In an inclusive school environment, an important aspect of the role of educational psychologists that seems promising for educational psychologists is that of rendering Collaborative Consultation in Schools, in partnerships with teachers and families. The purpose of this study was to evaluate the effects of a preventive intervention program, based on the principles of the Collaborative Consultation in Schools and the Positive Behavior Support models, designed to prevent and minimize behavior problems. The study was conducted in three 1st grade classrooms in a public elementary school located in the state of São Paulo, involving participation of three teachers of these classrooms and their fifty-five pupils. The study was carried out in four phases. In Phase 1, the ethical procedures were carried out. In Phase 2, teachers were requested to complete the Child and Youth Behavior Inventory (6-18 years)/Teacher Report Form (TRF). In Phase 3, the preventive intervention program was implemented, targeting and focusing on teachers and pupils. Finally, in Phase 4, the TRF instrument was repeated. In order to assess the impact of the intervention, the MANOVA test was applied to the results. Regarding student behavior, there was a statistically significant decrease in internalizing, externalizing problems, and in total problems. Besides indicating that the implementation of the Collaborative Consultation in Schools and the Positive Behavior Support models can be effective, this result points to the fact that these models can be used by educational psychologists in preventive interventions that target preventing and minimizing behavior problems in school.
Special Education; Collaborative Consultation in Schools; Behavior Problems; School inclusion; Educational psychology
