Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/15793 |
Resumo: | Augmentative and Alternative Communication (AAC) aims to expand the communicative possibilities of people with complex communication needs, in which their abilities to dialogue and to make themselves understood are impaired. Requiring visual and/or gestural graphic resources that complement or replace compromised or absent oral language. Alternative communication has, above all, the need for competent and proactive interlocutors with attitudinal accessibility (regarding the perception of the other and free from prejudices, stigmas, stereotypes and discrimination) so that there is a real interest in the communicative development of the person who does not have functional speech, going much further, therefore, of the only recursive approach in relation to its users. Autism Spectrum Disorder (ASD), according to the DSM-V, is a neurodevelopmental condition that is characterized by socio-communicative impairments and the presence of repetitive and stereotyped behaviors. The new definition emphasizes the correlation between deficits in social skills and communication deficits. The present study identify how the interactions between a non-verbal student with ASD and his teachers occurred in the school and verify if the offer of his AAC resource, with direct instructions to both, regent and support teachers, could contribute to the advancement of participation in the school context.The type AB study took place in an elementary school in the city of Ribeirão Preto - SP. Participants in the Baseline and Intervention were: a 10-year-old student with ASD and user of the Alternative Communication Program PECS-Adapted, at the beginning of phase 4 in this program. And his four teachers from regular school. The frequencies of student/teacher communicative interactions were collected during 21 minutes of daily observations during regular classes of the participating teachers with the participating student present. The communicative interactions that occurred without the Alternative Communication resource were observed and, from the fifth observation session, the student's Alternative Communication resource was inserted. The resource used in the intervention followed Incidental Teaching strategies to take advantage of natural communicative situations during the observed contexts and that provided direct engagement of the student and the participating teachers with the CAA. It was desired with this, to provide a strategy of Continuing Education to teachers on the benefits of AAC. The results showed a decrease in conduct disorders associated with the student and positive behavioral changes by teachers as interlocutors after the intervention with Alternative Communication. Thus, the study can contribute as an account of strategies that can strengthen the performance of teachers involved in the schooling of students with ASD and enrich the inclusive experience in this context. |
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Reis, Henrique de CandiaLourenço, Gerusa Ferreirahttp://lattes.cnpq.br/1474728505225459http://lattes.cnpq.br/1225346739608914f0a117cc-626b-4e10-8073-974874550ad72022-04-01T19:27:01Z2022-04-01T19:27:01Z2021-10-18REIS, Henrique de Candia. Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea. 2021. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15793.https://repositorio.ufscar.br/handle/ufscar/15793Augmentative and Alternative Communication (AAC) aims to expand the communicative possibilities of people with complex communication needs, in which their abilities to dialogue and to make themselves understood are impaired. Requiring visual and/or gestural graphic resources that complement or replace compromised or absent oral language. Alternative communication has, above all, the need for competent and proactive interlocutors with attitudinal accessibility (regarding the perception of the other and free from prejudices, stigmas, stereotypes and discrimination) so that there is a real interest in the communicative development of the person who does not have functional speech, going much further, therefore, of the only recursive approach in relation to its users. Autism Spectrum Disorder (ASD), according to the DSM-V, is a neurodevelopmental condition that is characterized by socio-communicative impairments and the presence of repetitive and stereotyped behaviors. The new definition emphasizes the correlation between deficits in social skills and communication deficits. The present study identify how the interactions between a non-verbal student with ASD and his teachers occurred in the school and verify if the offer of his AAC resource, with direct instructions to both, regent and support teachers, could contribute to the advancement of participation in the school context.The type AB study took place in an elementary school in the city of Ribeirão Preto - SP. Participants in the Baseline and Intervention were: a 10-year-old student with ASD and user of the Alternative Communication Program PECS-Adapted, at the beginning of phase 4 in this program. And his four teachers from regular school. The frequencies of student/teacher communicative interactions were collected during 21 minutes of daily observations during regular classes of the participating teachers with the participating student present. The communicative interactions that occurred without the Alternative Communication resource were observed and, from the fifth observation session, the student's Alternative Communication resource was inserted. The resource used in the intervention followed Incidental Teaching strategies to take advantage of natural communicative situations during the observed contexts and that provided direct engagement of the student and the participating teachers with the CAA. It was desired with this, to provide a strategy of Continuing Education to