PROLECA: Programa de Leitura e Comunicação para crianças com Autismo

Detalhes bibliográficos
Autor(a) principal: Silva, Stefhanny Paulimineytrick Nascimento
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
Texto Completo: http://www.bdtd.uerj.br/handle/1/10778
Resumo: The Autism has been a recurrent theme in scientific literature for decades. Studies from many fields of knowledgement, specially education and health, have realized empirics researches in order to investigate how to soften the peculiarities of the disorder by using the best clinics and/or educations practices. Besides, to present the hindrances about reading comprehension, joint attention, characters nomination and others behaviors have been a huge challenge for researchers and relatives who deal with autistic children. The scientific literature has shown the Reading to Engage Children with Autism in Language and Learning RECALL as a common learning practice based on strategies with empirical evidences to enable communication, reading and vocabulary of children with autism. The RECALL is an interventional program based on dialogic reading whose strategies led adults to ask evocative questions to the children, encouraging them to participate and dialog with the adults during the moment of telling a story. The present study proposes to investigate the applications effects of Reading and Communication for Children with Autism Program PROLECA, that consists of real techniques originated in dialogic reading from RECALL, in addition to storytelling, adapted by the author researcher in reading comprehension and communication skills of a child with autism and speech disorders. A five-year-old child with Autism and functional articulation disorders has participated in this study with the author researcher. A single-subject experimental design (SSED) of type A-B-A-B was performed using as independent variable the PROLECA and using as dependent variable the child responses about reading comprehension and communications. After the intervention procedure, the results showed that the children stayed longer in the task, as well as he conceded the jointed attention in ascending way with the author researcher. Besides, there were increasing correct spontaneous response, even though in a very peculiar way. The children responses were conceded by mix responses (vocalization + gesture). The use of PEED hierarchy, especially during the interventions, demonstrated that the children was more responsive when visual aids were offered to him. Also, the results demonstrated an increasing expressive vocabulary and 100% of fidelity in independent variable application. In conclusion, given the above procedures, more interventions investigations about reading comprehension in Autism children should be performed as well as the verifications of strategies effects of reading based on empirics evidences
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spelling Walter, Catia Crivelenti de Figueiredohttp://lattes.cnpq.br/4061818490832341Nunes, Leila Regina D'oliveira de Paulahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=P42498Nunes, Débora Regina de Paulahttp://lattes.cnpq.br/1188086132826132http://lattes.cnpq.br/3755539861275769Silva, Stefhanny Paulimineytrick Nascimento2021-01-05T21:58:04Z2018-06-192018-02-26SILVA, Stefhanny Paulimineytrick Nascimento. PROLECA: Programa de Leitura e Comunicação para crianças com Autismo. 2018. 131 f. Dissertação (Mestrado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2018.http://www.bdtd.uerj.br/handle/1/10778The Autism has been a recurrent theme in scientific literature for decades. Studies from many fields of knowledgement, specially education and health, have realized empirics researches in order to investigate how to soften the peculiarities of the disorder by using the best clinics and/or educations practices. Besides, to present the hindrances about reading comprehension, joint attention, characters nomination and others behaviors have been a huge challenge for researchers and relatives who deal with autistic children. The scientific literature has shown the Reading to Engage Children with Autism in Language and Learning RECALL as a common learning practice based on strategies with empirical evidences to enable communication, reading and vocabulary of children with autism. The RECALL is an interventional program based on dialogic reading whose strategies led adults to ask evocative questions to the children, encouraging them to participate and dialog with the adults during the moment of telling a story. The present study proposes to investigate the applications effects of Reading and Communication for Children with Autism Program PROLECA, that consists of real techniques originated in dialogic reading from RECALL, in addition to storytelling, adapted by the author researcher in reading comprehension and communication skills of a child with autism and speech disorders. A five-year-old child with Autism and functional articulation disorders has participated in this study with the author researcher. A single-subject experimental design (SSED) of type A-B-A-B was performed using as independent variable the PROLECA and using as dependent variable the child responses about reading comprehension and communications. After the intervention procedure, the results showed that the children stayed longer in the task, as well as he conceded the jointed attention in ascending way with the author researcher. Besides, there were increasing correct spontaneous response, even though in a very