Intervenção precoce: programa de leitura para crianças com e sem autismo

• Ano de defesa: 2021
• Autor(a) principal: Muller, Katia Fabiane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/0013000017z77
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Leitura dialógica; RECALL; TEA (Transtorno de Espectro Autista); Intervenção domiciliar; Dialogic reading; Home intervention; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/23995

The scientific literature reveals the promising effects of Dialogic Reading (DL) on the reading comprehension of children with typical and atypical development. Studies also point to the effectiveness of involving primary caregivers as intervention agents in treating children with autism. This study aimed to evaluate the effects of a reading program that employs Dialogic Reading (DL) principles on the reading comprehension of a 3-year-old child with Autism Spectrum Disorder (ASD) and a 4-year-old with typical development. Using a quasi-experimental intra-subject research design, the effects of a DL protocol, employed by the mothers, on the children's responses were evaluated. The study was carried out at the residence of the dyads. Autoscopy was used as a training strategy for caregivers, who learned to use the proposed DL protocol. The results revealed that: (a) caregivers learned to implement the protocol with their children; (b) children with typical development showed an increase in the frequency of correct answers and interaction initiatives; (c) the child with autism became more responsive; and (d) the protocol was positively evaluated by the caregivers. Adaptations to the protocol as well as its limitations are discussed.