Navegando por Assunto "Autism"

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Aplicação de um programa de ensino de leitura e construção de sentenças para crianças com autismo
(Universidade Federal do Pará, 2016-09-28) PAIXÃO, Glenda Miranda da; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Autism Spectrum Disorder (ASD) is characterized by significant disturbances in communication, social interaction and other children's behavior. These disturbances may restrict the development of equivalent stimulus classes, which may hinder the development of repertoires such as reading and writing. To prevent or remedy difficulties in developing these repertoires, behavior analysis studies have applied the Constructed Response Matching to Sample (CRMTS) procedure, in which is required pairing response to the model from the selection of stimuli that compose it. Using this procedure, a series of three studies were conducted with three children diagnosed with ASD, in which were gradually taught to build words and sentences of two to five components and tested the textual reading and reading with comprehension and, as well as the construction of new sentences. The stimuli used were visual and auditory responses and the observation and selection responses got along from the touch on the computer screen. Two children showed textual reading and comprehension, in addition to the widespread construction of three and five terms sentences, showing maintenance of the repertoire after fifteen and thirty days. One child showed textual reading and comprehension, and general construction of sentences with two terms. A fourth participant was exposed to the teaching procedure, which is applied by the mother, showing textual and comprehension reading, and general construction of sentences with five terms, also demonstrating maintenance. The data indicate that there was equivalence classes and ordinal classes formation, maintaining these repertoires even after a period without exposure to tasks for children diagnosed with ASD.
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Autismo infantil: proposições para minimizar impactos do impactos enfrentado pelos pais
(Universidade Federal do Pará, 2014-01) GAIA, Carlos
This paper discusses the characterization of infantile autism. The aim is to contribute to proposals that seek to minimize impacts of autistic disorder faced by parents. It is a subject still little known and tentatively studied by experts from various segments of society, especially in educational institutions and health. Its main characteristics are the serious impairment of the development of reciprocal social interaction skills, communication skills and presence of behaviors, stereotyped interests and activities. The text is of great relevance to the field of education by discussing a behavioral disorder that affects the relationship between subject and autistic family, school and other social segments. The data come from studies with reflective Theoretical Foundation from literature sources in theoretical physical and virtual, motivated from the subject taught in the course of graduate-level academic master
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Avaliando a alteração da função de faces via equivalência de estímulos e pareamento de estímulos tipo respondente (ReT) em crianças com TEA
(Universidade Federal do Pará, 2020-04-28) BORDA, Gisell Andrea Díaz; SILVA, Álvaro Júnior Melo; http://lattes.cnpq.br/8960291779730857; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X
Children with atypical development may have deficient face observation behavior. This deficit may explain, in part, some of their difficulties in social interaction and acquisition of complex behavior such as the verbal repertoire. The present dissertation explored the effect of two types of procedures: equivalence-based instruction and stimulus pairing, on the alteration of face functions measured by preference tests for human faces figures and duration of human face observation responses in social tests. The behavioral processes involved in face observation responses in children diagnosed with Autism Spectrum Disorder (ASD) were researched in the two studies presented here. Experiment I, evaluated the effect of equivalence-based instruction on the potential transfer of function from preference figures items to figures of human faces and properly human faces. Three children diagnosed with ASD participated in the study. A Pre-test and post-test design was used, with multiple baseline temporal controls, divided into three phases: a) Pre-test: assessment of the choice responses and face observation, b) Intervention: equivalence class formation via identity matching with class-specific consequences, c) Post-test: repetition of measurements made in Pre-test phase. Results demonstrated that, despite the difficulty in documenting the emergence of conditional relations that prove properties of equivalence relations (only symmetry was obtained for two of the three participants), changes in choice responses to figures of human faces was evidenced in two participants. One of the participants showed also changes in social tests. However, in the reinforcement phase of the conditional relations of this study, there was pairing between stimuli: access to a high magnitude preference item is preceded by the presentation of a visual stimulus (figures of human faces). Therefore, Study II assessed the possible effect of this pairing alone on the function of faces in children diagnosed with ASD. Two children who did not participate in Study I took part in Study II. An intra-subject design comparing Pre-test and Post-test measures was implemented, organized in a multiple probe schedule between participants, divided into three phases: a) Pre-test; b) Intervention: respondent-type (ReT) pairing between pictures of faces and highly preferred item and between an abstract figure and a lower preferred item, and c) Post-test: repetition of Pre-test measures as described in Study I. Study II, therefore, was complementary to Study I. The results in Study II show alteration of responding to faces in preference tests and social tests for one of the two participants. The data obtained in this dissertation add basic research knowledge to identify behavioral processes involved in the human facial observational responses, as well as provide relevant information to the area of Applied Behavior Analysis to the intervention of children who have difficulties in attention to faces. The procedures explored point to the use of methodological strategies to alter the function of the faces and show the potential of the stimulus equivalence paradigm in altering observation responses.
