Transtorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusão

Detalhes bibliográficos
Autor(a) principal: Ramos, Fabiane dos Santos
Data de Publicação: 2019
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UFSM
Texto Completo: http://repositorio.ufsm.br/handle/1/20485
Resumo: National and international literature have shown that the pedagogical practices of teachers of students with autism have been ineffective in the school inclusion process. In this sense, Peer-mediated Intervention (PMI) can be a promising alternative, since it is prominent in the international scenario, favoring the student's social skills with autism. Studies have also shown that PMI assists classroom teachers in pedagogical mediation with other peers and it is likely to be implementable in naturalistic environments, such as in school. However, there are few studies addressing the effectiveness of PMI in pre-academic and formal skills of these students. In this perspective, the present study aimed to investigate the effects of PMI on learning process of students with autism in a public school in Santa Maria/RS. This is an interventional research, characterized as a quasi-experimental study of a within-subject single-case. Two students with autism who enrolled in the first and second grades of elementary school, four typical peers and a special educator participated in the study. Data were collected by filming the colleagues acting as support to the student with autism in 20-minute-long classroom activities. PMI (peer instruction) was initially considered as the independent variable of the survey, while the Peer-mediated Behavior (Redirection and Encouragement) was the dependent variable. Thus, the Peer-mediated Behavior becomes the independent variable, while the Task Engagement Behavior (On task/Off task) becomes the dependent variable. This analysis was complemented by statistical analysis of the effect size (Tau-U), both on the peer-mediated behavior and task engagement. Academic learning was also evaluated qualitatively through the collection of the tasks performed by the students during the classroom intervention (activity portfolio) and identification, association and letter naming test at the beginning and end of the study. Results showed that PMI produced socially relevant effects on Peer-mediated Behavior; however, only 38% of the baseline measures had no overlapping with the intervention measures (Tau-U = 0.3814), showing low statistical significance. The effect of PMI on task engagement was statistically significant (Tau-U = 0.6735). As for academic learning, only João responded, which resulted in gains in identifying vowels and naming consonants. The task portfolio analysis shows a decrease in the visual aid to carry out activities independently by João; while Maria began to handle more school materials such as pencils and sheets due to a longer time of task engagement. Peer-mediated Intervention is a viable practice for students with autism within national reality and can be used as an important resource in the education of students with autism. This study should be replicated in order to increase the number of PMI evidence so that this intervention in the national scenario is widespread.
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spelling 2021-04-06T12:02:12Z2021-04-06T12:02:12Z2019-04-09http://repositorio.ufsm.br/handle/1/20485National and international literature have shown that the pedagogical practices of teachers of students with autism have been ineffective in the school inclusion process. In this sense, Peer-mediated Intervention (PMI) can be a promising alternative, since it is prominent in the international scenario, favoring the student's social skills with autism. Studies have also shown that PMI assists classroom teachers in pedagogical mediation with other peers and it is likely to be implementable in naturalistic environments, such as in school. However, there are few studies addressing the effectiveness of PMI in pre-academic and formal skills of these students. In this perspective, the present study aimed to investigate the effects of PMI on learning process of students with autism in a public school in Santa Maria/RS. This is an interventional research, characterized as a quasi-experimental study of a within-subject single-case. Two students with autism who enrolled in the first and second grades of elementary school, four typical peers and a special educator participated in the study. Data were collected by filming the colleagues acting as support to the student with autism in 20-minute-long classroom activities. PMI (peer instruction) was initially considered as the independent variable of the survey, while the Peer-mediated Behavior (Redirection and Encouragement) was the dependent variable. Thus, the Peer-mediated Behavior becomes the independent variable, while the Task Engagement Behavior (On task/Off task) becomes the dependent variable. This analysis was complemented by statistical analysis of the effect size (Tau-U), both on the peer-mediated behavior and task engagement. Academic learning was also evaluated qualitatively through the collection of the tasks performed by the students during the classroom intervention (activity portfolio) and identification, association and letter naming test at the beginning and end of the study. Results showed that PMI produced socially relevant