Navegando por Autor "NASCIMENTO, Paulyane Silva do"

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Comportamentos de crianças com transtorno do espectro autista com pares nos contextos de educação musical e recreio escolar
(Universidade Federal do Pará, 2013-03-05) NASCIMENTO, Paulyane Silva do; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217; SILVA, Simone Souza da Costa e; http://lattes.cnpq.br/9044423720257634
The present study investigated personal characteristics, environmental and behavioral factors that may enable or impede/prevent the social interaction of children with ASD with their peers. Were analyzed the benefits of music education context as a promoter of this interaction. To organize the issuance of these forms of behavior, were elaborated the "Protocol observation of behaviors of children with Autism Spectrum Disorder (ASD) with their peers". The study investigated two children, male, diagnosed with ASD, of the Garden I, of the regular schools of the city of Belém/PA. The children were six and five years old, respectively, and were matriculated in percussion’ classes in Music’s School from Belem/PA. Three sessions were analyzed at regular school environment (during recreation), lasting 20 min each; and 8 sessions in the context of music education (lessons percussion), 30 minutes each. The results showed that the behaviors among children with ASD and their peers occurred in both contexts occurred in both contexts, however reaching higher frequency in the context free (regular school / recreation). As to the benefits of music education, The participant 1 (6 years), whose profile was marked by the acceptance of physical contact, and a search for persons, obtained the increase of functional initiative's behaviors and decreased of non-functional's responses. Observed it was also the occurrence of functional initiatives through repetitive behaviors, indicating that this peculiarity could do helping the child to approach and interact with peers. Already the participating 2 (5 years), with a profile marked by touch, emotional expression appropriate to the context, and social reciprocity (though occasionally), we observed a strong influence of the adult in the child's behavior. This influence was positive (to reduce the emission of non-functional behaviors) and negative (when had the high assist disregarding the child's strengths and hindering its interaction with peers). We conclude that given the low frequency of such behaviors, we cannot say that the changes are related exclusively to this environment, but only to the contiguity of the possibilities represented by the profile of the child and openness of each context for the expression and stimulation of these capabilities, as well as for the provision of tools to permit the seizure or reinforce behaviors conducive to social interaction.
Acesso aberto (Open Access)
Comportamentos de crianças do espectro do autismo com seus pares no contexto de educação musical
(2015-03) NASCIMENTO, Paulyane Silva do; ZANON, Regina Basso; BOSA, Cleonice Alves; NOBRE, João Paulo dos Santos; FREITAS JUNIOR, Aureo Deo de; SILVA, Simone Souza da Costa
The Autism Spectrum Disorder (ASD) is characterized by impairments in the areas of social interaction, communication, behavior and sensory processing. Aspects related to difficulties in social interaction repertoire, as well as strategies to help them behave more adequately have been widely studied. Among these strategies, those using music have received attention. The present study aims to investigate the benefits of music education to the social interaction of children with ASD, with their peers, focusing on both the quality and frequency of these behaviors. Two ASD children, aged 5 and 6 years respectively, who attended a percussion class group, participated in the study. The Demographics and Development information enabled the children´s profiles to be drawn. The social interaction behaviors were coded using a Behavioral Observation Protocol during 8 sessions (240 minutes). The results suggest that both tended to increase initiatives and spontaneous responses and to decrease non-functional behaviors as the sessions progressed. It was found that stereotypies were used by the ASD children when attempting to interact with others, albeit sporadically. The role of context, of the children's profile and of adult behavioral management of children in promoting interactions was highlighted.