Intervenção no controle inibitório de crianças com TEA por meio de jogo eletrônico

• Ano de defesa: 2024
• Autor(a) principal: Spada, Julia Camatta
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Psicologia; Centro de Ciências Humanas e Naturais; UFES; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: Transtorno do Espectro Autista (TEA); Funções executivas; Controle inibitório; Autorregulação emocional; Autorregulação comportamental; Jogo eletrônico; Psicologia
• Link de acesso: http://repositorio.ufes.br/handle/10/18310

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder and among its characteristics, there is impairment in executive functions, affecting the planning and regulation of emotions and behaviors. Playful intervention strategies have shown benefits in improving these skills, such as games. The proposal of this work was to describe how inhibitory control, emotional and behavioral self-regulation are presented in children with ASD level 1 of support during intervention with electronic games. Fifteen children aged between 8 and 12 years participated in the research. The instruments used were the Childhood Autism Rating Scale (CARS), NO CONTROLE+ game as pre and post intervention measures, Gwakkamolé game as intervention instrument, Observational Record and Interview. The procedure was divided into seven meetings: 1) one meeting for pre-intervention evaluation; b) four intervention meetings with Gwakkamolé; c) one meeting for post-intervention evaluation and d) one meeting for interview with parents or caregivers. The data were analyzed qualitatively and quantitatively, through calculation of Clinical Significance, Content Analysis of the interviews and Categorization of the observed behaviors. In the post-intervention, most participants increased their number of correct answers in relation to the pre-intervention evaluation in the inhibitory control measure through the NO CONTROLE+ instrument. In the CARS, all participants decreased their scores, with an average difference in the total score of 4.5 points, with Intellectual Response showing the greatest decrease. Throughout the intervention, positive emotional and socialization behaviors increased, negative emotional behaviors decreased and behavior inhibition were observed in the last sessions. The intervention was clinically significant, with four participants showing reliable positive change. A question was asked to verify the participants' understanding of the adaptation strategies and no participant was able to make conceptual elaborations about the game. Finally, in the interview, the parents/caregivers had some difficulty in identifying changes that occur in their children's daily lives, but when guided on how and where to observe and when having to give examples, they were able to have a greater perspective of change. The aspects in which these changes occurred were speed in performing tasks, changes at school, attention, engagement and concentration in daily tasks, autonomy, flexibility, communication and interaction, games and inhibition of behaviors. Participants generally obtained gains in terms of socialization, adaptation to changes, cognitive flexibility and self-regulation, as well as inhibitory control. Through an intervention with games in a playful way, it was possible to improve skills for children with ASD who participated in this study, such skills were also perceived by parents and caregivers in other contexts