Navegando por Assunto "Autism Spectrum Disorder"

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App Nortear: protótipo de aplicativo educacional como apoio ao docente que atua com discente com Transtorno do Espectro do Autismo no Ensino Superior
(Universidade Federal do Pará, 2024-02-15) FERREIRA, Juliene de Sousa; COUTO, Danielle Costa Carrara; http://lattes.cnpq.br/4583227212550116; https://orcid.org/0000-0003-3810-1686; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/2301685130625189
The right to academic inclusion of Autism Spectrum Disorder (ASD) students is provided in Brazilian state policies and legislation. Its implementation, and the increase of students with ASD enrolled in Higher Education, as a result, the educational scenario has changed. This student faces several adaptation obstacles due to their specific needs and teachers have difficulties in dealing with these students in the classroom. In these terms, the objective of this research was to develop an educational mobile application prototype (app) to support teaching practices in the classroom with students with ASD in Higher Education. This is an applied research, field survey, quantitative and qualitative, using semi-structured interviews, with teachers who have already had experience with students with ASD in Higher Education and an online questionnaire with the multidisciplinary team of the Accessibility and Inclusion Centers (NAI ) from UFRA and UFPA. Among the central authors of this research are: Tardif (2014), who understands that knowledge is acquired from personal experiences; Pimenta, Anastasiou and Cavallet (2003), who study teaching in Higher Education presupposing reflection and evaluation of practices; Kenski (2012) and Moran (2015), who argue that education can be mediated by technology and Pressman (2016) who states that an app provides support to users in solving problems. The study was also supported by official documents and legislation regarding ASD. To develop the app prototype, we used the evolutionary process model with prototyping as a methodological reference with the main steps: gathering requirements; agile planning; project modeling; prototype development; validation from eight specialist judges in Special Education and feedback on functions. The application named APP NORTEAR was developed using the Figma, Kodular platforms version: 1.5B.3 - Fenix, Canva, Draw.io and Trello. A high-fidelity prototype was developed, with the following contents: Understanding ASD, suggestions for pedagogical practices, relevant guidelines and Accessibility and Inclusion Centers. Based on the evaluations of the expert judges, it was possible to validate the content, functionality and usability of the app. In the judges' assessment, important suggestions were made and will allow the development of new versions. The evaluation results allow us to affirm that the developed application prototype has the potential to support the practice of teachers without training in academic inclusion to work with students with ASD.
Acesso aberto (Open Access)
Treinamento de pessoas no desenvolvimento de habilidades de intervenção analítico-comportamental ao TEA
(Universidade Federal do Pará, 2024-12-16) CASTRO, Ravi Moreira Lima de; MARTINS, Tatiana Evandro Monteiro; http://lattes.cnpq.br/7616890300950792; https://orcid.org/0000-0002-5270-1912; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024; https://orcid.org/0000-0002-1306-384X
Autism Spectrum Disorder (ASD) is characterized by persistent deficits in communication and social interaction, alongside repetitive and restricted patterns of behavior, interests, or activities. The refinement of diagnostic tools for ASD has led to a rise in the prevalence of cases, creating a growing demand for qualified professionals to support this population. However, the supply of trained professionals has not kept pace with demand, resulting in inadequate access to quality care. There is a pressing need to assess the effectiveness of various training methods (both in-person and remote) for professionals and family members who work with individuals on the spectrum. A key first step is to identify the diverse training formats that have been utilized. Subsequently, it is important to evaluate the effectiveness of these methods and the specific skills they aim to teach. This doctoral dissertation aimed to map the different training procedures that have been empirically researched for teaching professionals and parents to implement Applied Behavior Analysis (ABA)-based interventions for individuals diagnosed with ASD (Study 1). Additionally, an experimental study was conducted to assess the effectiveness of a remote training model, Interactive Computer Training (ICT), specifically for teaching Descriptive Functional Assessment—a skill that is relatively underexplored in remote training (Study 2). Study 1 systematically reviewed literature on training methods for professionals and caregivers to apply behavior-analytic interventions for ASD. The findings indicated that all modalities analyzed—such as in-person, hybrid, remote, and manual-based training—were effective in teaching evidence-based ABA procedures. However, remote and manualbased training formats demonstrated the best outcomes, with remote technologies showing the highest efficiency. While Study 1 found that both manual and ICT-based training models are effective, it highlighted the need for further research to explore additional repertoires relevant to clinical behavior analysis in ASD. Therefore, Study 2 expanded the investigation by focusing on ICT's effectiveness in teaching the Descriptive Functional Analysis repertoire. Participants included four undergraduate psychology students and one dental professional. The data indicated that ICT was effective in teaching the target repertoire, with all participants meeting the learning criterion by the end of the study. Two participants required additional feedback to reach the criterion. These findings reinforce previous research, suggesting that ICT-based training is effective, but that professional supervision from a behavior analyst remains essential to ensure proper assessment and support during training.
Acesso aberto (Open Access)
Ver-o-autismo: protótipo de aplicativo educacional sobre Transtorno do Espectro do Autismo para estudantes de Psicologia
(Universidade Federal do Pará, 2024-01-26) SILVA, Rosine Lima; COUTO, Danielle Costa Carrara; http://lattes.cnpq.br/4583227212550116; https://orcid.org/0000-0003-3810-1686
The aim of this work is to develop Ver-o-autismo, a prototype of a mobile application for psychology students in training, who undertake clinical internship as part of their curriculum or extracurricular activities, with the intention of enhancing their skills in understanding and intervening in the context of Autism Spectrum Disorder.. To achieve the defined objective, the work was divided into three phases: 1) In the first phase, a literature review was conducted on the use of mobile technologies as a teaching-learning tool, the use of microlearning as a methodological proposal for the development of Ver-o-autismo application content, key concepts related to Autism Spectrum Disorder, and psychologist training in Brazil within this context; 2) The methodological path for the application's construction was then outlined, including the development of microcontent based on cues described by Buchem and Hamelmann (2010). Prototyping was carried out on the Figma platform, and tool development was implemented on the Android Studio platform version Flamingo 2022.2.1.20, using Java and HyperText Markup Language (HTML). Two requirements surveys were conducted through a Google Forms questionnaire to map the audience's interests and a review of related products on the Google Play Store to evaluate features of other existing applications on the subject; 3) In the final phase, the achieved results and their analysis were described, presenting the product and its main screens, along with its evaluation by six judges using the Learning Object Review Instrument (LORI) scale created and validated by Nesbit, Belfer, and Leacock (2009). Judges were selected from two specific groups, internship supervisors, and psychology students. The evaluation results demonstrate that the Ver-o-autismo application has the potential to fulfill the proposed objective. In the review of related products, no other applications with similar objectives to those developed in this work were found. This reinforces the uniqueness of the Ver-o-autismo application and its potential for innovation in Higher Education. Identified limitations are related to the scarcity of content focused on the diagnosis and intervention in adults and the elderly. In the presented perspective, it is believed that Ver-o-autismo has formative potential and offers significant contributions to the training of psychologists interested in working with individuals with autism. Thus, it provides an opportunity for a more committed and qualified involvement in this field.