Competência social em pré-escolares com transtorno do espectro autista um estudo de intervenção no município de Santa Inês – MA

• Ano de defesa: 2019
• Autor(a) principal: LEITE, Emanuelle Santiago Monteiro
• Orientador(a): ZAQUEU, Livia da Conceição Costa
• Banca de defesa: ZAQUEU, Livia da Conceição Costa , ANJOS, Elisa Maria dos , SILVEIRA, Francisca Morais da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: Transtorno do espectro autista; Competência social; Família; Avaliação do desenvolvimento; Inclusão educacional
• Palavras-chave em Inglês: Autistic spectrum disorder; Social competence; Family; Developmental evaluation; Educational inclusion
• Área do conhecimento CNPq: Educação Especial
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/3008

The aim of this study was to develop intervention strategies focused on the Social Competence of children with ASD, in the context of social interactions and collaborative work with teachers, parents and school caregivers. To this end, an intervention research was conducted at the Mãe Preta Preschool in Santa Inês-MA. Participants were two male children diagnosed with ASD, their mothers, as well as two teachers and two caregivers / school tutors. We used three instruments for data collection: interview of sociodemographic and developmental data of the child, performed with the mothers; free observation, carried out in the school environment and assessment of the behavioral and developmental profile of children by means of a test applied with the Revised Psychoeducational Profile (PEP-R). The test data were treated based on the scores of the instrument manual score tables and related to the data obtained through free observation and interview with the mothers. Thus, we constitute quantitative and qualitative data analysis in summary tables and sustained interpretation in content analysis. Interviewing sociodemographic and child development data revealed the chronological age of boys - 6 years and 5 months for Child1, and 5 years and 4 months for Child2. The age of development obtained for both cases was 2 years and 5 months and 3 years and 6 months respectively. Evaluation data suggest delays in neuropsychomotor development. The results indicate that, specifically in the case of Children2, the time of the break was the most conducive for observing the development of Social Competence. While in the case of Children1, the most favorable place for the development of Social Competence was the family environment. Child1 presented expressive deficits in all areas of the Development Scale while Child2 presented expressive motor deficits that interfere with the acquisition of social and cognitive skills in the other areas. An educational product linked to the dissertation was developed. A didactic-pedagogical notebook that describes the steps of action research, as well as the methods, resources and strategies for encouraging and developing social competence with a collaborative focus. It is concluded based on the theoretical foundation, related studies and research results that the developmental profile of Social Competence presented by each child of the present study is imbricated in the motricity in its affective (emotion) and praxis (cognition) dimensions. This corroborates the evidence of failures in affective connections as the primary deficit in the disorder.