A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na família
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/31351 |
Resumo: | Autism Spectrum Disorder (ASD) is characterized by deficits in the sociocommunicative and behavioral dimensions, highlighting the importance of early diagnosis and intervention. In recent decades, it has been possible to see the importance of interventions that focus on the family as a predictor of benefits for their child in the intervention process. Parent-Initiated Intervention (PII) has been highlighted as an evidence-based practice (EBP) for people with ASD. The aim of this study was to analyze the effects of PBI on the sociocommunicative skills of children with ASD, based on the training of consultants and parents in the school context. This is an interventional study using a Mixed Methods approach, combining quantitative and qualitative methods. The participants were a special education teacher (consultant), three families (one father and two mothers) and their children with ASD, who attended a regular municipal nursery school. Initially, the consultant underwent training on IIP, in which learning transfer was measured pre- and post-test. Then a quasi-experimental within-subjects study investigated the effect of parents' mediating behaviors (independent variable) on their children's sociocommunicative skills (dependent variable), complemented by statistical analysis of the effect size (Tau-U). The results showed that there was a general transfer of learning (45%) about PII in the consultant training. The study's fidelity index was 100%, based on the application of the fidelity checklist throughout the PII process. In addition, the results showed that the IIP produced a statistically significant effect (Tau-U=0.6735) on the children's sociocommunicative skills, showing improvements in the categories of verbal and non-verbal shared attention and affective contact, by an increase in behaviors such as: responses with words, exclamatory comments, pointing, imitating, smiling, expressions of questions, among others. Parents also increased their mediating behaviors in the redirection and encouragement classes (verbal commands, prompts, motivators and feedbacks). Finally, the social validity of the study showed that the PII is effective for replication in other contexts and that it contributes to the acquisition of skills by parents in managing their children, increasing the children's sociocommunicative skills and also strengthening the relationship between parents and their children. The novelty of this study stands out, as it was applied in a school context and provided easy access for families. It is suggested that in order to replicate this research, the uniqueness of each family should be taken into account and the necessary adaptations made for each context. In addition, IIP can be implemented via specialized educational service in schools, taking into account family demands and the benefits provided to students. |
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A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na famíliaThe influence of parent-implemented intervention on the sociocommunicative skills of children with ASD: a formative and family-centered approachTranstorno do Espectro AutistaIntervenção implementada pelos paisEducação especialFamíliaFormaçãoAutism Spectrum DisorderParent-implemented interventionSpecial educationFamilyTrainingCNPQ::CIENCIAS HUMANAS::EDUCACAOAutism Spectrum Disorder (ASD) is characterized by deficits in the sociocommunicative and behavioral dimensions, highlighting the importance of early diagnosis and intervention. In recent decades, it has been possible to see the importance of interventions that focus on the family as a predictor of benefits for their child in the intervention process. Parent-Initiated Intervention (PII) has been highlighted as an evidence-based practice (EBP) for people with ASD. The aim of this study was to analyze the effects of PBI on the sociocommunicative skills of children with ASD, based on the training of consultants and parents in the school context. This is an interventional study using a Mixed Methods approach, combining quantitative and qualitative methods. The participants were a special education teacher (consultant), three families (one father and two mothers) and their children with ASD, who attended a regular municipal nursery school. Initially, the consultant underwent training on IIP, in which learning transfer was measured pre- and post-test. Then a quasi-experimental within-subjects study investigated the effect of parents' mediating behaviors (independent variable) on their children's sociocommunicative skills (dependent variable), complemented by statistical analysis of the effect size (Tau-U). The results showed that there was a general transfer of learning (45%) about PII in the consultant training. The study's fidelity index was 100%, based on the application of the fidelity checklist throughout the PII process. In addition, the results