NATURALISTIC BEHAVIORAL INTERVENTION IN THE SCHOOL CONTEXT: APPLICATION OF CPRT FOR CHILDREN WITH ASD AT DIFFERENT LEVELS OF SUPPORT

Abstract

This article proposes an intervention model based on Applied Behavior Analysis (ABA), with an emphasis on the Classroom Pivotal Response Teaching (CPRT) methodology, aimed at the early childhood education of children with Autism Spectrum Disorder (ASD) in the three levels of support (1, 2 and 3). The model articulates structured and naturalistic practices, promoting the teaching of communicative, social, emerging academic skills and functional autonomy in school contexts. The intervention structure involves individualized functional assessment, planning based on personalized lesson plans (CPRT Lesson Plan), and strategies adjusted to the specific needs of each child, including the use of natural reinforcers, variation of instructions, visual support and augmentative communication. The article also discusses the importance of continuing education for education professionals and collaborative action between school, family and therapeutic team. Based on theoretical contributions from ABA, neurodiversity and naturalistic interventions, the model aims at effective, respectful and responsive inclusion, contributing to the meaningful learning and global development of children with ASD in early childhood.