Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9877 |
Resumo: | This study aimed to analyze the effects of the Picture Exchange Communication System (PECS) associated to Point-of-view Video Modeling (POVM) on the performance of the communicative skills of children diagnosed with Autistic Spectrum Disorder (ASD) and Complex Communication Needs, as well as involve the parents, teachers and trainees of these children throughout the process. The specific objectives for the primary participants with ASD were: to analyze the performance during the intervention, to ascertain the level of independence, to monitor the vocabulary, to demonstrate the communication skills; for participants parents, trainees and teachers: to analyze the training given to the communication partners about the intervention, evaluate the performance of the communication partners during the PECS and POVM implementation, to develop a PECS Maintenance Guide for communication partners; to verify the intervention social validity. Three children with ASD with ages ranging from four to six years old and their respective parents, trainees and teachers, participated in the study. For data collection, the following instruments were used: Vocabulary selection worksheet; Participant Performance Record Sheet; Vocabulary Registration Sheet; Communication Skills Questionnaire; Questionnaire referring to the contents taught in the Theoretical Preparatory Course; Communication partners performance record sheet; Social Validity Questionnaire. The experimental design of multiple baseline design by subjects combined with the alternate treatments was used, PECS was associated to POVM being the independent variable and the communication skills were the dependent variable. Data were analyzed considering aspects such as: participants' performance percentage of correct responses; level of independence; vocabulary number expressed; percentage of participants' communication skills responses before and after the intervention; average percentage of responses before and after the theoretical preparatory course; correct performance percentage of communication partners. The results showed that from the beginning of the intervention, the data levels and trends changed, all the participants obtained the criterion, reaching 100% non-overlapping. In all phases of PECS associated to POVM the participants had an average percentage above 90%. As for the vocabulary, two participants performed the communication using figure and speech, while only a participant made the communication through the figures. There were gains in communication skills, even those that were not foreseen. The participants parents, trainees and teachers presented a change in the knowledge taught in the Preparatory Theoretical Course, in which the pre-test average was 70% and in the post-test 87%. Regarding the performance as communication partners they obtained the average of 69% correct answers at the beginning, in the end, they obtained an average of 91% of correctness. The PECS Maintenance Guide has been handed out to parents, trainees and teachers in order to assist them in meeting the needs of the PECS user. The study was considered as socially valid by the responsible, trainees and teachers. It was concluded that the participants with ASD indicated a change after the intervention, comparing baseline condition with intervention and follow-up, demonstrating a possibility in Augmentative and Alternative Communication for children with ASD. |
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Rodrigues, VivianeAlmeida, Maria Améliahttp://lattes.cnpq.br/0316944549621648http://lattes.cnpq.br/164967840466163126f019cb-4dfe-4960-b2ba-255a135a87d52018-05-07T13:12:00Z2018-05-07T13:12:00Z2018-02-08RODRIGUES, Viviane. Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista. 2018. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9877.https://repositorio.ufscar.br/handle/ufscar/9877This study aimed to analyze the effects of the Picture Exchange Communication System (PECS) associated to Point-of-view Video Modeling (POVM) on the performance of the communicative skills of children diagnosed with Autistic Spectrum Disorder (ASD) and Complex Communication Needs, as well as involve the parents, teachers and trainees of these children throughout the process. The specific objectives for the primary participants with ASD were: to analyze the performance during the intervention, to ascertain the level of independence, to monitor the vocabulary, to demonstrate the communication skills; for participants parents, trainees and teachers: to analyze the training given to the communication partners about the intervention, evaluate the performance of the communication partners during the PECS and POVM implementation, to develop a PECS Maintenance Guide for communication partners; to verify the intervention social validity. Three children with ASD with ages ranging from four to six years old and their respective parents, trainees and teachers, participated in the study. For data collection, the following instruments were used: Vocabulary selection worksheet; Participant Performance Record Sheet; Vocabulary Registration Sheet; Communication Skills Questionnaire; Questionnaire referring to the contents taught in the Theoretical Preparatory Course; Communication partners performance record sheet; Social Validity Questionnaire. The experimental design of multiple baseline design by subjects combined with the alternate treatments was used, PECS was associated to POVM being the independent variable and the communication skills were the dependent variable. Data were analyzed considering aspects such as: participants' performance percentage of correct responses; level of independence; vocabulary number expressed; percentage of participants' communication skills responses before and after the intervention; average percentage of responses before and after the theoretical preparatory course; correct performance percentage of communication partners. The results showed that from the beginning of the intervention, the data levels and trends changed, all the participants obtained the criterion, reaching 100% non-overlapping. In all phases of PECS associated to POVM the participants had an average percentage above 90%. As for the vocabulary, two participants performed the communication