Ensino do brincar por videomodelação para crianças com atraso no desenvolvimento social e/ou com autismo

• Autor(a) principal: Mota, Tassiany dos Santos
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/36574
• topic: Brincar; autismo; videomodelação

Children even when exposed to educationally favorable environments may present developmental delays or compromises about social interaction and / or communication. One teaching procedure reported as effective in developing social and communicative repertoires is the videomodeling (VM) which basically consists of the apprentice watching a video, previously recorded, then imitating the model presented in the video. The scientific evidence on videomodeling highlights the detailed organization of the stimuli that the learner should be aware of and the possibility of systematic repetition of teaching. The objective of the research was to teach children with delayed social development to play through videomodeling. A pioneer in Brazil, the study is a systematic replication of MacDonald (2005). The participants were three children with autism who were submitted to the following conditions: Baseline (LB), Intervention and return to the baseline. Each LB session was composed of: pre-video playing; Drawing presentation and; Play post-video and; Each intervention session the moments were: play pre-video; Videomodeling and; Play post-video. During pre-and post-video "play" the participants were exposed for four minutes playing with the toys, during the "drawing" they watched a video without matching the toys, but at the time of the intervention the video showed a model Performing the game (following a script) with the toys of the moment "play". The sessions were filmed to record the amount of both scripted and non-scripted motor responses. Three consecutive games were taught to the participants. Participant 1 learned properly as a joke, Participant 2 learned Participant 1 learned properly as a joke, Participant 2 learned Two and Participant 3 only one. The paper discusses the results compared to an international literature, identifies operational gaps and suggests methodological advances for other research.