showed that the IIP produced a statistically significant effect (Tau-U=0.6735) on the children's sociocommunicative skills, showing improvements in the categories of verbal and non-verbal shared attention and affective contact, by an increase in behaviors such as: responses with words, exclamatory comments, pointing, imitating, smiling, expressions of questions, among others. Parents also increased their mediating behaviors in the redirection and encouragement classes (verbal commands, prompts, motivators and feedbacks). Finally, the social validity of the study showed that the PII is effective for replication in other contexts and that it contributes to the acquisition of skills by parents in managing their children, increasing the children's sociocommunicative skills and also strengthening the relationship between parents and their children. The novelty of this study stands out, as it was applied in a school context and provided easy access for families. It is suggested that in order to replicate this research, the uniqueness of each family should be taken into account and the necessary adaptations made for each context. In addition, IIP can be implemented via specialized educational service in schools, taking into account family demands and the benefits provided to students.O Transtorno do Espectro Autista (TEA) é caracterizado por déficits nas dimensões sociocomunicativa e comportamental, em que se destacam a importância de diagnóstico e intervenções precoces. Nas últimas décadas, foi possível perceber a importância de intervenções que centram a família como preditor de benefícios para seu filho no processo interventivo. A Intervenção Implementada por Pais (IIP) tem se destacado como uma prática baseadas em evidência (PBE) para pessoas com TEA. Assim o presente estudo teve como objetivo analisar os efeitos da IIP sobre as habilidades sociocomunicativas de crianças com TEA, a partir do treinamento de consultores e dos pais no contexto escolar. Trata-se de uma pesquisa de natureza interventiva, utilizando uma abordagem Mixed Methods, combinando métodos quantitativos e qualitativos. Participaram uma professora de educação especial (consultora), três famílias (um pai e duas mães) e seus filhos com TEA, que frequentavam uma escola municipal regular de educação infantil. Inicialmente houve uma formação sobre IIP para a consultora, em que transferência de aprendizagem foi mensurado de forma pré e pós teste. Em seguida, um estudo quase experimental intrassujeitos investigou o efeito dos comportamentos mediadores dos pais (variável independente) sobre as habilidades sociocomunicativas dos seus filhos (variável dependente), complementada por análise estatística do tamanho do efeito (Tau-U). Os resultados apontaram que houve transferência geral de aprendizagem (45%) sobre IIP no treinamento da consultora. O índice de fidelidade do estudo foi de 100%, a partir da aplicação do checklist de fidelidade durante todo o processo da IIP. Além disso, os resultados mostraram que a IIP produziu efeito estatisticamente significativo (Tau-U=0,6735) sobre as habilidades sociocomunicativas dos filhos, apresentando melhorias nas categorias de atenção compartilhada verbal e não verbal e contato afetivo, a partir do aumento de comportamentos como: respostas com palavras, comentários exclamativos, apontar, imitar, sorrisos, expressões de perguntas, entre outros. Os pais também aumentaram seus comportamentos mediadores nas classes de redirecionamento e encorajamento (mandos verbais, prompt’s, incentivadores e feedbacks). Por fim, a validade social do estudo demonstrou que a IIP é efetiva para ser replicada em outros contextos e que contribui para a aquisição de habilidades dos pais para com o manejo com seus filhos, aumentando as habilidades sociocomunicativas das crianças e também estreitando a relação entre os pais e seus filhos. Destaca-se o ineditismo deste estudo, por ser aplicado no contexto escolar e possibilitar o fácil acesso as famílias. Sugere-se que para replicação dessa pesquisa, seja levado em consideração a singularidade de cada família e realizada as adaptações necessárias para cada contexto. Ainda, a IIP pode ser implementada via atendimento educacional especializado nas escolas, levando em consideração as demandas familiares e benefícios proporcionados aos estudantes.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoSchmidt, Carlohttp://lattes.cnpq.br/7185372980306847Camargo, Siglia Pimentel HöherNunes, Débora Regina de PaulaPavão, Silvia Maria de OliveiraPereira, Ana Paula da SilvaPereira, Caroline Rubin RossatoOliveira, Jéssica Jaíne Marques de2024-02-01T12:37:46Z2024-02-01T12:37:46Z2023-10-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/31351porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2024-02-01T12:37:46Zoai:repositorio.ufsm.br:1/31351Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2024-02-01T12:37:46Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na família The influence of parent-implemented intervention on the sociocommunicative skills of children with ASD: a formative and family-centered approach |
