<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382021000100322</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0125</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Atitudes Sociais de Agentes Educacionais em Relação à Inclusão e à Formação em Análise do Comportamento Aplicada]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Attitudes of Educational Agents Towards Inclusion and Training in Applied Behavior Analysis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BENITEZ]]></surname>
<given-names><![CDATA[Priscila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PAULINO]]></surname>
<given-names><![CDATA[Vanessa Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA JR.]]></surname>
<given-names><![CDATA[Ailton Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DOMENICONI]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OMOTE]]></surname>
<given-names><![CDATA[Sadao]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC Centro de Matemática, Computação e Cognição ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Curso de Licenciatura em Educação Especial ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Psicologia Programa de Pós-Graduação em Psicologia]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af9">
<institution><![CDATA[,Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Estadual Paulista Faculdade de Filosofia e Ciências Departamento de Educação Especial]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100322&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As atitudes sociais dos agentes educacionais podem influenciar o desenvolvimento de práticas inclusivas no contexto escolar. Considerando os principais desafios da inclusão escolar de estudantes com Transtorno do Espectro Autista (TEA) na rede regular de ensino, esta pesquisa teve como objetivo avaliar atitudes sociais de agentes educacionais formais e informais em relação à inclusão antes e após um programa de formação em Educação Especial e Inclusiva fundamentado na Análise do Comportamento Aplicada. Participaram 52 agentes educacionais. O programa foi composto por encontros de discussões teóricas, atividades práticas e leitura dirigida sobre Educação Especial e Inclusiva e sobre estratégias analítico-comportamentais para intervenção. As atitudes sociais em relação à inclusão foram mensuradas por meio da Escala Likert de Atitudes Sociais em relação à inclusão antes e após a formação. O teste de Wilcoxon apontou diferença estatisticamente significante entre os escores do pré-teste e pós-teste (p = 0,003). Foram discutidas as implicações do programa formativo proposto sobre as possibilidades de desenvolvimento de um ambiente escolar inclusivo, uma vez que essa capacitação resultou em atitudes sociais mais favoráveis dos cursistas em relação à inclusão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The social attitudes of educational agents can influence the development of inclusive practices in the school context. Considering the main challenges of school inclusion of students with Autism Spectrum Disorder (ASD) in the regular school system, this research aimed to evaluate the social attitudes of formal and informal educational agents concerning inclusion, before and after a program of training in Special and Inclusive Education, based on the Applied Behavior Analysis. Fifty-two educational agents participated. The program was composed of meetings for theoretical discussions, practical activities, and guided reading on Special and Inclusive Education and analytical-behavioral strategies for intervention. Social attitudes toward inclusion were measured through the Likert Scale of Social Attitudes toward Inclusion before and after the training. Wilcoxon's test revealed a statistically significant difference between the pre-test scores and post-test scores (p = 0.003). The implications of the proposed training program on the possibilities for the development of an inclusive school environment were discussed, since this training resulted in more favorable social attitudes of the educators toward inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Análise do Comportamento Aplicada]]></kwd>
<kwd lng="pt"><![CDATA[Atitudes sociais]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Agentes educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista]]></kwd>
<kwd lng="en"><![CDATA[Applied Behavior Analysis]]></kwd>
<kwd lng="en"><![CDATA[Social attitudes]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Educational agents]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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