Abstract

FAVA, Débora Cristina et al. Interventions with Teachers to Adjust Child Behavior: A Systematic Review of the Literature. Contextos Clínic [online]. 2020, vol.13, n.1, pp. 222-243. ISSN 1983-3482.  http://dx.doi.org/10.4013/ctc.2020.131.11.

Behavior problems and deficits in social skills have been a concern in early childhood education because these affect learning and are predictors of future problems in the social, academic and cognitive settings. However, there are interventions aimed to promote teaching practices that have resulted in greater behavioral adjustment of students. The success of these programs is related to factors intrinsic to their implementation and evaluation. We sought to identify the methodological procedures involved in the evaluation of the process and results of interventions address at preschool teachers, aiming at the behavioral adjustment of the students. Review was developed according to PRISMA, using different bases. The PICO guideline was adopted, being the descriptors problem behavior, classroom, children, intervention and teacher. Were selected 17 studies published in the last 10 years in English. Brazilian research on interventions in this theme and the establishment of an experimental methodology were not observed. In addition, a minority of the studies evaluated the intervention process and, among these, only a few explained the methodology used.

Keywords : intervention; teachers; early childhood education; child behavior.

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