Práticas Interventivas Precoces de Comunicação para crianças com Transtorno do Espectro Autista (TEA): um estudo quase experimental

• Ano de defesa: 2017
• Autor(a) principal: Netto, Marcia Mirian Ferreira Corrêa
• Orientador(a): Nunes, Leila Regina D'oliveira de Paula
• Banca de defesa: Walter, Catia Crivelenti de Figueiredo , Nunes, Débora Regina de Paula , Pletsch, Márcia Denise , Braun, Patricia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Transtorno do Espectro Autista; Estratégias Naturalísticas de Ensino; Práticas Interventivas Precoces; Comunicação Alternativa e Ampliada; Educação; Crianças com transtorno do espectro autista; Prática de ensino
• Palavras-chave em Inglês: Autism Spectrum Disorder; Naturalistic Teaching Strategies; Early Intervention Practices; Alternative and Expanded Communication
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10444

Research carried out in a specialized institution located in the northern part of the city of Rio de Janeiro. The aim of this study was to evaluate the effects of parents 'and professionals' training on the implementation of early interventional communication practices with children with Autism Spectrum Disorder (DSM V, 2014, APA) in the responsiveness of adult participants and children. The research has a quantitative and qualitative character and was developed by means of the almost experimental design in type A-B-C. For its development were used: naturalistic teaching strategies and other strategies to benefit the interaction and favor language development (expressive and receptive) and symbolic play through play activities and the use of cards with pictograms (Alternative and Expanded Communication - CAA). The research is composed of two studies and has the following participants: two young male children and their parents, one institution professional, two research assistants and the researcher as a training agent. For the development of the studies the following materials were used: digital camcorder; photographic camera; notebook; printer; plasticizer; printed excerpts from research chapters (referring to TEA and CAA); spreadsheets for the categorization of variables and for the transcription of interactions, and pictograms (CAA). Diverse toys and educational games were also used. All materials and / or resources have been prepared or purchased in duplicate to offer them to adult participants and to increase their use in other environments and with others. The results of Study 1 indicate positive changes in the responsiveness of the adult and the child participants, verified by the increase of shifts and modalities of responses. In Study 2, the results show a growing tendency: in the responsiveness of the father, in the initiatives of child interaction and in the use of communicative links. The reliability index of study 1 was 95,75% and study 2 was 88,52%. Considering the average of the indices of the two studies, the reliability index of the present study reached 90,21%, being considered reliable. The results suggest the possibility of the contribution of the Early Intervention Practices to leverage the development of communication and language of small children with ASD, enabling them to improve their quality of life and for their families. And it contributes to the reaffirmation: of the relevance of the early intervention with the active participation of the parents in their planning and execution; the urgency of early diagnosis to enable referral to interventions that favor the development of children with ASD, and the implementation of public policies; of the need for the insertion of parents as caregivers, until then almost exclusive role of the mothers, and that planning guarantees the supply of materials and / or resources used to allow the generalization of the behaviors seized in other environments and other interpersonal relationships