Navegando por Assunto "Transtorno do Espectro Autista"

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Acesso aberto (Open Access)
Abordagem de ensino e aprendizagem para estudantes com Transtorno do Espectro Autista no ensino superior: “Tecendo Perspectivas na Aprendizagem Invertida”
(Universidade Federal do Pará, 2021-12-17) PAIXÃO, Ivanir da Silva; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842
The increasing demand of students with Autistic Spectrum Disorder entering higher education has changed the educational scenario and fostered important discussions about the need for inclusive education and the use of adequate pedagogical/methodological materials for teaching this specific public. By reflecting on these needs, considering the scarcity of teaching material and attempting to contribute to the inclusion of the ASD students in higher education, we based this research on the following question: How to assist university professors on the process of teaching ASD students? The main purpose of this research is to create a teaching material composed by guidelines and methodological strategies which are based on active teaching and learning methodologies. In this context, we developed an educational product named TEAr. It consists of a pocket book for university professors that focuses on teaching students with Autistic Spectrum Disorder. It was based on the guiding principles of active teaching-learning methodologies; hence it proposes an adaptation of inverted learning in order to meet the main educational needs of ASD students. In order to elaborate the product, we carried bibliographical research on active teaching-learning methodologies applied to teaching students with ASD, the public policies for inclusion on general and inclusion of ASD university students specifically, and the academical characteristics of students with ASD by working with reports from the university students themselves. After conducting the bibliographic research and analyzing the reports, we created the project’s proposal. The proposal was submitted to the evaluation of a experts’ panel, which consisted of 3 different representations: a teacher, a student with ASD, and a UFPA’s mentor. The goal was to collect suggestions and make adjustments. After the contribution of multiple perspectives, the final version of TEAr was considered suitable to be used by university professors who teach undergraduate students.
Acesso aberto (Open Access)
Discriminações auditivo-visuais e a emergência de tatos em crianças com Transtorno do Espectro Autista: uma replicação sistemática
(Universidade Federal do Pará, 2021-09-08) CARVALHO, Rhayssa Fernandes da Silva; SILVA, Flávia Teresa Neves; http://lattes.cnpq.br/9875105389453993; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
Establishing auditory-visual conditional discriminations is a key step in protocols for teaching children with Autism Spectrum Disorder (ASD). However, there is a variety of procedures that have been used for teaching this repertoire. Recently, Fisher et al. (2019) showed that procedure package (which included 'conditional only' discriminative training, use of echoic response as a differential observation response, identity-match prompt with progressive delay, and error correction) favored the learning of auditory-visual discriminations in four children with ASD, and the emergence of tacts of the visual stimuli for two of them. The present study performed a systematic replication of Fisher et al. (2019), removing initially the requirement for echoic responses from the procedure package, in order to evaluate the role of this component in the acquisition of auditory-visual discriminations and tacts in children with ASD. A multiple baseline across stimuli design was used. The results showed that echoic response requirement was necessary for the participants to learn most of the auditory-visual discriminations, and that two participants presented emergence of tacts to some of the visual stimuli. The procedure package efficiency on teaching listener responses, possible treatments interference effects, component analysis, and the role of echoic on the emergence of tacts are discussed.
Acesso aberto (Open Access)
Ensino de operações básicas com jogos a uma estudante com transtorno de espectro autista (TEA)
(Universidade Federal do Pará, 2024-05-24) OLIVEIRA, Luiza Barros; MANFREDO, Elizabeth Cardoso Gerhardt
Acesso aberto (Open Access)
Ensino intensivo de tato e a indução de comportamento verbal em crianças com Transtorno do Espectro Autista
(Universidade Federal do Pará, 2023-12-04) KEUFFER, Sara Ingrid Cruz; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The present doctoral thesis consists of: 1) a systematic literature review that analyzed experimental studies evaluating the effect of Intensive Tact Instruction (ITI) on the induction or increase of verbal repertoires, and 2) an experimental study that investigated the effect of ITI on the induction of Full Naming (FN - emergence of speaker and listener responses to objects/events after mere incidental exposure to their names) and Bidirectional Naming (BN - speaker responses to objects/events are taught, and listener responses to these objects/events emerge, and vice versa) in children with Autism Spectrum Disorder (ASD). The systematic review analyzed 10 studies, describing the participants' profiles, environment, and experimental design, parameters of independent variable implementation, results, effect size of the independent variable (Tau-U), and the methodological quality (MQ) of the studies. It was found that the majority of studies: a) were conducted with children with ASD in schools with an analytical-behavioral basis, using a multiple-probe design between participants; b) implemented ITI with 100 daily tact trials (5 times per week), with five sets of stimuli; c) showed positive results for the induction/expansion of tacts (with Tau-U from moderate to strong), mixed results for intraverbals (with Tau-U from weak to moderate), and no effect for mands (small Tau-U); and d) had adequate MQ. No study adequately assessed the effect of ITI on the induction of NC or BN. Three children with ASD participated in the experimental study. After implementing ITI with three sets of stimuli, two children showed emergence and generalization of BN and FN (one of them maintained both repertoires, and the other maintained BN). The third child showed emergence of BN and the listener component in FN tests. The results are discussed in light of the current literature.