teachers on the benefits of AAC. The results showed a decrease in conduct disorders associated with the student and positive behavioral changes by teachers as interlocutors after the intervention with Alternative Communication. Thus, the study can contribute as an account of strategies that can strengthen the performance of teachers involved in the schooling of students with ASD and enrich the inclusive experience in this context.A Comunicação Alternativa e Ampliada (CAA) visa a ampliação de possibilidades comunicativas de pessoas com necessidades complexas de comunicação, em que suas habilidades para diálogo e de fazer-se entender encontram-se prejudicadas. Necessitando de recursos gráficos visuais e/ou gestuais que complementem ou substituam a linguagem oral comprometida ou ausente. A comunicação alternativa tem, antes de tudo, a necessidade de interlocutores competentes e proativos com acessibilidade atitudinal (referente à percepção do outro e despido de preconceitos, estigmas, estereótipos e discriminações) para que haja real interesse no desenvolvimento comunicativo da pessoa que não dispõe de fala funcional, indo muito além, portanto, da abordagem apenas recursiva em relação aos seus utilizadores. O Transtorno do Espectro do Autismo (TEA), conforme o DSM-V, é uma condição neurodesenvolvimental que se caracteriza por comprometimentos sociocomunicativos e pela presença de comportamentos repetitivos e estereotipados. É ressaltada, na nova definição, a correlação entre déficits de habilidades sociais e déficit de comunicação. O presente estudo teve por objetivo identificar como ocorreram as interações entre um aluno com TEA não verbal e seus professores de referência no ano letivo e verificar se a oferta do seu sistema de CAA, com instruções diretas aos professores regentes e de apoio, poderia contribuir com o avanço na participação no contexto escolar. O estudo do tipo AB ocorreu em uma escola de Ensino Fundamental da rede municipal de Ribeirão Preto – SP. Foram participantes na Linha de Base e Intervenção: um aluno de 10 anos com TEA e usuário em início da Fase 4 do Programa de Comunicação Alternativa PECS-Adaptado e seus quatro professores do ensino comum. Coletaram-se as frequências de interações comunicativas aluno/professores durante 21 minutos diários de observações ao longo das aulas regulares dos professores participantes com o aluno participante presente. Observaram-se as interações comunicativas ocorridas sem recurso de CAA e, a partir da quinta sessão de observação, houve a inserção do recurso de CAA do aluno. A Intervenção de uso do recurso seguiu estratégias de Ensino Incidental para o aproveitamento de situações comunicativas naturais dos contextos observados e que proporcionassem engajamento direto do aluno e dos professores participantes com a CAA. Esperou-se, com isso, proporcionar uma estratégia de Formação Continuada aos docentes sobre os benefícios da CAA. Os resultados mostraram diminuição dos distúrbios de conduta associados ao aluno e mudanças comportamentais positivas dos professores enquanto interlocutores após a intervenção com a CAA. Assim, o estudo pode contribuir como um relato de estratégias que podem fortalecer a atuação dos professores envolvidos na escolarização de alunos com TEA e enriquecer a experiência inclusiva nesse contexto.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducação especialTranstorno do espectro do autismoInclusão escolarComunicação alternativa e ampliadaPECS-adaptadoSpecial educationEducational inclusionAutism spectrum disorderAugmentative and alternative communicationAdapted PECSCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOOs efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com TeaThe effects of formative actions in mediated interactions by alternative communication by students with Asdinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis600600d0d4788c-13fc-495f-88f3-6db14403519dreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/15793/6/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD56ORIGINALVersão ATUAL março 2022 REVISADO 31 mar 22.pdfVersão ATUAL março 2022 REVISADO 31 mar 22.pdfapplication/pdf2862571https://repositorio.ufscar.br/bitstream/ufscar/15793/5/Vers%c3%a3o%20ATUAL%20mar%c3%a7o%202022%20REVISADO%2031%20mar%2022.pdfa3f7c35410617d24d48c94ae553cf10eMD55Modelo carta autorização para autodepósito Henrique.pdfModelo carta autorização para autodepósito Henrique.pdfapplication/pdf136858https://repositorio.ufscar.br/bitstream/ufscar/15793/4/Modelo%20carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito%20Henrique.pdfb3483ce2b7bac311347ce386ce838064MD54TEXTVersão ATUAL março 2022 REVISADO 31 mar 22.pdf.txtVersão ATUAL março 2022 REVISADO 31 mar 22.pdf.txtExtracted texttext/plain229260https://repositorio.ufscar.br/bitstream/ufscar/15793/7/Vers%c3%a3o%20ATUAL%20mar%c3%a7o%202022%20REVISADO%2031%20mar%2022.pdf.txtb4445d9cd5d9b64f23e6689adfef9209MD57Modelo carta autorização para autodepósito Henrique.pdf.txtModelo carta autorização para autodepósito Henrique.pdf.txtExtracted texttext/plain1884https://repositorio.ufscar.br/bitstream/ufscar/15793/9/Modelo%20carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito%20Henrique.pdf.txt641fe50b38ef8285d1eff85a6dda8504MD59THUMBNAILVersão ATUAL março 2022 REVISADO 31 mar 22.pdf.jpgVersão ATUAL março 2022 REVISADO 31 mar 22.pdf.jpgIM Thumbnailimage/jpeg7194https://repositorio.ufscar.br/bitstream/ufscar/15793/8/Vers%c3%a3o%20ATUAL%20mar%c3%a7o%202022%20REVISADO%2031%20mar%2022.pdf.jpg44444fbf46b39447ec9f4f7783b84ad4MD58Modelo carta autorização para autodepósito Henrique.pdf.jpgModelo carta autorização para autodepósito Henrique.pdf.jpgIM Thumbnailimage/jpeg13582https://repositorio.ufscar.br/bitstream/ufscar/15793/10/Modelo%20carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito%20Henrique.pdf.jpgb2b2bc7165346bfeb8ab07432e9f4b81MD510ufscar/157932023-09-18 18:32:30.43oai:repositorio.ufscar.br:ufscar/15793Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:30Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea |
