Sistema de actividades basado en pictogramas para la reducción de conductas disruptivas en una estudiante con trastorno del espectro autista (TEA) de la Unidad Educativa Especial Manuela Espejo

Abstract

Disruptive behaviors can affect coexistence, both in the family environment and in the academic environment, they are behaviors that can occur as: not obeying orders, presenting frustration, anxiety, opposition to the teacher, both physical and verbal aggressions, so the general objective of the curricular integration work is to propose a system of activities based on pictograms to reduce a student's disruptive behaviors, which answers the following question ¿How to reduce the disruptive behaviors of a student with TEA in the eighth year of basic general education of the Manuela Espejo Special Education Unit? For the conduct of this research the interpretative hermeneutic paradigm is taken into account, the single case study with a qualitative approach was considered as a method. For the collection of information, techniques and instruments were used to facilitate our research process, the techniques used are: observation, interview with the teacher and mother, bibliographic review and documentary review, each with its respective instrument: field diary, interview guide, bibliographic systematization sheets and documentary review. They served as support for the collection of data and to carry out a respective analysis of our categories, giving strength and rigor through the theoretical foundation. Therefore, through our research we seek to reduce these behaviors so that the student can relate to her environment, working continuously with the family and teacher, it is necessary that the system of activities be used consistently to obtain favorable and short-term results.