effects on Peer-mediated Behavior; however, only 38% of the baseline measures had no overlapping with the intervention measures (Tau-U = 0.3814), showing low statistical significance. The effect of PMI on task engagement was statistically significant (Tau-U = 0.6735). As for academic learning, only João responded, which resulted in gains in identifying vowels and naming consonants. The task portfolio analysis shows a decrease in the visual aid to carry out activities independently by João; while Maria began to handle more school materials such as pencils and sheets due to a longer time of task engagement. Peer-mediated Intervention is a viable practice for students with autism within national reality and can be used as an important resource in the education of students with autism. This study should be replicated in order to increase the number of PMI evidence so that this intervention in the national scenario is widespread.As literaturas, nacional e internacional, apontam que as práticas pedagógicas de professores de alunos com autismo têm se mostrado inefetivas, no processo de inclusão escolar. Neste sentido, a Intervenção Mediada por Pares (IMP) pode ser uma alternativa promissora, pois é destaque no cenário internacional, por favorecer habilidades sociais do aluno com autismo. Além disso, estudos mostram que a IMP auxilia o professor em sala de aula na mediação pedagógica com os demais colegas, bem como é passível de implementação em ambientes naturalísticos, tais como a escola. No entanto, há poucos estudos nacionais e internacionais que abordam a efetividade da IMP nas habilidades pré-acadêmicas e formais desses alunos. Nessa perspectiva, o presente estudo se propôs a investigar os efeitos da Intervenção Mediada por Pares sobre a aprendizagem em alunos com autismo em uma escola pública de Santa Maria/RS. Trata-se de uma pesquisa de natureza interventiva, caracterizando-se como um estudo quase-experimental de caso único intra-sujeito. Participaram do estudo dois alunos com autismo matriculados no 1º e 2º anos do Ensino Fundamental, quatro pares típicos e uma educadora especial. A coleta de dados foi feita por meio de filmagens realizadas em sala de aula, em que os colegas atuaram como apoio ao aluno com autismo nas atividades acadêmicas, em sessões com duração de 20 minutos. A IMP (instrução aos pares) foi tomada inicialmente como a variável independente da pesquisa, sendo o Comportamento Mediador dos Pares (Redirecionamento e Encorajamento) a variável dependente. Em seguida, o Comportamento Mediador dos Pares torna-se a variável independente, enquanto o Comportamento de Engajamento na Tarefa (On task/Off task), as variáveis dependentes. Esta análise foi complementada por análise estatística do tamanho do efeito (Tau-U), tanto sobre o comportamento mediador dos pares como sobre o engajamento na tarefa. Também foi avaliada qualitativamente a aprendizagem acadêmica, através da recolha das tarefas realizadas pelo aluno ao longo da intervenção em sala de aula (portfólio de atividades) e testagem de identificação, associação e nomeação de letras no início e final do estudo. Os resultados mostraram que a IMP produziu efeitos socialmente relevantes sobre o Comportamento Mediador dos Pares, porém apenas 38% das medidas da linha de base não se sobrepuseram às medidas da intervenção (Tau-U=0,3814), mostrando baixa significância estatística. Já o efeito da IMP sobre o engajamento na tarefa mostrou-se estatisticamente significativo (Tau-U=0,6735). Quanto à aprendizagem acadêmica, apenas João respondeu, resultando em ganhos quanto à identificação de vogais e nomeação de consoantes. A análise do portfólio de tarefas mostra uma diminuição do apoio visual para realização de atividades de forma independente para João, enquanto Maria, devido ao aumento no tempo de engajamento na tarefa, passou a manusear mais materiais escolares, como lápis e folhas. Constatou-se que a Intervenção Mediada por Pares é uma prática viável para alunos com autismo na realidade nacional, podendo ser utilizada como um recurso importante na educação desses alunos. Sugere-se que este estudo seja replicado, buscando ampliar o número de evidências da IMP para difusão desta intervenção no cenário nacional.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessInclusão escolarTranstorno do espectro autistaMediação de paresSchool inclusionAutistic spectrum disorderPeer mediationCNPQ::CIENCIAS HUMANAS::EDUCACAOTranstorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusãoAutistic spectrum and intervention disorder instructional by peer: learning in the context of school inclusioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSchmidt, Carlohttp://lattes.cnpq.br/7185372980306847Camargo, Siglia Pimentel HöherPavão, Silvia Maria de OliveiraArpini, Dorian MônicaMendes, Enicéia GonçalvesNunes, Débora Regina de Paulahttp://lattes.cnpq.br/0003382878348789Ramos, Fabiane dos Santos70080010000260024412500-b02c-45b8-8331-1b51248cc49cadd2e984-25b9-403c-918b-b6275a62210d0847875f-1466-41d9-b9e1-d33b0b8959e2d6158272-0a01-4791-86d8-47f9fd263f14e7c6cb74-2ed9-4b49-8f4a-d465afd00399e6e597e8-7af9-491b-9da9-b949bd64cd9f58eb5ac7-89c6-4bea-9c11-a9f0e823e95breponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2019_RAMOS_FABIANE.pdfTES_PPGEDUCACAO_2019_RAMOS_FABIANE.pdfTese de Doutoradoapplication/pdf6359364http://repositorio.ufsm.br/bitstream/1/20485/1/TES_PPGEDUCACAO_2019_RAMOS_FABIANE.pdf15be158d9756795f553fba85f38d9fbaMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv Transtorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusão
