Comparison of teaching procedures for storytelling and answering questions in autistic children
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/13362 |
Resumo: | Retelling stories and answering questions is important for social and academic development. In the case of children with Autism Spectrum Disorder (ASD), the learning may be challenging. Previous research used customized stories with logical sequence games. The materials consisted of pictures (scenes) and phrases about them. This study was conducted with two children with ASD. Two teaching procedures to retell stories were compared (regular chaining and back-to-front chaining) after they were presented to them. Two four-part stories were established for each child. During teaching, each child could retell each part of a story from the beginning and, if necessary, visual and verbal prompts were provided (regular chaining). With the other story, initially, the first three parts were presented to each child, but the last could be retold without prompts. When this happened, prompts to the penultimate part were also omitted. This was replicated over the other parts until it was possible to retell the whole story without prompts. The regular chaining was more efficient for both children. In parallel, the effects of two prompts (tacts and echoics) were assessed on answering questions. For one child, tact prompts were more efficient and, for the remaining one, the contrary. It was discussed the possible influence of a previous exposure history to a type of procedure regarding its relative efficiency. It was suggested the possibility that teaching through adapted stories may influence a later better engagement with non-adapted histories in context of shared reading, favoring school inclusion processes. |
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Comparison of teaching procedures for storytelling and answering questions in autistic childrenComparación de los procedimientos de enseñanza para contar historias y responder preguntas en niños autistasComparação entre procedimentos de ensino de relatos de histórias e responder perguntas em crianças autistasAutism spectrum disorderStorytellingIntraverbals. Desorden del espectro autistaCuentacuentosIntraverbales.Transtorno do espectro autistaRelatos de históriasIntraverbais.Retelling stories and answering questions is important for social and academic development. In the case of children with Autism Spectrum Disorder (ASD), the learning may be challenging. Previous research used customized stories with logical sequence games. The materials consisted of pictures (scenes) and phrases about them. This study was conducted with two children with ASD. Two teaching procedures to retell stories were compared (regular chaining and back-to-front chaining) after they were presented to them. Two four-part stories were established for each child. During teaching, each child could retell each part of a story from the beginning and, if necessary, visual and verbal prompts were provided (regular chaining). With the other story, initially, the first three parts were presented to each child, but the last could be retold without prompts. When this happened, prompts to the penultimate part were also omitted. This was replicated over the other parts until it was possible to retell the whole story without prompts. The regular chaining was more efficient for both children. In parallel, the effects of two prompts (tacts and echoics) were assessed on answering questions. For one child, tact prompts were more efficient and, for the remaining one, the contrary. It was discussed the possible influence of a previous exposure history to a type of procedure regarding its relative efficiency. It was suggested the possibility that teaching through adapted stories may influence a later better engagement with non-adapted histories in context of shared reading, favoring school inclusion processes.Volver a contar historias y responder preguntas es importante para el desarrollo. Para niños con Trastorno del Espectro Autista (TEA), el aprendizaje puede ser un desafío. La investigación anterior utilizó historias personalizadas con juegos de secuencia lógica. Los materiales consistieron en imágenes (escenas) y frases. Este estudio se realizó con dos niños con TEA. Se compararon dos procedimientos de enseñanza para volver a contar historias (encadenamiento regular y encadenamiento de atrás hacia adelante). Se establecieron dos historias de cuatro partes para cada niño. Durante la enseñanza, cada niño podía volver a contar cada parte de una historia desde el principio y, si era necesario, se proporcionaban indicaciones visuales y verbales (encadenamiento regular). Con la otra historia, inicialmente, se presentaron las primeras tres partes a cada niño, pero la última se pudo volver a contar sin ayuda. Cuando esto sucedió, también se omitieron las indicaciones a la penúltima parte. Esto se repitió hasta que fue posible volver a contar la historia completa. El encadenamiento regular fue más eficiente para ambos niños. Se evaluaron los efectos de ayuda (tactos y ecoicos) al responder preguntas. Para un niño, ayuda táctil fue más eficiente y, para el otro, lo contrario. Se discutió la influencia de un historial de exposición previa a un procedimiento con respecto a su eficiencia relativa. Se sugirió que la enseñanza a través de historias adaptadas pueda influir en un mejor compromiso posterior con las historias no adaptadas en el contexto de la lectura compartida, favoreciendo los procesos de inclusión escolar.Recontar histórias e responder perguntas é importante para o desenvolvimento social e acadêmico. Em casos de crianças com Transtorno do Espectro Autista (TEA), a aprendizagem pode ser desafiadora. Pesquisas utilizaram histórias personalizadas com jogos de sequência lógica. Os materiais consistiam em figuras (cenas) e frases sobre elas. Este estudo foi realizado com duas crianças com TEA. Foram comparados dois procedimentos de ensino de recontar histórias (encadeamento normal e de trás para frente) após elas terem sido apresentadas para as crianças. Foram definidas duas histórias com quatro