Desenvolvimento de uma intervenção lúdica com lego® education para promover habilidades sociais em crianças com TEA

• Ano de defesa: 2020
• Autor(a) principal: Angelis, Luciana Oliveira de
• Orientador(a): Schwartzman, José Salomão
• Banca de defesa: Teixeira, Maria Cristina Triguero Veloz , Duarte, Cintia Perez
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Centro de Ciências Biológicas e da Saúde (CCBS)
• País: Brasil
• Palavras-chave em Português: transtorno do espectro do autismo; tea; intervenção; crianças; habilidades sociais; lego® education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/27923

The LEGO® therapy is a targeted intervention protocol for the promotion of communication and social interaction, aimed at children and adolescents with ASD. In original configuration, participants are encouraged to build a LEGO® model together, in a structured game, where each of them plays a role with specific functions and rules. The objective of the research was to develop, based on the international literature, a protocol for the application of a play based intervention using LEGO® education materials in a systematic way, aiming to develop social skills in the researched population. The participants were 8 children, between 5 and 7 years old with clinical diagnosis of ASD, according to the standard protocol of the laboratory of autism spectrum disorders Mackenzie University. All participants were assessed for severity of ASD using the CARS scale (childhood autism rating scale), assessment of adaptive functioning by the Vineland Scale 2nd Ed., assessment of motor coordination using the DCDQ-3 scale (the developmental coordination disorder questionnaire) and performance of executive functions established using the IFERA I scale (inventory of difficulties in executive functions, regulation and aversion for adult delay). The development of the protocol included planning of the ethical aspects, preparation of materials and structuring of procedures based on the international literature on therapy with LEGO®. The intervention sessions lasted an average of 40 minutes and were applied by the researcher, twice a week at TEAMack laboratory, totaling 12 meetings. The study is a series of case studies, in which the results were analyzed by video coding clips from sessions to check the feasibility of the intervention method, the indicators of social skills acquired throughout the process, comparing baseline, intervention and follow-up sessions for each participating child. The results reveal that after the intervention period with structured play, all children showed improvement in social interaction and reported satisfaction with the activity, as well as an increase in the number of overall interactions, which remained even in the follow-up session. It was not identified that the roles played have determined higher or lower response rates, demonstrating that the dynamics of the activities and the different roles played are complementary in such a way that they contribute to the results of the intervention as a whole. This study shows that this protocol can be a promising intervention and low cost for social skills in children with ASD.