peculiar way. The children responses were conceded by mix responses (vocalization + gesture). The use of PEED hierarchy, especially during the interventions, demonstrated that the children was more responsive when visual aids were offered to him. Also, the results demonstrated an increasing expressive vocabulary and 100% of fidelity in independent variable application. In conclusion, given the above procedures, more interventions investigations about reading comprehension in Autism children should be performed as well as the verifications of strategies effects of reading based on empirics evidencesHá décadas que o autismo tem sido tema recorrente na literatura científica. Estudiosos de diversas áreas do conhecimento, sobretudo da saúde e educação, têm realizado pesquisas empíricas a fim de averiguar como as melhores práticas clínicas e/ ou educacionais podem amenizar as peculiaridades do transtorno. Apresentar dificuldades acerca da compreensão leitora, atenção compartilhada, nomeação de personagens, dentre outros comportamentos também tem sido um grande desafio para os familiares e profissionais que atuam com crianças com autismo. A literatura científica tem apontado o Reading to Engage Children with Autism in Language and Learning RECALL como uma prática de ensino baseada em estratégias com evidências empíricas capaz de favorecer a comunicação, leitura e vocabulário de crianças com autismo. O RECALL é um programa interventivo baseado na técnica da leitura dialógica, cujas estratégias permitem que o adulto faça perguntas evocativas para a criança, incentivando-a a participar e dialogar com o adulto durante o momento da contação da história. O presente estudo propõe averiguar os efeitos da aplicação do Programa de Leitura e Comunicação para Crianças com Autismo - PROLECA, que consiste em um conjunto de técnicas oriundas da Leitura Dialógica, do RECALL e práticas de contação de histórias pela pesquisadora na compreensão leitora e nas habilidades comunicativas de uma criança com autismo com dificuldade na fala. Participou do estudo uma criança com autismo com ausência de fala funcional e dificuldades articulatórias severas de cinco anos de idade e a pesquisadora. Uma pesquisa experimental intrassujeito com delineamento de retirada do tipo A-B-A-B foi realizada, tendo como variável independente o uso do PROLECA, e como variável dependente as respostas da criança sobre as compreensões leitoras e funções comunicativas. Os resultados apontaram que a criança após o procedimento de intervenção ampliou o tempo na tarefa, como também concebeu atenção direcionada de forma ascendente com a pesquisadora. Houve aumento de respostas espontâneas corretas referentes às perguntas dos livros, ainda que de forma muito peculiar. As respostas da criança eram concebidas através de respostas mistas (vocalização + gestual). O uso das hierarquias do PEEP, sobretudo durante as intervenções, demonstrou que a criança foi mais responsiva quando lhe foi ofertada as ajudas visuais por meio de cartões de imagens. Os achados também demonstraram que houve aumento de vocabulário expressivo por meio de emissão de vocábulos simples e nomeação de imagens. E houve 100 % de fidelidade na aplicação da variável independente. Diante do exposto, conclui-se que mais investigações interventivas acerca da compreensão leitora em crianças com autismo devem ser realizadas, como também a verificação dos efeitos de estratégias de leitura baseada em evidências empíricasSubmitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:58:04Z No. of bitstreams: 1 Dissert_Stefhanny Paulimineytrick Nascimento Silva.pdf: 3273263 bytes, checksum: c24f7610871a33db513faa158d98b40e (MD5)Made available in DSpace on 2021-01-05T21:58:04Z (GMT). No. of bitstreams: 1 Dissert_Stefhanny Paulimineytrick Nascimento Silva.pdf: 3273263 bytes, checksum: c24f7610871a33db513faa158d98b40e (MD5) Previous issue date: 2018-02-26Fundação de Amparo à Pesquisa do Estado do Rio de Janeiroapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBRCentro de Educação e Humanidades::Faculdade de EducaçãoAutismLanguage interventionstorytellingDialogic readingReading to Engage Children with Autism in Language and Learning RECALLIntervenção em linguagemContação de históriaLeitura dialógicaReading to Engage Children with Autism in Language and Learning RECALLEducaçãoAutismoLinguagemCNPQ::CIENCIAS HUMANAS::EDUCACAOPROLECA: Programa de Leitura e Comunicação para crianças com AutismoPROLECA: Communication and Reading program for children with autisminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissert_Stefhanny Paulimineytrick Nascimento Silva.pdfapplication/pdf3273263http://www.bdtd.uerj.br/bitstream/1/10778/1/Dissert_Stefhanny+Paulimineytrick+Nascimento+Silva.pdfc24f7610871a33db513faa158d98b40eMD511/107782024-02-27 12:43:32.717oai:www.bdtd.uerj.br:1/10778Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T15:43:32Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false
dc.title.por.fl_str_mv PROLECA: Programa de Leitura e Comunicação para crianças com Autismo
dc.title.alternative.eng.fl_str_mv PROLECA: Communication and Reading program for children with autism
title PROLECA: Programa de Leitura e Comunicação para crianças com Autismo
spellingShingle PROLECA: Programa de Leitura e Comunicação para crianças com Autismo
Silva, Stefhanny Paulimineytrick Nascimento
Autism
Language intervention
storytelling
Dialogic reading
Reading to Engage Children with Autism in Language and Learning RECALL
Intervenção em linguagem
Contação de história
Leitura dialógica
