Estudo longitudinal da atenção compartilhada em crianças autistas não-verbais

• Autor(a) principal: Farah, Leila Sandra Damião [UNIFESP]
• Data de Publicação: 2009
• Outros Autores: Perissinoto, Jacy [UNIFESP], Chiari, Brasilia Maria [UNIFESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: http://dx.doi.org/10.1590/S1516-18462009000800007; http://repositorio.unifesp.br/handle/11600/5364
• topic: Autistic Disorder; Language Development; Language Therapy; Interpersonal Relations; Social Behavior; Transtorno Autístico; Desenvolvimento da Linguagem; Terapia da Linguagem; Relações Interpessoais; Comportamento Social

PURPOSE: to identify and characterize abilities of Joint Attention of non-verbal autistic children through the observation of communicative behaviors. METHODS: the research involved 5 boys, between 5,9 and 8,6-year old, diagnosed as Autistic Disorder (DSM IV, 2002), recorded in two instances with a four months interval. Meanwhile, the children were submitted to a language therapy mediation based on Joint Attention stimulation. Each recording was 15 minutes long and involved one child or group of 2-3 children with the therapist within non-directed and semi-directed interaction situations, at school where they studied. We observed and registered behaviors regarding Joint Attention abilities. The used material involved percussion instruments. Data were analyzed in relation to time, interaction and interlocutor. RESULTS: the gaze behavior showed the greatest growth in each subject. Data analysis revealed that the subjects showed qualitative trends for evolution of the Joint Attention ability revealing important clinical meaning although there was lack of statistical significance. Each subject showed characteristics and evolution of the communicative behaviors regarding Joint Attention in an individualized manner. After the period of language therapy intervention, we observed a quantitative behavioral growth in the 5 subjects, specifically under child-therapist interaction. CONCLUSIONS: the gaze behavior is an important step for the development of others behaviors toward Joint Attention. The adult-child interaction situation facilitates the appearance of communication behaviors and sharing. Language therapy with focus on the Joint Attention abilities seems to contribute positively for communication development of autistic children.