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Classes de equivalência e expansão de repertórios verbais autoclíticos em crianças com diagnóstico de autismo
(Universidade Federal do Pará, 2015-03-26) KATAOKA, Katarina Dias; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
The possible identity between equivalence relations and functional classes is consistent with the proposal that all elements arbitrarily related in the contingence can participate in the classes. This proposal makes it feasible obtaining equivalence relations properties via three-term contingencies. Additionally, the applied potential of class formation procedures in advancing verbal repertoires in children diagnosed with autism remains underexplored. The present dissertation includes two studies. Study 1 investigated stimulus class formation (via procedure of repeated reversals of simple discrimination [RRDS] using compound class-specific consequences) and the junction of classes formed via RRDS with classes formed via MTS. In Study 2, RRDS and MTS procedures with compound class-specific consequences, were used to produced formation/expansion of arbitrary classes "female / male" and the productivity of verbal relations including linguistic coordination of gender. Participants were two children diagnosed with autism. In Study 1, RRDS training with ABC and BCD stimulus sets was performed, besides “tests for functional class formation”; “test for equivalence relations AD, BD and DC”, “arbitrary MTS training DE and tests for ED and EC relations”; “tests for functional class formation BCDE”. Both participants showed evidence of class formation. The data obtained with both participants confirm the expansion of classes. This set of data suggests that findings documenting functional and equivalence classes reflect the same behavioral phenomena (substitutability of arbitrarily related elements) via different procedures. In Study 2, the stimuli were pictures of objects and stimuli "a" and "o" which were related to the classes "masculine" and "feminine". RRDS were processed with stimulus sets ABCDE, besides “MTS AF”, “tests in the context of simple discrimination with stimulus sets BCDEF”, and “generalization tests” (tasks that simulated the educational context) to check the formation of classes in other contexts and with new stimuli. The results showed the establishment and incorporation of new stimuli in classes "masculine" and "feminine" and expansion of classes. The accuracy of results in productivity test was above 90%, indicating that performance obtained in class formation procedure remained accurate when stimulus control tasks were presented in new ways, more similar to academic tasks. This type of result encourages the use of such procedures in the construction of complex stimulus control of education programs with children diagnosed with autism.
Acesso aberto (Open Access)
Crianças com transtorno do espectro autista: os desafios do cuidado e tecnologias cuidativas na ótica dos profissionais de saúde
(Universidade Federal do Pará, 2023-11-08) SILVA JÚNIOR, Marco Antônio Mesquita da; POLARO, Sandra Helena Isse; http://lattes.cnpq.br/7875594038005793; https://orcid.org/0000-0001-5026-5080
Autism Spectrum Disorder (ASD) is a behavioral syndrome with developmental, behavioral and social interaction disorders. Care technologies, used by the multidisciplinary team, are strategies that seek to promote satisfactory results in social interaction, behavior and breaking stereotypical routines. The study aims to reveal the challenges that permeate the care of health professionals who care for children with ASD and to learn about the care technologies used in the care of health professionals who care for children with ASD. This is a descriptive study with a qualitative approach, carried out between July and August 2023. 17 health professionals were interviewed. The data were analyzed from the perspective of Bardin's content analysis technique and processed by the software Interface de R pour les Analyzes Multidimensionnelles de Textes et de Questionnaires. The results of processing the Iramuteq software identified 6 classes and, through semantic grouping, three thematic categories emerged: “Techniques and strategies used in the intervention and behavioral management of children with ASD”; “Challenges in providing care to children with ASD” and “Role of the family in caring for children with ASD: Challenges, Acceptance and Overcoming”. It is concluded that it is essential to adopt multidisciplinary approaches, which integrate techniques, technologies, specialized clinical care, family support and integration into the social context, to promote comprehensive care for children with ASD.
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Efeitos do uso de histórias infantis sobre o reconhecimento de expressões faciais de emoções em crianças com autismo.
