Navegando por Autor "GAROTTI, Marilice Fernandes"

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Acesso aberto (Open Access)
Intervention in autism: social engagement implemented by caregivers
(2015-04) SANTOS, Adrine Carvalho dos; GAROTTI, Marilice Fernandes; RIBEIRO, Ivete Furtado; BOSA, Cleonice Alves
To become involved in states of social engagement with their caregivers is a core deficit of children with autism. This study verified the effectiveness of an intervention with caregivers for the promotion of social engagement in their children with autism. The interactions of seven dyads were video recorded before, during and after the intervention in order to record the duration of eleven states of the children’ attention engagement, coded as social engagement (SE) or non-social engagement (NSE). Eight hours of intervention were divided into meetings with all the caregivers and into individualized monitoring. After the intervention, significant differences were observed regarding the increase of SE and in the decrease of NSE and these gains were maintained at follow-up. The increase in SE was positively associated with the degree of caregivers’ adherence to the treatment. We conclude that short duration interventions can qualify caregivers as competent mediators to increase social engagements.
Acesso aberto (Open Access)
Tecnologias no ensino de crianças com paralisia cerebral
(2014-03) OLIVEIRA, Ana Irene Alves de; ASSIS, Grauben José Alves de; GAROTTI, Marilice Fernandes
Cerebral palsy is a chronic condition characterized by a predominantly sensory-motor dysfunction involving disturbance in muscle tone, posture and voluntary movement. The aim of this study was to investigate the effect of computerized procedures for teaching conditional relationships with pictures and words printed on generalized recombinational reading with four children. All steps were developed using assistive technology (AT), with the Desenvolve ® software for teaching basic prerequisites. Then, training and reading tests with technology derived from the paradigm of stimulus equivalence were carried out. The results provided evidence that the teaching procedure used promoted generalized recombinational reading of new words. The procedures used suggest that the systematic manipulation of the smaller units than words may be a promising strategy for developing reading recombination, combining the paradigm of equivalence with exercises and AT resources in order to contribute and promote inclusive education of students with CP, expanding their social interactions and downplaying their academic difficulties.