dc.title.alternative.eng.fl_str_mv |
The effects of formative actions in mediated interactions by alternative communication by students with Asd |
title |
Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea |
spellingShingle |
Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea Reis, Henrique de Candia Educação especial Transtorno do espectro do autismo Inclusão escolar Comunicação alternativa e ampliada PECS-adaptado Special education Educational inclusion Autism spectrum disorder Augmentative and alternative communication Adapted PECS CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea |
title_full |
Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea |
title_fullStr |
Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea |
title_full_unstemmed |
Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea |
title_sort |
Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea |
author |
Reis, Henrique de Candia |
author_facet |
Reis, Henrique de Candia |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1225346739608914 |
dc.contributor.author.fl_str_mv |
Reis, Henrique de Candia |
dc.contributor.advisor1.fl_str_mv |
Lourenço, Gerusa Ferreira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1474728505225459 |
dc.contributor.authorID.fl_str_mv |
f0a117cc-626b-4e10-8073-974874550ad7 |
contributor_str_mv |
Lourenço, Gerusa Ferreira |
dc.subject.por.fl_str_mv |
Educação especial Transtorno do espectro do autismo Inclusão escolar Comunicação alternativa e ampliada PECS-adaptado |
topic |
Educação especial Transtorno do espectro do autismo Inclusão escolar Comunicação alternativa e ampliada PECS-adaptado Special education Educational inclusion Autism spectrum disorder Augmentative and alternative communication Adapted PECS CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Educational inclusion Autism spectrum disorder Augmentative and alternative communication Adapted PECS |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
Augmentative and Alternative Communication (AAC) aims to expand the communicative possibilities of people with complex communication needs, in which their abilities to dialogue and to make themselves understood are impaired. Requiring visual and/or gestural graphic resources that complement or replace compromised or absent oral language. Alternative communication has, above all, the need for competent and proactive interlocutors with attitudinal accessibility (regarding the perception of the other and free from prejudices, stigmas, stereotypes and discrimination) so that there is a real interest in the communicative development of the person who does not have functional speech, going much further, therefore, of the only recursive approach in relation to its users. Autism Spectrum Disorder (ASD), according to the DSM-V, is a neurodevelopmental condition that is characterized by socio-communicative impairments and the presence of repetitive and stereotyped behaviors. The new definition emphasizes the correlation between deficits in social skills and communication deficits. The present study identify how the interactions between a non-verbal student with ASD and his teachers occurred in the school and verify if the offer of his AAC resource, with direct instructions to both, regent and support teachers, could contribute to the advancement of participation in the school context.The type AB study took place in an elementary school in the city of Ribeirão Preto - SP. Participants in the Baseline and Intervention were: a 10-year-old student with ASD and user of the Alternative Communication Program PECS-Adapted, at the beginning of phase 4 in this program. And his four teachers from regular school. The frequencies of student/teacher communicative interactions were collected during 21 minutes of daily observations during regular classes of the participating teachers with the participating student present. The communicative interactions that occurred without the Alternative Communication resource were observed and, from the fifth observation session, the student's Alternative Communication resource was inserted. The resource used in the intervention followed Incidental Teaching strategies to take advantage of natural communicative situations during the observed contexts and that provided direct engagement of the student and the participating teachers with the CAA. It was desired with this, to provide a strategy of Continuing Education to teachers on the benefits of AAC. The results showed a decrease in conduct disorders associated with the student and positive behavioral changes by teachers as interlocutors after the intervention with Alternative Communication. Thus, the study can contribute as an account of strategies that can strengthen the performance of teachers involved in the schooling of students with ASD and enrich the inclusive experience in this context. |
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2021 |
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2021-10-18 |
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2022-04-01T19:27:01Z |
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2022-04-01T19:27:01Z |
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REIS, Henrique de Candia. Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea. 2021. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15793. |
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https://repositorio.ufscar.br/handle/ufscar/15793 |
identifier_str_mv |
REIS, Henrique de Candia. Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea. 2021. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15793. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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