partes por criança. Durante o ensino, cada criança podia relatar cada parte de uma das histórias desde o princípio e, caso necessário, pistas visuais e verbais eram fornecidas (encadeamento normal). Com a outra história, em princípio, as três primeiras partes eram apresentadas para cada criança, mas a última podia ser relatada sem ajuda. Quando isso acontecesse, as pistas da penúltima parte também eram omitidas. Isso foi replicado com as outras partes até o relato da história inteira. O encadeamento normal foi mais eficiente para ambas as crianças. Paralelamente, efeitos de duas pistas (de tatos e ecoicos) foram medidos sobre o responder perguntas. Para uma criança, pistas de tatos foram mais eficientes e, para a outra, o contrário. Foi discutida possível influência de história anterior de exposição a um tipo de procedimento sobre sua eficiência relativa. Foi sugerida a possibilidade de ensino com histórias adaptadas influenciar um posterior melhor engajamento com histórias não adaptadas em situação de leitura compartilhada, favorecendo processos de inclusão escolar. Research, Society and Development2021-03-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1336210.33448/rsd-v10i3.13362Research, Society and Development; Vol. 10 No. 3; e34910313362Research, Society and Development; Vol. 10 Núm. 3; e34910313362Research, Society and Development; v. 10 n. 3; e349103133622525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/13362/12062Copyright (c) 2021 Daniel Carvalho de Matos; Creuziana Xavier de Araújo; Pollianna Galvão Soares de Matoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMatos, Daniel Carvalho deAraújo, Creuziana Xavier de Matos, Pollianna Galvão Soares de 2021-03-28T12:03:35Zoai:ojs.pkp.sfu.ca:article/13362Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:43.400041Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Comparison of teaching procedures for storytelling and answering questions in autistic children Comparación de los procedimientos de enseñanza para contar historias y responder preguntas en niños autistas Comparação entre procedimentos de ensino de relatos de histórias e responder perguntas em crianças autistas |
title |
Comparison of teaching procedures for storytelling and answering questions in autistic children |
spellingShingle |
Comparison of teaching procedures for storytelling and answering questions in autistic children Matos, Daniel Carvalho de Autism spectrum disorder Storytelling Intraverbals. Desorden del espectro autista Cuentacuentos Intraverbales. Transtorno do espectro autista Relatos de histórias Intraverbais. |
title_short |
Comparison of teaching procedures for storytelling and answering questions in autistic children |
title_full |
Comparison of teaching procedures for storytelling and answering questions in autistic children |
title_fullStr |
Comparison of teaching procedures for storytelling and answering questions in autistic children |
title_full_unstemmed |
Comparison of teaching procedures for storytelling and answering questions in autistic children |
title_sort |
Comparison of teaching procedures for storytelling and answering questions in autistic children |
author |
Matos, Daniel Carvalho de |
author_facet |
Matos, Daniel Carvalho de Araújo, Creuziana Xavier de Matos, Pollianna Galvão Soares de |
author_role |
author |
author2 |
Araújo, Creuziana Xavier de Matos, Pollianna Galvão Soares de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Matos, Daniel Carvalho de Araújo, Creuziana Xavier de Matos, Pollianna Galvão Soares de |
dc.subject.por.fl_str_mv |
Autism spectrum disorder Storytelling Intraverbals. Desorden del espectro autista Cuentacuentos Intraverbales. Transtorno do espectro autista Relatos de histórias Intraverbais. |
topic |
Autism spectrum disorder Storytelling Intraverbals. Desorden del espectro autista Cuentacuentos Intraverbales. Transtorno do espectro autista Relatos de histórias Intraverbais. |
description |
Retelling stories and answering questions is important for social and academic development. In the case of children with Autism Spectrum Disorder (ASD), the learning may be challenging. Previous research used customized stories with logical sequence games. The materials consisted of pictures (scenes) and phrases about them. This study was conducted with two children with ASD. Two teaching procedures to retell stories were compared (regular chaining and back-to-front chaining) after they were presented to them. Two four-part stories were established for each child. During teaching, each child could retell each part of a story from the beginning and, if necessary, visual and verbal prompts were provided (regular chaining). With the other story, initially, the first three parts were presented to each child, but the last could be retold without prompts. When this happened, prompts to the penultimate part were also omitted. This was replicated over the other parts until it was possible to retell the whole story without prompts. The regular chaining was more efficient for both children. In parallel, the effects of two prompts (tacts and echoics) were assessed on answering questions. For one child, tact prompts were more efficient and, for the remaining one, the contrary. It was discussed the possible influence of a previous exposure history to a type of procedure regarding its relative efficiency. It was suggested the possibility that teaching through adapted stories may influence a later better engagement with non-adapted histories in context of shared reading, favoring school inclusion processes. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-03-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/13362 10.33448/rsd-v10i3.13362 |
url |
https://rsdjournal.org/index.php/rsd/article/view/13362 |
identifier_str_mv |
10.33448/rsd-v10i3.13362 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/13362/12062 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 3; e34910313362 Research, Society and Development; Vol. 10 Núm. 3; e34910313362 Research, Society and Development; v. 10 n. 3; e34910313362 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052746479697920 |