(Universidade Federal do Pará, 2017-01-26) LIMA, Anne Abreu de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Between the deficits in communication and social interaction often observed in individuals with autism, highlights the difficulty in recognizing facial expressions of emotion. This is one of the most important skills for social interactions are effective, studies have sought to develop teaching procedures of this competence. This study aimed to evaluate the efficacy of the use of children's stories, in training for the recognition of facial expressions of emotion in children with autism. The study included six children diagnosed with autism, at mild to moderate with age between 6 to 7 years. The procedure consisted of five phases: Pre-Testing, Training, Post-Test, Test of generalization and Follow-Up. It was used in the pre and post-test 40 stimuli composed of drawings and photographs of faces (of different ages and races) with four different facial expressions - happiness, sadness, anger and fear. The pre-test and post-test consisted of 10 attempts. In each trial were presented four different stimuli with the four expressions and it was required that the participant pointed to figure with the words requested. In training were used 20 stories, five on each one of the expressions. The stories were submitted and, after, was asked to participant pointing the figure corresponding to words highlighted in history. The test of generalization was composed of video presentation of four stories (one of each facial expression). After watching the video was requested to participant pointing to the figure corresponding to words highlighted in the video. The Follow-up consisted in the production of the test of generalization, four weeks after the application of the first test. The criterion of change of Pré-Teste to the training was 70% of errors and the training for the post - Test to test the generalization was 90%. The results showed that all participants did not identify facial expressions of emotion in the pre-test, but began to recognize them after training and showed widespread performance of recognition of emotions in the test of Generalization. I Follow - up only participants P1, P2, P3, and P6 maintained the test performance of generalization. These results indicate that the use of children's stories is a feature of play - effective teaching to teach the recognition of facial expressions of emotion to children with autism.
Acesso aberto (Open Access)
Ensino de Mandos para Autistas: Revisão Sistemática e Análise da Relação com Nomeação Bidirecional e Incidental após Ensino Intensivo de Tato
(Universidade Federal do Pará, 2025-06-30) MARTINS, Jade Cristine Trindade; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Applied. Applied Behavior Analysis has sought to develop instructional technologies for teaching verbal behavior, with the mand being the most studied verbal operant. Verbal behavior may be absent or poorly developed in the repertoire of autistic individuals, especially when considering learning in natural environments. Mand training promotes functional communication and reduces interfering behaviors, as demonstrated by the growing body of research on the subject. Although still underexplored, the emergence of generalized mands may be related to the establishment of the integration of listener and speaker repertoires, characterized as the bidirectional naming behavioral relation. Considering gaps identified in both the reviews of mand training and the investigations on the emergence of mands and their relationship with listener-speaker integration, two independent studies were designed. Study 1 consists of a systematic review of 176 studies on mand training for autistic individuals, published up to 2020, aiming to categorize and analyze the relationships among participant profiles, intervention components, and outcomes. Most studies were conducted in school settings, included participants up to 10 years old with pre-existing verbal repertoires. The most frequently used independent variables (IVs) were differential reinforcement and prompting for response emission, manipulation of the motivating operation, and functional communication training. The most frequent dependent variable was item-specific mand. Studies on the emergence of mands without direct training were scarce. Different procedures for mand induction were cataloged, with the presentation of the reinforcer being the most commonly used. Most studies were at least partially effective in promoting mand acquisition. A more detailed analysis of the relationship between participant profiles and the effectiveness of the IVs is recommended. Study 2 investigated the effects of Intensive Tact Instruction (ITI) on the nduction of mands, bidirectional naming (BN- where teaching listener responses results in the emergence of speaker responses, and vice versa), and incidental bidirectional naming (IBNwhere incidental exposure to the names of objects/events results in the emergence of listener and tact responses for those stimuli). It also aimed to analyze potential relationships among these repertoires. ITI involved 100 teaching trials per session for three stimulus sets from five categories, including images of preferred items. Mands, BN, and IBN repertoires were tested before and after ITI for each stimulus set. All participants demonstrated mands; two participants demonstrated both BN and IBN, while one demonstrated BN and the listener component of IBN. The relationship among these repertoires is discussed, as well as the need for more detailed studies on this topic.
