Navegando por Assunto "TEA - Transtorno do Espectro Autista"

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Acesso aberto (Open Access)
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)
Emergência de relações auditivo-visuais via treino por CRMTS para crianças diagnosticadas com TEA
(Universidade Federal do Pará, 2017-02-10) CALADO, Jacqueline Iukisa Faustino; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Considering that people diagnosed with autism may have difficulties on auditory stimuli discrimination, making training with auditory specific consequences feasible may help on this repertoire acquisition. This study verified the emergence of auditory-visual control relations after visual-visual training through CRMTS with auditory consequences. Four children diagnosed with ASD with 12 Sentences Reading and Writing previous repertoire participated of this study. Auditory-visual relations with those sentences were tested during baseline (melodies or voices as sample stimuli for sentences construction). Then a visual-visual training was performed (animations as sample stimuli for construction of four from 12 sentences) with auditory consequences (melodies or voices). By the end of each training session, auditory consequences were presented as sample stimulus for 12 sentences construction. Two of four children showed a performance above 80% to auditory-visual relations. Results demonstrate the effectiveness of using CRMTS with auditory consequences for the emergence of auditoryvisual relations with people diagnosed with ASD. Also, they go forward by ensuring classes expansion using specific consequences, high cost responses and sentences.
Acesso aberto (Open Access)
Nomeação bidirecional em crianças com autismo: efeitos dos procedimentos de observação de pareamento de estímulos e instrução com múltiplos exemplares
(Universidade Federal do Pará, 2019-04-05) LOBATO, Juliana Lima; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
There is evidence that Multiple Exemplar Instruction (MEI) and Stimulus Pairing Observation Procedure (SPOP) can induce bidirectional naming (integration of speaker and listener responses) in people with Autistic Spectrum Disorder (ASD). We compared the relative efficacy of MEI and SPOP for establishing bidirectional naming in four children with ASD. We also assessed the relationship between occurrence of echoic responses and naming responses. Only one participant showed emergence of complete bidirectional naming after having undergone the two experimental treatments (first SPOP, then MEI). Two participants demonstrated emergence of the listener component after undergoing SPOP treatment. During the final naming test, the listener component emerged for two participants and one participant increased responses in both components, relative to baseline. Echoic responses showed no relationship with emergence of naming repertoires during bidirectional naming probes, nor with the number of sessions to reach learning criterion. We discuss the added efficacy of presenting both treatments in sequence and the importance of using reinforcing stimuli in procedures aimed at teaching bidirectional naming.