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

• Asunción González del Yerro Valdés ^[1] ; Laura Escribano Burgos ^[2] ; María Luisa de Antonio Pérez ^[3] ; Ana Sánchez Rodríguez ^[3] ; Patricia Ruiz Leal ^[3] ; Marta Arellano Lozano ^[3]
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
  2. [2] Asociación Alanda. España
  3. [3] Escuela Infantil Magos. España

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• Localización: Revista Española de Discapacidad (REDIS), ISSN-e 2340-5104, Vol. 7, Nº. 1, 2019, págs. 67-86
• Idioma: español
• DOI: 10.5569/2340-5104.07.01.04
• Títulos paralelos:
  • Positive behaviour support plan in the first cycle of early childhood education
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  • Texto completo (pdf)
• Resumen
  • español

    Este estudio pretende analizar los efectos que tiene el plan de apoyo conductual po-sitivo sobre las habilidades adaptativas, el comportamiento y el desarrollo socioe-mocional del alumnado del primer ciclo de Educación Infantil. Se evaluó la primera variable utilizando el Sistema de Evaluación de la Conducta Adaptativa (ABAS-II) y las dos últimas, el Infant Toddler Social Emotional Assessment (ITSEA). Los resulta-dos mostraron una disminución estadísticamente significativa del comportamiento externalizante (Z=-2,418, p=,016), la falta de regulación (Z=-2,767, p=,006) y otras conductas poco adaptativas (Z=-2,357, p=,018), así como un incremento estadísti-camente significativo de la competencia (Z=-2,959, p=,003), la comunicación (Z=-3,576, p=,000), el desarrollo social (Z=-3,622, p=,000), el ocio (Z=-3,542, p=,000), el autocuidado (Z=-3,361, p=,000), la autodirección (Z=-3,575, p=,000) y la adaptación a la escuela (Z=-3,662, p=,000). Son resultados que muestran la importancia que tiene crear un entorno escolar accesible y la necesidad de apoyar intencionadamen-te el desarrollo de las habilidades adaptativas en esta etapa educativa.

  • English

    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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