Reading to Engage Children with Autism in Language and Learning RECALL
Educação
Autismo
Linguagem
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short PROLECA: Programa de Leitura e Comunicação para crianças com Autismo
title_full PROLECA: Programa de Leitura e Comunicação para crianças com Autismo
title_fullStr PROLECA: Programa de Leitura e Comunicação para crianças com Autismo
title_full_unstemmed PROLECA: Programa de Leitura e Comunicação para crianças com Autismo
title_sort PROLECA: Programa de Leitura e Comunicação para crianças com Autismo
author Silva, Stefhanny Paulimineytrick Nascimento
author_facet Silva, Stefhanny Paulimineytrick Nascimento
author_role author
dc.contributor.advisor1.fl_str_mv Walter, Catia Crivelenti de Figueiredo
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/4061818490832341
dc.contributor.referee1.fl_str_mv Nunes, Leila Regina D'oliveira de Paula
dc.contributor.referee1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=P42498
dc.contributor.referee2.fl_str_mv Nunes, Débora Regina de Paula
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/1188086132826132
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3755539861275769
dc.contributor.author.fl_str_mv Silva, Stefhanny Paulimineytrick Nascimento
contributor_str_mv Walter, Catia Crivelenti de Figueiredo
Nunes, Leila Regina D'oliveira de Paula
Nunes, Débora Regina de Paula
dc.subject.eng.fl_str_mv Autism
Language intervention
storytelling
Dialogic reading
Reading to Engage Children with Autism in Language and Learning RECALL
topic Autism
Language intervention
storytelling
Dialogic reading
Reading to Engage Children with Autism in Language and Learning RECALL
Intervenção em linguagem
Contação de história
Leitura dialógica
Reading to Engage Children with Autism in Language and Learning RECALL
Educação
Autismo
Linguagem
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.por.fl_str_mv Intervenção em linguagem
Contação de história
Leitura dialógica
Reading to Engage Children with Autism in Language and Learning RECALL
Educação
Autismo
Linguagem
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description The Autism has been a recurrent theme in scientific literature for decades. Studies from many fields of knowledgement, specially education and health, have realized empirics researches in order to investigate how to soften the peculiarities of the disorder by using the best clinics and/or educations practices. Besides, to present the hindrances about reading comprehension, joint attention, characters nomination and others behaviors have been a huge challenge for researchers and relatives who deal with autistic children. The scientific literature has shown the Reading to Engage Children with Autism in Language and Learning RECALL as a common learning practice based on strategies with empirical evidences to enable communication, reading and vocabulary of children with autism. The RECALL is an interventional program based on dialogic reading whose strategies led adults to ask evocative questions to the children, encouraging them to participate and dialog with the adults during the moment of telling a story. The present study proposes to investigate the applications effects of Reading and Communication for Children with Autism Program PROLECA, that consists of real techniques originated in dialogic reading from RECALL, in addition to storytelling, adapted by the author researcher in reading comprehension and communication skills of a child with autism and speech disorders. A five-year-old child with Autism and functional articulation disorders has participated in this study with the author researcher. A single-subject experimental design (SSED) of type A-B-A-B was performed using as independent variable the PROLECA and using as dependent variable the child responses about reading comprehension and communications. After the intervention procedure, the results showed that the children stayed longer in the task, as well as he conceded the jointed attention in ascending way with the author researcher. Besides, there were increasing correct spontaneous response, even though in a very peculiar way. The children responses were conceded by mix responses (vocalization + gesture). The use of PEED hierarchy, especially during the interventions, demonstrated that the children was more responsive when visual aids were offered to him. Also, the results demonstrated an increasing expressive vocabulary and 100% of fidelity in independent variable application. In conclusion, given the above procedures, more interventions investigations about reading comprehension in Autism children should be performed as well as the verifications of strategies effects of reading based on empirics evidences
publishDate 2018
dc.date.available.fl_str_mv 2018-06-19
dc.date.issued.fl_str_mv 2018-02-26
dc.date.accessioned.fl_str_mv 2021-01-05T21:58:04Z
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dc.identifier.citation.fl_str_mv SILVA, Stefhanny Paulimineytrick Nascimento. PROLECA: Programa de Leitura e Comunicação para crianças com Autismo. 2018. 131 f. Dissertação (Mestrado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2018.
dc.identifier.uri.fl_str_mv http://www.bdtd.uerj.br/handle/1/10778
identifier_str_mv SILVA, Stefhanny Paulimineytrick Nascimento. PROLECA: Programa de Leitura e Comunicação para crianças com Autismo. 2018. 131 f. Dissertação (Mestrado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2018.
url http://www.bdtd.uerj.br/handle/1/10778
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