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Introduções ao sistema de numeração decimal a partir de um software livre: um olhar sócio-histórico sobre os fatores que permeiam o envolvimento e a aprendizagem da criança com TEA
(Universidade Federal do Pará, 2018-05-12) NASCIMENTO, Iêda Clara Queiroz Silva do; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
Children with autism spectrum disorder (ASD) have provided great challenges to the formation process of the teachers who teach them in the elementary education, who, in turn, are instigated to discover how to involve them in the proposed activities, enhancing bonds that will not only strengthen the learning process and the interaction with the other students, but also building strategies that provide the broadening of knowledge as well as the enhancement of the learning of the content taught in the classroom. The research, whose aim was to analyze evidence of children with ASD involvement and learning during the lessons that introduce the decimal numbering system (DNS), was developed in the Inclusive Education Laboratory at the Mathematic and Scientific Education at the Federal University of Pará (UFPA), considering the contributions of the sociocultural theory, in order to answer the question “which factors stand out from the involvement and the learning of a child with ASD in activities that introduce the DNS under the lens of the sociocultural theory?”. The theoretical basis, supported by Vygotsky’s defectology treaties, together with the emphasis given by several authors who discourse about the learning and the development processes based on the socio-historical theory, endorse how fast people with that deficiency learn and develop themselves. This research consists of a case study of the learning situations of a 3rd grade elementary child with autism who, in a virtual environment, making use of a free software, elaborates answers to the themes that introduce the DNS. The involvement presented by the learner, from the beginning to the end of this research, echoes the reflexive ways provided by the Information Technology (IT), in which the daily routine, in the different nuances that the environment, the culture and the life are inserted, enables the interlacing of a context that allows the analysis of a math teaching distanced from the customized and idle programs lacking daily life actions, and reaffirms a math teaching close to the learner’s reality also providing pleasure and involvement during the construction of the activities proposed.
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Livro infantil multiformato em sistema pictográfico: lançando a semente da inclusão pela via literária, em estudo com professores e seus alunos com TEA
(Universidade Federal do Pará, 2023-12-05) LAGO, Mara Rita Araújo; PIRES, Yomara Pinheiro; http://lattes.cnpq.br/5304797342599931; https://orcid.org/0000-0001-7724-6082; TRUSEN, Sylvia Maria; http://lattes.cnpq.br/1704721088122823
Children with autism, for the most part, need specific mediation and adaptations that can contribute to their learning, among them the following stand out: the multiformat children's book, studied in this research. Thus, the following research question was addressed: how is the adapted book an important tool to contribute to communication, as observed by the researcher and the professors? This study aims to describe the interaction between children and the multiformat children's book, based on the observations made explicit by the teachers in the research questionnaire. The methodology employed consists of a qualitative approach, the data collection occurred through documentary and bibliographic research and online and face-to-face questionnaires, carried out in a school, in early childhood education, in the municipality of Castanhal Pará, involving as subjects, teachers and their autistic students. The results of this work showed how multiformat children's books can help teachers in the methodological aspects in relation to storytelling for their students with autism, stimulating them in communication, understanding the plot of the narrative that permeates the story, having a positive scope, contributing to broaden their development and learning.
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Macroindicadores qualitativos de inclusão e a alteridade na escolarização de estudantes com TEA
(Universidade Federal do Pará, 2024-08-08) DIOMEDES, Maria Eduarda Matos; ROCHA, Carlos José Trindade da; http://lattes.cnpq.br/7815926450187234; https://orcid.org/0000-0001-5172-9182
This research aims to analyze how the quality of care occurs in special education through the use of macro indicators in the dimensions of Pedagogical and Learning Strategy, and also, School Management, paying attention to relationships of otherness among students with Autism Spectrum Disorders (ASD) in municipal public schools in Castanhal-Pará, aiming at inclusive education. We opted for a qualitative approach and descriptive and exploratory characteristics. As a procedure for data collection, observation and interviews were used using self-administered questionnaires, with the participation of 09 (nine) teachers working in the Specialized Educational Service (SES) room and 07 (seven) managers. A set of qualitative indicators structured into two dimensions was established: 1) Pedagogical and Learning Strategies and 2) School Management. These dimensions made it possible to reach the proposition of 10 (ten) macro indicators. The results indicated that dimension 1 is in an initial phase of development, revealing that there is a need for greater initial support and school adaptation, even given the understanding by educators of the appreciation and establishment of relationships of otherness in the schooling of students with ASD, with the need for more effective and multidisciplinary collaboration between professionals offering health services. In dimension 2, the macro indicators point to signs of initiation of the implementation of inclusive practices, highlighting the lack of physical adequacy of the school environment and the need for changes in awareness on the part of educators as critical areas to be addressed. The research reveals both advances and challenges in promoting inclusive education for students with autism, given a growing number of ASD enrollments in the network, which has accompanied the reality at national level, but there is a need for a joint effort to guarantee an inclusive, equitable education that is more attentive to relationships of otherness, where all students can have access to quality education regardless of their particularities, in municipal public schools.