El plan de apoyo conductual positivo en el primer ciclo de Educación Infantil

  1. Asunción González del Yerro Valdés 1
  2. Laura Escribano Burgos 2
  3. María Luisa de Antonio Pérez 3
  4. Ana Sánchez Rodríguez 3
  5. Patricia Ruiz Leal 3
  6. Marta Arellano Lozano 3
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  2. 2 Asociación Alanda. España
  3. 3 Escuela Infantil Magos. España
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Revista:
Revista Española de Discapacidad (REDIS)

ISSN: 2340-5104

Año de publicación: 2019

Volumen: 7

Número: 1

Páginas: 67-86

Tipo: Artículo

DOI: 10.5569/2340-5104.07.01.04 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista Española de Discapacidad (REDIS)

Objetivos de desarrollo sostenible

Resumen

This study aims to analyse the effects of the positive behavioral support plan on the adaptive skills, behavior and social-emotional development of students in the first cycle of early childhood education. The first variable was evaluated using the Adapti-ve Behavior Assessment System (ABAS-II) and the last two, the Infant Toddler Social Emotional Assessment (ITSEA). The results showed a statistically significant decrease in externalizing behavior (Z=-2,418, p=,016), lack of regulation (Z=-2,767, p=,006) and other poorly adaptive behaviors (Z=-2,357, p=,018), as well as a statistically signifi-cant increase in competence (Z=-2,959, p=,003), communication (Z=-3,576, p=,000), social development (Z=-3,622, p=,000), leisure (Z=-3,542, p=,000), self-care (Z=-3,361, p=,000), self-direction (Z=-3,575, p=,000) and adaptation to school (Z=-3,662, p=,000). These results show the importance of creating an accessible school environ-ment and the need to intentionally support the development of adaptive skills at this educational stage.

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Fuente de los datos: Dialnet