dc.title.alternative.eng.fl_str_mv Autistic spectrum and intervention disorder instructional by peer: learning in the context of school inclusion
title Transtorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusão
spellingShingle Transtorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusão
Ramos, Fabiane dos Santos
Inclusão escolar
Transtorno do espectro autista
Mediação de pares
School inclusion
Autistic spectrum disorder
Peer mediation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short Transtorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusão
title_full Transtorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusão
title_fullStr Transtorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusão
title_full_unstemmed Transtorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusão
title_sort Transtorno do espectro autista e intervenção mediada por pares: aprendizagem no contexto de inclusão
author Ramos, Fabiane dos Santos
author_facet Ramos, Fabiane dos Santos
author_role author
dc.contributor.advisor1.fl_str_mv Schmidt, Carlo
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/7185372980306847
dc.contributor.advisor-co1.fl_str_mv Camargo, Siglia Pimentel Höher
dc.contributor.referee1.fl_str_mv Pavão, Silvia Maria de Oliveira
dc.contributor.referee2.fl_str_mv Arpini, Dorian Mônica
dc.contributor.referee3.fl_str_mv Mendes, Enicéia Gonçalves
dc.contributor.referee4.fl_str_mv Nunes, Débora Regina de Paula
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/0003382878348789
dc.contributor.author.fl_str_mv Ramos, Fabiane dos Santos
contributor_str_mv Schmidt, Carlo
Camargo, Siglia Pimentel Höher
Pavão, Silvia Maria de Oliveira
Arpini, Dorian Mônica
Mendes, Enicéia Gonçalves
Nunes, Débora Regina de Paula
dc.subject.por.fl_str_mv Inclusão escolar
Transtorno do espectro autista
Mediação de pares
topic Inclusão escolar
Transtorno do espectro autista
Mediação de pares
School inclusion
Autistic spectrum disorder
Peer mediation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv School inclusion
Autistic spectrum disorder
Peer mediation
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description National and international literature have shown that the pedagogical practices of teachers of students with autism have been ineffective in the school inclusion process. In this sense, Peer-mediated Intervention (PMI) can be a promising alternative, since it is prominent in the international scenario, favoring the student's social skills with autism. Studies have also shown that PMI assists classroom teachers in pedagogical mediation with other peers and it is likely to be implementable in naturalistic environments, such as in school. However, there are few studies addressing the effectiveness of PMI in pre-academic and formal skills of these students. In this perspective, the present study aimed to investigate the effects of PMI on learning process of students with autism in a public school in Santa Maria/RS. This is an interventional research, characterized as a quasi-experimental study of a within-subject single-case. Two students with autism who enrolled in the first and second grades of elementary school, four typical peers and a special educator participated in the study. Data were collected by filming the colleagues acting as support to the student with autism in 20-minute-long classroom activities. PMI (peer instruction) was initially considered as the independent variable of the survey, while the Peer-mediated Behavior (Redirection and Encouragement) was the dependent variable. Thus, the Peer-mediated Behavior becomes the independent variable, while the Task Engagement Behavior (On task/Off task) becomes the dependent variable. This analysis was complemented by statistical analysis of the effect size (Tau-U), both on the peer-mediated behavior and task engagement. Academic learning was also evaluated qualitatively through the collection of the tasks performed by the students during the classroom intervention (activity portfolio) and identification, association and letter naming test at the beginning and end of the study. Results showed that PMI produced socially relevant effects on Peer-mediated Behavior; however, only 38% of the baseline measures had no overlapping with the intervention measures (Tau-U = 0.3814), showing low statistical significance. The effect of PMI on task engagement was statistically significant (Tau-U = 0.6735). As for academic learning, only João responded, which resulted in gains in identifying vowels and naming consonants. The task portfolio analysis shows a decrease in the visual aid to carry out activities independently by João; while Maria began to handle more school materials such as pencils and sheets due to a longer time of task engagement. Peer-mediated Intervention is a viable practice for students with autism within national reality and can be used as an important resource in the education of students with autism. This study should be replicated in order to increase the number of PMI evidence so that this intervention in the national scenario is widespread.
publishDate 2019
dc.date.issued.fl_str_mv 2019-04-09
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