Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD)
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/17318 |
Resumo: | Developing hygiene and health habits in children with Autism Spectrum Disorder (ASD) is challenging because these individuals have persistent inability in communication and social interaction, often added to sensory dysfunctions. This difficulty becomes more evident when school age arrives, where the learning of socially constructed concepts is necessary, precisely because they need interaction with their peers. In this sense, the content covered in this work is related to the concepts of Hygiene and Health worked in a playful way through the Healthy Memory game to support the learning of students with ASD. Autistic students with difficulties in verbal communication, enrolled from Kindergarten to the 4th year of Elementary School, and the mediators of the multifunctional resource rooms participated in this research. The present study was characterized as qualitative, as it evaluated the behavior, speeches and experiences of the subjects involved. The data collection instrument used was direct observation carried out by the professor-researcher. To use the game, students needed to pair twenty cards, ten with drawings where there were health-related risk situations and another ten with good hygiene habits. The results obtained showed: i) that the number of smaller pieces favored understanding; ii) that there was a need to use color contrast, such as yellow and red, in addition to simplifying the images and, iii) that the game worked as a verification of learning for students who had previous experiences with hygiene material and/or performed self-care with autonomy. These data reinforced the hypothesis of the game as communication for learning basic activities of daily living (BADL) and its relationship with health, so essential for autistic people with low verbalization functionality. Thus, we can indicate the use of the game in its entirety or in a flexible way, with a reduction in the number of cards or selection of those indicated for the target audience for the construction of symbolic thinking on the theme of Hygiene and Health. |
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Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD)Material didáctico adaptado para la enseñanza de la hHigiene y la Salud: Juego de memoria saludable para estudiantes con trastorno del espectro autista (TEA) Material didático adaptado para o ensino de Higiene e Saúde: Jogo da Memória Saudável para alunos com Transtorno do Espectro Autista (TEA)Hygiene and health trainingInclusive educationAutismEducational games.Formación en higiene y saludEducación inclusivaAutismoJuegos educativos.Ensino de higiene e saúdeEducação inclusivaAutismoJogos educativos.Developing hygiene and health habits in children with Autism Spectrum Disorder (ASD) is challenging because these individuals have persistent inability in communication and social interaction, often added to sensory dysfunctions. This difficulty becomes more evident when school age arrives, where the learning of socially constructed concepts is necessary, precisely because they need interaction with their peers. In this sense, the content covered in this work is related to the concepts of Hygiene and Health worked in a playful way through the Healthy Memory game to support the learning of students with ASD. Autistic students with difficulties in verbal communication, enrolled from Kindergarten to the 4th year of Elementary School, and the mediators of the multifunctional resource rooms participated in this research. The present study was characterized as qualitative, as it evaluated the behavior, speeches and experiences of the subjects involved. The data collection instrument used was direct observation carried out by the professor-researcher. To use the game, students needed to pair twenty cards, ten with drawings where there were health-related risk situations and another ten with good hygiene habits. The results obtained showed: i) that the number of smaller pieces favored understanding; ii) that there was a need to use color contrast, such as yellow and red, in addition to simplifying the images and, iii) that the game worked as a verification of learning for students who had previous experiences with hygiene material and/or performed self-care with autonomy. These data reinforced the hypothesis of the game as communication for learning basic activities of daily living (BADL) and its relationship with health, so essential for autistic people with low verbalization functionality. Thus, we can indicate the use of the game in its entirety or in a flexible way, with a reduction in the number of cards or selection of those indicated for the target audience for the construction of symbolic thinking on the theme of Hygiene and Health.Desarrollar hábitos de higiene y salud en niños con trastorno del espectro autista (TEA) es un desafío porque estos individuos