Los eventos contextuales asociados a la ocurrencia de las conductas problemáticas en entornos escolares

• CORTINA SERRA, Alba ^[1] ; SIMÓ PINATELLA, David ^[2] ; MUMBARDÓ ADAM, Cristina ^[2] ; GÜELL GUBIANAS, Marga ^[3] ; JONES, Edwin ^[4] ; Kathy Lowe
  1. [1] Universitat de Vic

     Universitat de Vic

     Vich, España

     
  2. [2] Universitat Ramon Llull

     Universitat Ramon Llull

     Barcelona, España

     
  3. [3] AMPANS
  4. [4] University Health Board

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• Localización: Siglo Cero: Revista Española sobre Discapacidad Intelectual, ISSN 2530-0350, Vol. 47, Nº 4, 2016, págs. 45-56
• Idioma: español
• DOI: 10.14201/scero20164744556
• Títulos paralelos:
  • Contextual events related to the occurrence of challenging behavior in educational settings
• Enlaces
  • Texto completo
• Resumen
  • español

    Las conductas problemáticas que presentan las personas con discapacidad intelectual (DI) influyen negativamente en su calidad de vida. Los principios derivados del análisis conductual aplicado subrayan la relación existente entre dichas conductas y el entorno donde se desarrollan. Este estudio explora aquellas variables de antecedentes relacionadas con la ocurrencia de las conductas problemáticas que presentan los alumnos de primaria de una escuela de educación especial mediante un instrumento de evaluación funcional indirecta: el “Inventario de Evaluación del Contexto”. Un total de 17 alumnos participaron en el estudio en el que se evaluaron 25 conductas problemáticas. Los resultados identifican las variables “sociales/culturales” y las de la “naturaleza de la tarea o la actividad” como aquellas más asociadas a la ocurrencia de las conductas problemáticas. Finalmente, se discuten los resultados del artículo en relación a sus implicaciones prácticas y de cara a futuras investigaciones, subrayando la importancia de la prevención y la creación de entornos educativos universales.

  • English

    Challenging behaviors (CB) displayed by people with intellectual disabilities (ID) have a negative effect on their quality of life. The operant theory principles emphasize the relationship between these behaviors and the environment where they take place. This study aimed to identify the contextual variables that are closely related to the occurrence of CB exhibited by children who attend a special school by using an indirect functional assessment instrument; the Contextual Assessment Inventory. Therefore, 17 students have participated in this study where a total of 25 behaviors have been assessed. The results suggested that the social/cultural and the nature of the task or activity categories were more strongly associated with the occurrence of CB. Finally, results are discussed in terms of implications for practitioners. Future researches might address the importance of prevention and universal educational systems.

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