Behavioral Analysis and its Relationship with the Social Skills of Children with Autism Spectrum Disorder (ASD).

Abstract

This study aimed to understand how a behavioral approach favors the development of interaction skills in children with Autism Spectrum Disorder (ASD) enrolled in early childhood education. To this end, a bibliographic review was conducted, focusing on scientific production from 2010 to 2022 in the Special Education Journal of the Federal University of Santa Maria (UFSM) in Rio Grande do Sul. Subsequently, with this material in hand (where general and specific data were highlighted), four articles were selected to address this work. Rereading all of them, it was possible to perceive many different strategies applied to this specific group of children. It was concluded that, for each objective, there were many differentiated intervention practices, seeking to find the best results. In short, it is essential that the inclusion process be based on objective studies conducted, with differentiated intervention practices, in order to achieve success in this and other areas. As a suggestion, teachers should use the well-known strategies of Applied Behavior Analysis (ABA) as a methodological basis. However, this research identified that this approach was not widely used by educators who usually work with this group of children. From this point of view, this work closed this parenthesis, to encourage other people to contribute articles and give other directions to future readers, students and educators in this fascinating and emblematic bias.