Navegando por Assunto "Autism spectrum disorder"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Ensino Intensivo de Tato: efeitos da redução da intensidade na indução de nomeação bidirecional e incidental em crianças com autismo
(Universidade Federal do Pará, 2024-09-12) BASTOS, Isabelly Costa; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201; LOBATO, Andréa Fonseca Farias; http://lattes.cnpq.br/7074169433113207
The consolidation of the Bidirectional Naming (BN) repertoire as the generalized behavioral relation known as Incidental Bidirectional Naming (IBN) is considered fundamental for effective language development. Previous research demonstrated that an intensive tact training (ITT) procedure with 100 trials per day, implemented three times a week, successfully induced both IBN and BN in two autistic children. This study evaluated the effects of a ITT protocol with 50 trials per day, administered three times a week, on the induction of BN and IBN in three autistic children. The participants were exposed to: BN and IBN pre-tests; ITT teaching; BN and IBN post-tests; and BN and IBN generalization and maintenance tests. Results showed that, following ITT with up to three sets of stimuli, only one participant demonstrated BN emergence, while none demonstrated IBN emergence. This study highlights the need for further investigation into parametric variations in ITT implementation, such as the number of trials per day or week, and number of stimulus sets used, also considering aspects such as the participants' initial verbal repertoire, the reinforcing functions of antecedent and social consequence stimuli used, the reinforcing function of observation responses to stimuli, and the impact of requiring or restricting echoic responses.
Acesso aberto (Open Access)
Estratégias metacognitivas no ensino e aprendizagem de ciências para alunos com transtorno do espectro autista
(Universidade Federal do Pará, 2022-10-14) Batista, Rochelle da Silva; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Teaching biological science for students with Autistic Spectrum Disorder (ASD), as well as for other students, should consider activities that encourage the construction of critical thinking and intellectual autonomy, which are important for the full exercise of citizenship in contemporary society. In this context, this study aimed to build an Educational Product (Metacognitive strategies for teaching science to students with ASD: reading and interpreting popular science texts) that made it possible to analyse the limits and possibilities of using certain metacognitive strategies as well as possible contributions to biological science teaching and learning process of students with ASD, having as based on the metacognitive theory proposed by John Flavell. With a qualitative approach, of the participant observation type, activities including reading and comprehensive of texts about the topic of the pandemic were developed. The approach was applied with three students diagnosed with autism spectrum disorder, aged between fourteen and seventeen years of an Educational Assistance Center Specialized, located within a philanthropic institution in Belém/Pará/Brazil. Video recordings of the classes and written records prepared by the students were collected for further analysis. Content Analysis was used, using the metacognitive skills coding structure proposed in recent research on the subject. The results suggest that it is feasible and promising to use metacognitive teaching-learning strategies with students with ASD. It contributed to the establishment of an environment that trigger the dialog and motivate students to acquire and make use of metacognitive skills. In addition to the results presented, this research discusses interesting possibilities for other studies regarding the application of suggestions from the research field of metacognition to educational activities for students with ASD, which are still little explored in our country.
Acesso aberto (Open Access)
Um estudo sobre o uso da tecnologia assistiva no ensino de ciências para alunos com transtorno do espectro autista: criação do aplicativo e software educacional Casulo TEA
(Universidade Federal do Pará, 2022-01-31) PANTOJA, Bianca de Fátima Fonseca Jardim; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806X
This research discusses the process of development and validation of the application and software "Casulo TEA", which targets students with Autism Spectrum Disorder – ASD, the general objective was the creation of the Application and educational software, focused on the process of teaching and learning the theme of the human body. This program functions as an Assistive Technology, as it serves as a tool to support the teaching and learning process in science teaching. Both the application and the software are composed of the phases: skeleton; body parts; accessibility and hygiene. This work is a case study, and a qualitative research, conducted with three students with ASD, nine science teachers and a Psychopedagogist as collaborators, in a federal college in the state of Pará. The investigation had the theoretical contribution of Vygotsky on learning and development; of Mantoan (2011; 2019); of Chiote (2019); Pletsch and Damasceno (2009) and Ferrari (2012) to address the issue of education, from an inclusive perspective; of Mól (2019) to work on Science teaching from an inclusive perspective; of Bersch (2017) and Ávila et al. (2013) on Assistive Technology; and Chassot (2000) for scientific literacy; among others. With this theoretical framework, the author problematizes the teaching and learning process of the curricular component of Sciences, aboute the "Human Body", and performs the validation test, with three students with ASD, with different levels of the disorder. In the elaboration of the "Casulo", it was decided to use multimedia audio and video resources, in order to work attention and concentration of students through sensory resources. The results of the application/validation of the "Casulo TEA" was confirmed, both in relation to its applicability and its functionality, in both results were positive, exceeding expectations, significant results were obtained, as it was verified the relevance of the application and the software for serving as "mediators" of the learning process, since they were very specific, meeting the methodological demands of students with the three different degrees of ASD: severe, moderate and mild. Thus, the "Casulo TEA" assisted students in understanding the object of human body knowledge, because after the use of it, it was found that the students identified hygiene objects, body parts, function and classification of bones. Therefore, the "Casulo TEA" was considered as a tool to support the teaching and learning process for students with ASD. It is believed that these educational products, be able to mediate and enhance the teaching and learning process, assist in the autonomy of students, besides collaborating with the construction of knowledge about the human body for subjects with ASD, who, due to the disorder, have sensory specificities that can affect their body perceptions and their learning process, hence the importance of the work developed from the socio-historical perspective, based on Vygotsky (2001), which advocates the capacity of human learning through language mediation taking into account the cultural relationship of the human being with the world in which it is inserted.