using figure and speech, while only a participant made the communication through the figures. There were gains in communication skills, even those that were not foreseen. The participants parents, trainees and teachers presented a change in the knowledge taught in the Preparatory Theoretical Course, in which the pre-test average was 70% and in the post-test 87%. Regarding the performance as communication partners they obtained the average of 69% correct answers at the beginning, in the end, they obtained an average of 91% of correctness. The PECS Maintenance Guide has been handed out to parents, trainees and teachers in order to assist them in meeting the needs of the PECS user. The study was considered as socially valid by the responsible, trainees and teachers. It was concluded that the participants with ASD indicated a change after the intervention, comparing baseline condition with intervention and follow-up, demonstrating a possibility in Augmentative and Alternative Communication for children with ASD.O presente estudo teve por objetivo analisar os efeitos do Picture Exchange Communication System (PECS) associado ao Point-of-view Video Modeling (POVM) no desempenho das habilidades comunicativas de crianças diagnosticadas com Transtorno do Espectro Autista (TEA) e Necessidades Complexas de Comunicação, bem como envolver os responsáveis, professoras e estagiárias destas crianças em todo o processo. Os objetivos específicos foram, quanto aos participantes com TEA: analisar o desempenho durante a intervenção, averiguar o nível de independência, monitorar o vocabulário, demonstrar as habilidades de comunicação; quanto aos participantes responsáveis, professoras e estagiárias: analisar a formação apresentada aos parceiros de comunicação quanto à intervenção, avaliar o desempenho dos parceiros de comunicação durante a aplicação do PECS e POVM, desenvolver um Guia de Manutenção do PECS; verificar a validade social da intervenção. Participaram do estudo três crianças com TEA com idades de quatro a seis anos e seus respectivos responsáveis, professoras e estagiárias. Para a coleta de dados, utilizou-se os instrumentos: Planilha de seleção de vocabulário; Folha de registro de desempenho do participante; Folha de Registro de Vocabulário; Questionário das Habilidades de Comunicação; Questionário referente aos conteúdos ministrados no Curso Teórico Preparatório; Folha de registro do desempenho dos parceiros de comunicação; Questionário de Validade Social. Empregou-se o delineamento experimental de linha de base múltipla por sujeitos combinado ao delineamento de tratamentos alternados, sendo o PECS associado ao POVM a variável independente e as habilidades de comunicação se constituíram na variável dependente. Os dados foram analisados considerando aspectos como: porcentagem de respostas corretas do desempenho dos participantes; nível de independência; número de vocabulário expresso; porcentagem de respostas das habilidades de comunicação dos participantes antes e após a intervenção; porcentagem média das respostas antes e após o curso teórico preparatório; porcentagem de desempenho correto dos parceiros de comunicação. Os resultados mostraram que a partir do início da intervenção, os níveis e tendências de seus dados mudaram, todos os participantes obtiveram o critério, atingindo o non-overlapping de 100%. Em todas as fases do PECS associado ao POVM os participantes obtiveram porcentagem média acima de 90%. Quanto ao vocabulário, dois participantes realizaram a comunicação por meio de figura e fala, enquanto um participante somente realizou a comunicação por meio das figuras. Houve ganhos quanto às habilidades de comunicação, mesmo aquelas que não estavam previstas. Os participantes responsáveis, professoras e estagiárias apresentaram alteração quanto ao conhecimento ministrado no Curso Teórico Preparatório, em que a média do pré-teste foi de 70% e no pós-teste 87%. Quanto ao desempenho como parceiros de comunicação obtiveram a média de 69% de respostas corretas no início, ao final, obtiveram média de 91% de acerto. O Guia de Manutenção do PECS foi entregue aos responsáveis, professoras e estagiárias com a finalidade de auxiliá-los quanto à algumas necessidades do usuário PECS. O estudo foi considerado pelos responsáveis, estagiárias e professoras como socialmente válido. Conclui-se que os participantes com TEA indicaram uma mudança após a intervenção, comparando a condição de linha de base com a intervenção e follow-up, demonstrando uma possibilidade em Comunicação Suplementar e Alternativa para as crianças com TEA.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: 1480741porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especialComunicação suplementar e alternativaTranstorno do espectro autistaSistema de comunicação por troca de figurasModelagem em vídeoSpecial educationAugmentative and alternative communicationAutistic spectrum disorderPicture exchange communication systemVideo modelingCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOEfeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro AutistaEffects of the PECS associated with the Point-Of-view Video Modeling in the communication of children with Autism Spectrum Disorderinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline6000f8596ac-a905-4070-851b-9f11cbadabf3info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALRODRIGUES_Viviane_2018.pdfRODRIGUES_Viviane_2018.pdfArtigo principalapplication/pdf5154652https://repositorio.ufscar.br/bitstream/ufscar/9877/1/RODRIGUES_Viviane_2018.pdf4438cfebf459541fadf6760ec0bfff3fMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/9877/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54TEXTRODRIGUES_Viviane_2018.pdf.txtRODRIGUES_Viviane_2018.pdf.txtExtracted texttext/plain451068https://repositorio.ufscar.br/bitstream/ufscar/9877/5/RODRIGUES_Viviane_2018.pdf.txt5514d928b52abf8bd258dc369d734c90MD55THUMBNAILRODRIGUES_Viviane_2018.pdf.jpgRODRIGUES_Viviane_2018.pdf.jpgIM Thumbnailimage/jpeg7553https://repositorio.ufscar.br/bitstream/ufscar/9877/6/RODRIGUES_Viviane_2018.pdf.jpg3cfe6d36c8f2d48bf4dec2b93b6a4b65MD56ufscar/98772023-09-18 18:31:15.719oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:15Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista |
dc.title.alternative.eng.fl_str_mv |
