Collaborative Consultation in Early Childhood Education: intervention analysis involving a student with autism

• Autor(a) principal: Souza, Maria da Guia
• Data de Publicação: 2020
• Outros Autores: Nunes, Debora Regina de Paula
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/48492
• topic: Autism Spectrum Disorder; Early Childhood Education; Multimethod Research.; Trastorno del Espectro Autista; Educación de la Primera Infancia; Investigación Multimétodo.; Transtorno do Espectro Autista; Educação Infantil; Pesquisa Multimétodo.

Studies conducted in the context of Early Childhood Education (ECE) reveal limitations in the academic and functional development of children diagnosed with Autistic Spectrum Disorder (ASD). Among other factors, this finding is attributed to inadequate teacher preparation. In this context, the purpose of the present study was to evaluate the effects of an intervention program, outlined as a Collaborative Consultation, in the teaching practices of an ECE teacher, who attended a 4-year-old student diagnosed with ASD. The program, led by a pedagogue, was developed in six stages and included the ECE teacher, mentioned above, a caregiver and the student's grandmother. A multimethod research design, involving the collection, analysis and integration of qualitative and quantitative data was used to evaluate the effects of the training program on the teacher's mediating behavior, as well as on the student's participation in three different school routines. At the end of the program, an increase in the frequency of teacher-mediating behavior was detected as well as qualitative changes in student participation in the activities. Social validity measures indicated consumers’ satisfaction with the outcomes. The promising effects of collaborative practices on teacher education are discussed.