DISCIPLINE

WORKLOAD

Fundamentals of Neurodevelopmental Disorders

Dr. Maria das Graças Nunes Brazil

Introduction to Neurodevelopmental Disorders, exploring their neurobiological, genetic and behavioral bases. Approach to diagnostic criteria, clinical characteristics and associated comorbidities, focusing on the most prevalent disorders: ASD, ADHD and ODD. Discussion of explanatory models and historical evolution of the concept of neurodevelopment.

20

Child and Adolescent Development

Ms. Julio C. Abdala

Study of typical and atypical processes of child and youth development. Discussion of the stages of neuropsychological development, cognitive, emotional and social aspects. Reflection on the impacts of neurodevelopmental conditions on the growth and adaptation of individuals in different contexts.

20

Fundamental Principles of ABA

Ms. Acza Ferreira Rabelo

Study of the philosophical and conceptual bases of BF Skinner's Radical Behaviorism, exploring Molar Behaviorism and Functional Contextualism. Identification of the objectives of Behavior Analysis as a science, with discussion of its fundamental philosophical premises. Explanation of behavior from the perspective of Radical Behaviorism, differentiating between Behaviorism, Experimental Behavior Analysis (AEC), Applied Behavior Analysis (ABA) and Professional Practice guided by Behavioral-Analytic Science. Presentation of the dimensions or characteristics of ABA and its implications in practice. Analysis of the historical development of Behavior Analysis in Brazil, highlighting the contributions of Brazilian researchers to the advancement of behavioral science.

20

Ethics and professional conduct of Behavior Analysts

Ms. Luiza Macedo Ferreira

Exploration of the ethical principles that guide the practice of Behavior Analysis, focusing on the different levels of complexity and responsible conduct of the analyst. Discussion of the ethical responsibilities of the behavior analyst, including assessment and modification of behavior, supervision of professionals, and relationships with the profession and colleagues. Approach to public statements, research practices, and risk-benefit analysis in the implementation of interventions. Presentation of strategies for communicating the ethical message effectively, preparation of professional service statements, and understanding of professional codes of conduct. Reflection on ethics in health, education, and related professions, with emphasis on the practical application and social impact of ethical decisions in the behavioral context.

20

Basic Concepts of Behavior Analysis I

Ms. Ueliton dos Santos Gomes

Introduction to the fundamentals of Behavior Analysis, focusing on basic concepts and behavioral processes. Approach to reflex behavior, stimuli and classes of stimuli, responses and classes of responses. Study of respondent conditioning, including second-order conditioning, generalization and respondent extinction. Differentiation between respondent and operant behavior, introducing basic concepts of operant behavior. Initial exploration of positive and negative reinforcement contingencies, with emphasis on conditioned, unconditioned and generalized reinforcers. First steps in the molecular and molar analysis of behavior, establishing a basis for understanding behavioral interactions.

20

Basic Concepts of Behavior Analysis II

Ms. Lorena Simonassi

Complex behavioral processes. Analysis of reinforcement and punishment contingencies (positive and negative), including conditioned, unconditioned, and generalized punishers. Study of reinforcement schedules, stimulus control, discrimination, generalization, and maintenance of behavior. Discussion of motivating operations and their role in modulating behavior. Analysis of socially and automatically mediated contingencies, as well as introduction to rule-governed behavior and contingency-shaped behavior. Interaction between behavioral and environmental variables, the role of context, conditional discrimination, stimulus equivalence, and related processes.

20

Verbal Behavior / Language I

Esp. Patricia K. Alves de Amorim Bessa

Introduction to the fundamentals of verbal behavior based on Skinner's analysis, with emphasis on its practical applications in ABA. Study of elementary verbal operants (echoic, mand, tact and intraverbal) and autoclitic, exploring their definitions and functions in the context of human communication. Analysis of the verbal community and instructional control as essential variables in the development of verbal behavior. Discussion of rule-governed behavior versus contingency-shaped behavior, highlighting their practical implications in teaching and modifying verbal behavior.

20

Verbal Behavior / Language II

Dr. Viviane Teles Ribeiro Pina

In-depth study of verbal behavior, focusing on more complex processes and their applications in neurodivergent individuals. Exploration of multiple causation and the relationships of functional independence and dependence between verbal operants, highlighting the factors that influence language acquisition and maintenance. Analysis of fundamental elements for the effective teaching of verbal operants and specific strategies to promote functional communication in neurodivergent populations, including adaptive and social skills.

20

Behavior Observation, Recording and Measurement Procedures

Mary Virginia of Carvalho

Exploration of the foundations and practices of observation, recording and measurement of behavior, essential for the application of ABA. Study of behavior measures, including definitions, dimensions and types. Approach to measurement and recording procedures, with a focus on validity, precision and reliability. Presentation of behavioral data graphs and use of record sheets as tools for analysis and decision making. Introduction to the value of data in the intervention process and to graphic visualization modes, addressing types of graph presentation and guidelines for their construction.

20

Single-Subject Experimental Designs and Evidence-Based Practice in Applied Research

Ms. Julio C. Abdala

Introduction to the fundamentals of scientific research and evidence-based practice, with an emphasis on its application in Applied Behavior Analysis (ABA). Discussion of research methodologies and critical analysis of scientific literature to support effective interventions. Study of experimental designs, with a focus on internal and external validity as essential criteria for experiments in ABA. Approach to single-subject designs, including reversal designs, alternating treatments, multiple baseline and criterion shifting. Analysis of within-subject designs frequently used in research, highlighting their practical application. Comparison between within-subject designs and between-group designs, with an emphasis on the use of data for the development of evidence-based interventions.

