Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional

• Ano de defesa: 2017
• Autor(a) principal: Souza, Renata do Monte Ferreira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Educação inclusiva; Autismo; Terapia ocupacional; Estratégias sensoriais
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/46838

Recent studies have indicated a high incidence of Sensory Processing Disorders (SPD) in subjects with Autism Spectrum Disorder. As a consequence of the high prevalence and the impact on the functionality of these individuals, the sensorial alterations were included by the DSM V as one of the symptomatologic characteristics of such disorder. Seeking to minimize the behaviors resulting from SPD, the intervention referenced in the Sensory Integration approach has been used by occupational therapists in the clinical setting. However, it is essential that strategies based on theory of sensory integration be proposed in the child's common and natural environment, such as the school. Based on these assumptions, the present research was developed, aiming to analyze the effects of sensory strategies on the maladaptive behavior of a student with ASD in the regular classroom. The research was carried out in a Federal public school, in the city of Natal / RN. The study comprised a student with autism, enrolled in the 2nd year of elementary school, and two female teachers of the referred student participated in this study. The instruments used in the research were Sensory Processing Measure; semi-structured interview script for parents and teachers; and field diary. The research utilized the quasi-experimental intrasubject design, type A-B. The general procedures of the research were developed in three phases: 1) institutional agreements, 2) evaluation, and 3) experimental phase. The experimental phase consisted of baseline, intervention and follow-up. The intervention was structured in three moments: 1) teacher training, 2) selection of sensory strategies, and 3) application of sensory strategies. The findings were discussed from the following axes: 1) student sensorial profile characterization, 2) effects of the collaborative formation with the teachers, 3) application of the sensorial strategies by the teachers, and 4) effects of the sensorial strategies on the student maladaptive behavior. After the research was completed, the social validity procedure was performed. The quantitative and qualitative results of the study indicated positive effects on teacher training, which was developed through collaborative consultation between the occupational therapist and teachers, as well as in the use of sensory strategies and responses of the student. It was thus concluded and highlighted the importance of the work of the occupational therapist based on collaborative consulting, on the inclusive educational context, as well as the need to carry out other studies to validate such practice.