Sistema de actividades inclusivas basadas en la economía de fichas para mejorar las conductas disruptivas en estudiantes neurodiversos del primer año de EGB en la Escuela de Innovación UNAE.

Abstract

Disruptive behaviors are increasingly common in classrooms, regardless of the educational level, so it is crucial to intervene appropriately in order not to affect the teachinglearning process. This research focuses on improving these behaviors in neurodiverse students. The general objective is to propose a system of inclusive activities based on the token economy to improve disruptive behaviors in neurodiverse students in the first year of EGB from the learning areas at the UNAE School of Innovation. Neurodiversity and disruptive behaviors are theoretically based, with the authors assuming definitions, importance, characteristics and classification. The methodology has a qualitative approach, supported by an interpretive paradigm, through a single case study being the first year of EGB. For data collection, techniques such as participant observation, interviews, documentary analysis and bibliographic review are implemented, using instruments such as field diaries, observation guides and interview guides. The analysis and interpretation of data allows us to characterize disruptive behaviors such as screaming, tantrums, and failure to follow instructions, reflected in the triangulation of data. The proposal focuses on the design of a system of inclusive activities based on the token economy to improve disruptive behaviors. Next, the results of the partial application and validation by specialists are presented, where it was agreed that the proposal is effective, is contextualized, and could have positive results within the classroom, thus allowing for an optimal environment for the teaching-learning process.