<?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>S1413-65382026000100811</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702026v32e0184</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EFEITOS DO BEHAVIORAL SKILLS TRAINING SOBRE O DESEMPENHO DE PROFESSORES PARA APLICAÇÃO DE PROGRAMAS DE ENSINO1]]></article-title>
<article-title xml:lang="en"><![CDATA[EFFECTS OF BEHAVIORAL SKILLS TRAINING ON TEACHERS&#8217; PERFORMANCE IN THE IMPLEMENTATION OF TEACHING PROGRAMS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BATISTA]]></surname>
<given-names><![CDATA[Suellen dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[POSTALLI]]></surname>
<given-names><![CDATA[Lidia Maria Marson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Psicologia ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>32</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382026000100811&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382026000100811&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382026000100811&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A inclusão escolar é um processo social para o qual se faz necessária a formação e o treinamento de profissionais da área da Educação. Considerando que habilidades de leitura são repertórios fundamentais a serem desenvolvidos em estudantes, bem como a necessidade de professores de sala comum planejarem condições de ensino que favoreçam a inclusão dos estudantes do público da Educação Especial, o objetivo deste estudo foi verificar os efeitos do procedimento Behavioral Skills Training (BST) no desenvolvimento de comportamentos de professores na implementação de três programas de ensino: avaliação de preferência; comportamento textual; pareamento entre palavra ditada e palavra escrita, por meio do procedimento de tentativas discretas. Participaram três professoras de turmas do 1º e 2º anos do Ensino Fundamental I de uma escola privada bilíngue. Foi utilizado um delineamento de múltiplas sondagens entre participantes. O BST envolveu instrução, videomodelação, role play e feedback. Os resultados mostraram que o pacote de intervenções BST foi efetivo para a aquisição de comportamentos relevantes das professoras durante os programas de avaliação de preferência, comportamento textual e pareamento entre palavra ditada e palavra escrita. Os resultados demonstram a importância do investimento em estudos que investiguem as variáveis relevantes para a formação continuada de profissionais da área da Educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT School inclusion is a social process that requires the education and training of professionals in the field of Education. Considering that reading skills are fundamental repertoires to be developed in students, as well as the need for general education teachers to plan teaching conditions that promote the inclusion of students from the target audience of Special Education, the aim of this study was to examine the effects of the Behavioral Skills Training (BST) procedure on the development of teachers&#8217; behaviors in the implementation of three teaching programs: reference assessment; textual behavior; and pairing between dictated and written words, using the discrete trial teaching procedure. Three teachers from 1st and 2nd grade classes of a bilingual private Elementary School participated in the study. A multiple-probe design across participants was used. BST included instruction, video modeling, role-play, and feedback. The results showed that the BST intervention package was effective in promoting the acquisition of relevant teacher behaviors during the preference assessment, textual behavior, and matching spoken words to printed words programs. The findings highlight the importance of investing in studies that investigate relevant variables for the continuing education of professionals in the field of Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Behavioral Skills Training]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Ensino por tentativas discretas]]></kwd>
<kwd lng="pt"><![CDATA[Professores.]]></kwd>
<kwd lng="en"><![CDATA[Behavioral Skills Training]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Discrete trial teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher.]]></kwd>
</kwd-group>
</article-meta>
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