuality education for students with disabilities remains limited by a set of cultural, stigmatizing, and normative conceptions. The results demonstrate indicators for intervention in School Psychology aimed at enhancing inclusive practices committed to the sexual rights of people with disabilities in their political, cultural, social, and developmental dimensions, as well as highlighting the importance of human sexuality education in the school context. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-11-24T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6726 Título: Fim da escala 6x1 e múltiplas jornadas femininas nas redes sociais Autor: PEREIRA, Mariana Moreira Serra Primeiro orientador: TEIXEIRA, Tadeu Gomes Abstract: This master’s thesis analyzes how the 6x1 work schedule (six consecutive workdays followed by one day of rest) has been debated on TikTok, laying emphasis on narratives involving women’s work and their multiple daily roles. Grounded in Marxist theory and the Marxist feminist perspective on reproductive labor and the sexual division of labor, the study adopts a quali-quantitative approach, combining data extraction from 709 TikTok posts published between July 1st and July 8th, 2025, using the hashtag #escala6por1, analyzing this content through computational tools such as Quanteda. The research identifies that the debate on the end of the 6x1 schedule engender high engagement when discussed in general terms, without a gender perspective, especially when led by male voices. However, this engagement drops substantially when the focus shifts to women’s work, care labor, and women’s overload. While broader discussions show signs of collective identification and class discourse, the contents about women’s experiences of double and triple work shifts remains fragmented and individualized. The linguistic analysis shows a predominance of colloquial and affective language, characteristic of the emotional communication that predominate on TikTok, where engagement is driven more by shared emotions than by rational or ideological alignment. The results indicate that digital debates about work on social media can simultaneously amplify and obscure gender inequalities. The invisible labor performed by women remains underrepresented, even within a viral movement about working conditions. Through this study, it is possible to conclude that social medias have significant potential as a field for observing collective perceptions of labor and as a space for the emergence of new kinds of mobilization around labor and gender rights. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-11-20T00:00:00Z