20

Assessment and Management of Crises and Disruptive Behaviors

Ms. Lucas Alves Landin

Study of strategies to identify, prevent and intervene in crises and disruptive behaviors, with a focus on practical and ethical application. Reflection on the role of the environment and routine in reducing crises. Development of skills for managing critical situations. Analysis of the functions of disruptive behaviors, conducting descriptive and functional assessments, and developing intervention plans. Exploration of differential reinforcement techniques (DRO, DRA, DRI, DRL), extinction and antecedent control. Approach to specific protocols for behaviors such as aggression, self-harm and stereotypies, in addition to the development of positive behavioral support plans. Discussion on collaboration with family members, promotion of generalization and maintenance of results, and ethical considerations in behavioral management.

20

Behavioral Assessments of Developmental Milestones

Esp. Ana Clara Carvalho Penha

Study of behavioral assessment practices to identify existing skills and behavioral deficits, focusing on the practical application and theoretical basis of Applied Behavior Analysis (ABA). Exploration of assessment instruments for general, functional, and daily living skills. The Portage Inventory to identify basic skills and support the planning of educational and clinical interventions. Use of the AFLS (Assessment of Functional Living Skills) protocol to assess and teach functional independence skills in different environments. Introduction to the Vineland Adaptive Behavior Scales to assess adaptive behavior and identify functional deficits. Conducting preference assessments and identifying effective reinforcers, in addition to defining socially significant behavioral objectives and building individualized goals. Introduction to the main assessment protocols for language, learning and social skills, including VB-MAPP (Verbal Behavior Milestones Assessment and Instructional Planning Protocol), for identifying language deficits and planning interventions, and ABLLS-R (Assessment of Basic Language and Learning Skills-Revised), a tool for assessing early academic and social skills.

20

Procedures for Teaching New Behaviors

Esp. Giovanna Freitas

Study and application of ABA-based procedures for teaching new behaviors and skills. Introduction to Discrete Trial Teaching (DTT), with emphasis on motivation and use of conditioned reinforcers. Approach to prompts and hierarchies of cues, instructions and imitation as fundamental teaching strategies. Exploration of modeling and chaining techniques to promote the acquisition of complex skills. Discussion of behavior modification procedures, including the use of token economy systems, group contingencies and contingency contracts. Development of strategies for self-care, production of generalization and maintenance of learned skills.

20

Naturalistic Developmental Behavioral Interventions (NDBIs)

Esp. Jordana Cristine Silva Quintino

Introduction to Naturalistic Developmental Behavioral Interventions (NDBIs), approaches based on principles of Applied Behavior Analysis (ABA) integrated with foundations of child development. Discussion of core features of NDBIs, such as the use of natural settings, responsive and individualized teaching, and focus on the development of social, communication, and cognitive skills. Presentation of evidence-based models, such as Pivotal Response Training (PRT) and the Early Intervention Denver Model (ESDM). Practical approach to implementation strategies, family engagement, and ongoing assessment of therapeutic progress.

20

Assessment and Intervention in Social Skills

Esp. Leticia Martins Ribeiro Candido

Study of assessment and intervention strategies in social skills, with emphasis on evidence-based approaches from Applied Behavior Analysis (ABA). Specific protocols for social skills, such as Socially Savvy, aimed at teaching and measuring social interaction skills, and the SRS-2 (Social Responsiveness Scale) to assess social responsiveness and identify areas of need in interpersonal interactions. Development of intervention plans to improve social responsiveness and promote generalization. Analysis of social competence as an essential factor for the development of effective interpersonal relationships, considering components such as empathy, assertiveness, and cooperation. Introduction to Social Skills Training (SST) as a structured approach for teaching social skills in different contexts. Discussion on planning and implementing socially significant intervention programs in different contexts.

20

PIC/Curriculum Development

Esp. Felipe Moraes Mota

The process of developing, implementing, and monitoring a Behavioral Intervention Plan (BIP) and individualized curriculum, including conducting behavioral assessments using validated instruments, collecting and analyzing data, and defining intervention goals in diverse settings. Individualized procedures for teaching skills, preventing and reducing problem behaviors, and preparing reports and the intervention plan will be explored. The content also includes organizing the intervention team, presenting the plan to family members, conducting periodic reassessments to monitor the effects of the intervention, and ethically communicating changes to the plan. This module prepares professionals to conduct evidence-based interventions, promoting collaboration between teams and families, and ensuring effective interventions aligned with the client's needs.

60

Supervision and Supervised Practice

Fundamentals and models of supervision in Applied Behavior Analysis. Professional ethics in practice and supervision in ABA. Development of observation skills and constructive feedback. Individual and group supervision techniques. Practical application of behavioral principles in real cases. Conducting functional assessments and developing intervention plans. Implementing and monitoring teaching and behavior management programs. Collecting, analyzing, and interpreting data for clinical decision-making. Developing professional communication skills with clients, family members, and other professionals. Discussing and solving problems in complex cases. Supervision on ethical issues and resolving ethical dilemmas. Developing cultural competencies in clinical practice. Self-reflection and continuing professional development. Writing reports and clinical documentation. Interdisciplinary collaboration in supervised practice. Evaluating supervisee progress and providing feedback on performance.

40

TOTAL WORKLOAD

400