Desenvolvimento da comunicação e linguagem de crianças com transtorno do espectro autista por meio do método Dhaca

• Ano de defesa: 2024
• Autor(a) principal: Freitas, Fernanda Aparecida Ferreira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Autismo; Linguagem; Comunicação; Socialização; Comunicação alternativa; Autism; Language; Communication; Socialization; Alternative communication; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/33831

Introduction: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder defined by a neurobiological condition characterized by the presence of severe and invasive impairments in the areas of social interaction and communication. Some individuals with ASD require support from alternative communication systems to assist with interaction and communication. Augmentative and Alternative Communication (AAC) promotes communicative possibilities through the integrated use of symbols, resources, strategies and techniques. Objectives: to describe the effects of applying an Augmentative and Alternative Communication method (DHACA) on the language development of children with ASD. Method: The sample consisted of 12 children diagnosed with ASD who underwent 20 speech therapy sessions mediated by the DHACA method. The children's language was analyzed in two stages, before and after the therapy sessions. Three protocols were used, the Autism Treatment Evaluation Checklist – ATEC (RIMLAND; EDELSON, 1999), which was applied with the children's guardians, the Protocolo de Avaliação da Comunicação no Transtorno do Espectro do Autismo- ACOTEA-R (MONTENEGRO, 2020) and the Childhood Autism Rating Scale-CARS (SCHOPLER; REICHLER; RENNER, 1986), was answered by the therapists. The data were statistically analyzed. Results: Statistically significant results were found regarding the form of communication and communication skills. We were able to observe that some children developed orality through the use of the method and were able to expand their form of communication, including expansion of morphosyntactic, lexical, communicative functions and dialogue, demonstrating a positive gain in linguistic skills in the researched group. Conclusion: The majority of children who received language intervention mediated by the DHACA method showed an evident evolution in their linguistic levels and expansion of their communicative repertoire.