title |
A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na família |
spellingShingle |
A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na família Oliveira, Jéssica Jaíne Marques de Transtorno do Espectro Autista Intervenção implementada pelos pais Educação especial Família Formação Autism Spectrum Disorder Parent-implemented intervention Special education Family Training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na família |
title_full |
A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na família |
title_fullStr |
A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na família |
title_full_unstemmed |
A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na família |
title_sort |
A influência da intervenção implementada por pais sobre as habilidades sociocomunicativas de crianças com Transtorno do Espectro Autista: uma abordagem formativa e centrada na família |
author |
Oliveira, Jéssica Jaíne Marques de |
author_facet |
Oliveira, Jéssica Jaíne Marques de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Schmidt, Carlo http://lattes.cnpq.br/7185372980306847 Camargo, Siglia Pimentel Höher Nunes, Débora Regina de Paula Pavão, Silvia Maria de Oliveira Pereira, Ana Paula da Silva Pereira, Caroline Rubin Rossato |
dc.contributor.author.fl_str_mv |
Oliveira, Jéssica Jaíne Marques de |
dc.subject.por.fl_str_mv |
Transtorno do Espectro Autista Intervenção implementada pelos pais Educação especial Família Formação Autism Spectrum Disorder Parent-implemented intervention Special education Family Training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Transtorno do Espectro Autista Intervenção implementada pelos pais Educação especial Família Formação Autism Spectrum Disorder Parent-implemented intervention Special education Family Training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Autism Spectrum Disorder (ASD) is characterized by deficits in the sociocommunicative and behavioral dimensions, highlighting the importance of early diagnosis and intervention. In recent decades, it has been possible to see the importance of interventions that focus on the family as a predictor of benefits for their child in the intervention process. Parent-Initiated Intervention (PII) has been highlighted as an evidence-based practice (EBP) for people with ASD. The aim of this study was to analyze the effects of PBI on the sociocommunicative skills of children with ASD, based on the training of consultants and parents in the school context. This is an interventional study using a Mixed Methods approach, combining quantitative and qualitative methods. The participants were a special education teacher (consultant), three families (one father and two mothers) and their children with ASD, who attended a regular municipal nursery school. Initially, the consultant underwent training on IIP, in which learning transfer was measured pre- and post-test. Then a quasi-experimental within-subjects study investigated the effect of parents' mediating behaviors (independent variable) on their children's sociocommunicative skills (dependent variable), complemented by statistical analysis of the effect size (Tau-U). The results showed that there was a general transfer of learning (45%) about PII in the consultant training. The study's fidelity index was 100%, based on the application of the fidelity checklist throughout the PII process. In addition, the results showed that the IIP produced a statistically significant effect (Tau-U=0.6735) on the children's sociocommunicative skills, showing improvements in the categories of verbal and non-verbal shared attention and affective contact, by an increase in behaviors such as: responses with words, exclamatory comments, pointing, imitating, smiling, expressions of questions, among others. Parents also increased their mediating behaviors in the redirection and encouragement classes (verbal commands, prompts, motivators and feedbacks). Finally, the social validity of the study showed that the PII is effective for replication in other contexts and that it contributes to the acquisition of skills by parents in managing their children, increasing the children's sociocommunicative skills and also strengthening the relationship between parents and their children. The novelty of this study stands out, as it was applied in a school context and provided easy access for families. It is suggested that in order to replicate this research, the uniqueness of each family should be taken into account and the necessary adaptations made for each context. In addition, IIP can be implemented via specialized educational service in schools, taking into account family demands and the benefits provided to students. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-30 2024-02-01T12:37:46Z 2024-02-01T12:37:46Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/31351 |
url |
http://repositorio.ufsm.br/handle/1/31351 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922026586636288 |