<?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>S1413-65382012000100005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Psicologia e inclusão escolar: novas possibilidades de intervir preventivamente sobre problemas comportamentais.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Aline Maira da]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Enicéia Gonçalves]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>01</numero>
<fpage>53</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382012000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382012000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382012000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No contexto da inclusão educacional, um papel que parece promissor para o psicólogo escolar é o de prestar Consultoria Colaborativa Escolar, atuando em parceria com professores e familiares. O objetivo do estudo foi avaliar os efeitos de um programa de intervenção preventiva, baseado nos modelo de Consultoria Colaborativa Escolar e Suporte Comportamental Positivo, voltado para prevenir e minimizar problemas comportamentais. O estudo foi realizado em três salas de aula do primeiro ano de uma escola municipal de ensino fundamental, localizada no interior do estado de São Paulo, e contou com a participação das três professoras das salas e seus 55 alunos. O estudo foi conduzido em quatro etapas. Na Etapa 1, foram realizados os procedimentos éticos. Na Etapa 2, foi aplicado o Inventário dos Comportamentos de Crianças e Adolescentes 6-18 anos/Relatório para Professores (TRF), junto às professoras. Na Etapa 3, o programa de intervenção preventiva foi implementado e teve como alvo as professoras e os alunos. Por fim, na Etapa 4, o TRF foi reaplicado. Para avaliar o impacto da intervenção, foi aplicado o teste MANOVA nos resultados obtidos. Em relação ao comportamento dos alunos, houve diminuição estatisticamente significativa nos comportamentos do tipo internalizante, externalizante e nos problemas totais. Esse resultado, além de indicar que a aplicação dos modelos de Consultoria Colaborativa Escolar e de Suporte Comportamental Positivo pode ser efetiva, aponta para o fato de que tais modelos podem ser utilizados por psicólogos escolares em intervenções preventivas voltadas para prevenir e minimizar problemas de comportamento na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In an inclusive school environment, an important aspect of the role of educational psychologists that seems promising for educational psychologists is that of rendering Collaborative Consultation in Schools, in partnerships with teachers and families. The purpose of this study was to evaluate the effects of a preventive intervention program, based on the principles of the Collaborative Consultation in Schools and the Positive Behavior Support models, designed to prevent and minimize behavior problems. The study was conducted in three 1st grade classrooms in a public elementary school located in the state of São Paulo, involving participation of three teachers of these classrooms and their fifty-five pupils. The study was carried out in four phases. In Phase 1, the ethical procedures were carried out. In Phase 2, teachers were requested to complete the Child and Youth Behavior Inventory (6-18 years)/Teacher Report Form (TRF). In Phase 3, the preventive intervention program was implemented, targeting and focusing on teachers and pupils. Finally, in Phase 4, the TRF instrument was repeated. In order to assess the impact of the intervention, the MANOVA test was applied to the results. Regarding student behavior, there was a statistically significant decrease in internalizing, externalizing problems, and in total problems. Besides indicating that the implementation of the Collaborative Consultation in Schools and the Positive Behavior Support models can be effective, this result points to the fact that these models can be used by educational psychologists in preventive interventions that target preventing and minimizing behavior problems in school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Consultoria Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Problemas de Comportamento]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Escolar]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Consultation in Schools]]></kwd>
<kwd lng="en"><![CDATA[Behavior Problems]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Educational Psychology]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Psicologia  e inclus&atilde;o escolar: novas possibilidades de inter vir preventivamente sobre problemas  comportamentais.</h2> <h3>Psychology and school inclusion: new ways of  intervening to prevent behavioral problems.</h3>     <p>&nbsp;</p> <h4>Aline  Maira da Silva, Enic&eacute;ia Gon&ccedil;alves Mendes    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRADSHAW]]></surname>
<given-names><![CDATA[C. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Altering school climate through school-wide positive behavioral interventions and supports: findings from a group-randomized effectiveness trial.]]></article-title>
<source><![CDATA[Prevention science]]></source>
<year>2009</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>100-115</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CARR]]></surname>
<given-names><![CDATA[E. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The expanding vision of positive behavior support: research perspectives on happiness, helpfulness, hopefulness.]]></article-title>
<source><![CDATA[Journal of positive behavior interventions]]></source>
<year>2007</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-14</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIER]]></surname>
<given-names><![CDATA[P. A. C]]></given-names>
</name>
<name>
<surname><![CDATA[VUIJK]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[CRIJNEN]]></surname>
<given-names><![CDATA[A. A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Understanding mechanisms of change in the development of antisocial behavior: the impact of a universal intervention.]]></article-title>
<source><![CDATA[Journal of abnormal child psychology]]></source>
<year>2005</year>
<volume>33</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>521-535</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MCCLEAN]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Person focused training: a model for delivering positive behavioral supports to people with challenging behaviors.]]></article-title>
<source><![CDATA[Journal of intellectual disability research]]></source>
<year>2005</year>
<volume>49</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>340-352</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PATERNITE]]></surname>
<given-names><![CDATA[C. E]]></given-names>
</name>
<name>
<surname><![CDATA[JOHNSTON]]></surname>
<given-names><![CDATA[T. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Rationale and strategies for central involvement of educators in effective school-based mental health programs.]]></article-title>
<source><![CDATA[Journal of youth adolescence]]></source>
<year>2005</year>
<volume>34</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>41-49</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RONES]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[HOAGWOOD]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[School-based mental health services: a research review.]]></article-title>
<source><![CDATA[Clinical child family psychological review]]></source>
<year>2000</year>
<numero>3</numero>
<issue>3</issue>
<page-range>223-241</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHERIDAN]]></surname>
<given-names><![CDATA[S. M]]></given-names>
</name>
<name>
<surname><![CDATA[GUTKIN]]></surname>
<given-names><![CDATA[T. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The ecology of school psychology: examining and changing our paradigm for the 21st century.]]></article-title>
<source><![CDATA[The school psychology review]]></source>
<year>2000</year>
<volume>29</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>485-502</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[UPSHUR]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[WENZ-GROSS]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[REED]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A pilot of early childhood mental health consultation for children with behavioral problems in preschool.]]></article-title>
<source><![CDATA[Early chidhood research quarterly]]></source>
<year>2009</year>
<volume>24</volume>
<page-range>29-45</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WARREN]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[School-wide positive behavior support: addressing behavior problems that impede student learning.]]></article-title>
<source><![CDATA[Educational psychology review]]></source>
<year>2006</year>
<volume>18</volume>
<page-range>187-198</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