Effects of the PECS associated with the Point-Of-view Video Modeling in the communication of children with Autism Spectrum Disorder |
title |
Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista |
spellingShingle |
Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista Rodrigues, Viviane Educação especial Comunicação suplementar e alternativa Transtorno do espectro autista Sistema de comunicação por troca de figuras Modelagem em vídeo Special education Augmentative and alternative communication Autistic spectrum disorder Picture exchange communication system Video modeling CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista |
title_full |
Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista |
title_fullStr |
Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista |
title_full_unstemmed |
Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista |
title_sort |
Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista |
author |
Rodrigues, Viviane |
author_facet |
Rodrigues, Viviane |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1649678404661631 |
dc.contributor.author.fl_str_mv |
Rodrigues, Viviane |
dc.contributor.advisor1.fl_str_mv |
Almeida, Maria Amélia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0316944549621648 |
dc.contributor.authorID.fl_str_mv |
26f019cb-4dfe-4960-b2ba-255a135a87d5 |
contributor_str_mv |
Almeida, Maria Amélia |
dc.subject.por.fl_str_mv |
Educação especial Comunicação suplementar e alternativa Transtorno do espectro autista Sistema de comunicação por troca de figuras Modelagem em vídeo |
topic |
Educação especial Comunicação suplementar e alternativa Transtorno do espectro autista Sistema de comunicação por troca de figuras Modelagem em vídeo Special education Augmentative and alternative communication Autistic spectrum disorder Picture exchange communication system Video modeling CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Augmentative and alternative communication Autistic spectrum disorder Picture exchange communication system Video modeling |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This study aimed to analyze the effects of the Picture Exchange Communication System (PECS) associated to Point-of-view Video Modeling (POVM) on the performance of the communicative skills of children diagnosed with Autistic Spectrum Disorder (ASD) and Complex Communication Needs, as well as involve the parents, teachers and trainees of these children throughout the process. The specific objectives for the primary participants with ASD were: to analyze the performance during the intervention, to ascertain the level of independence, to monitor the vocabulary, to demonstrate the communication skills; for participants parents, trainees and teachers: to analyze the training given to the communication partners about the intervention, evaluate the performance of the communication partners during the PECS and POVM implementation, to develop a PECS Maintenance Guide for communication partners; to verify the intervention social validity. Three children with ASD with ages ranging from four to six years old and their respective parents, trainees and teachers, participated in the study. For data collection, the following instruments were used: Vocabulary selection worksheet; Participant Performance Record Sheet; Vocabulary Registration Sheet; Communication Skills Questionnaire; Questionnaire referring to the contents taught in the Theoretical Preparatory Course; Communication partners performance record sheet; Social Validity Questionnaire. The experimental design of multiple baseline design by subjects combined with the alternate treatments was used, PECS was associated to POVM being the independent variable and the communication skills were the dependent variable. Data were analyzed considering aspects such as: participants' performance percentage of correct responses; level of independence; vocabulary number expressed; percentage of participants' communication skills responses before and after the intervention; average percentage of responses before and after the theoretical preparatory course; correct performance percentage of communication partners. The results showed that from the beginning of the intervention, the data levels and trends changed, all the participants obtained the criterion, reaching 100% non-overlapping. In all phases of PECS associated to POVM the participants had an average percentage above 90%. As for the vocabulary, two participants performed the communication using figure and speech, while only a participant made the communication through the figures. There were gains in communication skills, even those that were not foreseen. The participants parents, trainees and teachers presented a change in the knowledge taught in the Preparatory Theoretical Course, in which the pre-test average was 70% and in the post-test 87%. Regarding the performance as communication partners they obtained the average of 69% correct answers at the beginning, in the end, they obtained an average of 91% of correctness. The PECS Maintenance Guide has been handed out to parents, trainees and teachers in order to assist them in meeting the needs of the PECS user. The study was considered as socially valid by the responsible, trainees and teachers. It was concluded that the participants with ASD indicated a change after the intervention, comparing baseline condition with intervention and follow-up, demonstrating a possibility in Augmentative and Alternative Communication for children with ASD. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-05-07T13:12:00Z |
dc.date.available.fl_str_mv |
2018-05-07T13:12:00Z |
dc.date.issued.fl_str_mv |
2018-02-08 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
RODRIGUES, Viviane. Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista. 2018. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9877. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9877 |
identifier_str_mv |
RODRIGUES, Viviane. Efeitos do PECS associado ao Point-of-view Video Modeling na comunicação de crianças com Transtorno do Espectro Autista. 2018. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9877. |
url |
https://repositorio.ufscar.br/handle/ufscar/9877 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Especial - PPGEEs |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
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