tienen una incapacidad persistente en la comunicación y la interacción social, que a menudo se suma a disfunciones sensoriales. Esta dificultad se hace más evidente cuando llega la edad escolar, donde es necesario el aprendizaje de conceptos construidos socialmente, precisamente porque necesitan la interacción con sus pares. En este sentido, el contenido cubierto en este trabajo está relacionado con los conceptos de Higiene y Salud trabajados de manera lúdica a través del juego Memoria Saludable para apoyar el aprendizaje de los estudiantes con TEA. En esta investigación participaron estudiantes autistas con dificultades en la comunicación verbal, matriculados desde el jardín de infancia hasta el 4º año de la escuela primaria, y los mediadores de los salones de recursos multifuncionales. El presente estudio se caracterizó como cualitativo, ya que evaluó el comportamiento, los discursos y las experiencias de los sujetos involucrados. El instrumento de recolección de datos utilizado fue la observación directa realizada por el profesor investigador. Para utilizar el juego, los alumnos necesitaron emparejar veinte cartas, diez con dibujos donde existían situaciones de riesgo relacionadas con la salud y otras diez con buenos hábitos de higiene. Los resultados obtenidos mostraron: i) que el número de piezas más pequeñas favoreció la comprensión; ii) que existía la necesidad de utilizar contraste de colores, como el amarillo y el rojo, además de simplificar las imágenes y, iii) que el juego funcionaba como una verificación del aprendizaje para los alumnos que tenían experiencias previas con material de higiene y / o realizaban autocuidado con autonomía. Estos datos refuerzan la hipótesis del juego como comunicación para las actividades básicas de aprendizaje de la vida diaria (ABVD) y su relación con la salud, tan esencial para las personas autistas con baja funcionalidad de verbalización. Así, podemos indicar el uso del juego en su totalidad o de forma flexible, con una reducción en el número de cartas o selección de las indicadas para el público objetivo público objetivo para la construcción del pensamiento simbólico sobre el tema Higiene y Salud.Desenvolver hábitos de Higiene e Saúde nas crianças com Transtorno do Espectro do Autismo (TEA) é desafiador devido a esses indivíduos apresentarem inabilidade persistente na comunicação e interação social, acrescido, frequentemente, de disfunções sensoriais. Esta dificuldade se torna mais evidente quando chega a idade escolar onde se faz necessária a aprendizagem de conceitos socialmente construídos, justamente por necessitar de interação com seus pares. Neste sentido, o conteúdo contemplado neste trabalho está relacionado aos conceitos de Higiene e Saúde trabalhados de forma lúdica através do jogo da Memória Saudável para apoio à aprendizagem de alunos com TEA. Participaram desta pesquisa alunos autistas com dificuldades na comunicação verbal matriculados desde a Educação Infantil até o 4º ano do Ensino Fundamental e os professores mediadores das salas de recursos multifuncionais. O presente estudo caracterizou-se como qualitativo, uma vez que avaliou o comportamento, as falas e experiências dos sujeitos envolvidos. O instrumento de coleta de dados utilizado foi a observação direta realizada pelo professor-pesquisador. Para utilização do jogo, os alunos precisaram parear vinte cartelas, sendo dez com desenhos onde haviam situações de risco relacionadas à saúde e outras dez com bons hábitos de higiene. Os resultados obtidos demonstraram: i) que o número de peças menores favoreceu a compreensão; ii) que houve a necessidade de usar contraste de cores, como amarelo e vermelho, além da simplificação das imagens e, iii) que o jogo funcionou como verificador da aprendizagem dos alunos que tinham vivências anteriores com o material de higiene e/ou realizavam autocuidados com autonomia. Estes dados reforçaram a hipótese do jogo como comunicação para a aprendizagem das atividades básicas de vida diária (ABVD) e sua relação com a saúde, tão essenciais para os autistas com baixa funcionalidade da verbalização. Dessa forma, podemos indicar o uso do jogo integral ou de forma flexível, com a redução do número de cartelas ou seleção daquelas indicadas ao público alvo para construção do pensamento simbólico sobre o tema de Higiene e Saúde.Research, Society and Development2021-07-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1731810.33448/rsd-v10i8.17318Research, Society and Development; Vol. 10 No. 8; e28910817318Research, Society and Development; Vol. 10 Núm. 8; e28910817318Research, Society and Development; v. 10 n. 8; e289108173182525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/17318/15504Copyright (c) 2021 Suzana Assunção Casanova; Karine Serpa Franco; Giselli Cristini Domiciano Abrahão; Viviane de Oliveira Freitas Lione; Diana Negrão Cavalcante; Suzete Araujo Oliveira Gomes Gomeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCasanova, Suzana Assunção Franco, Karine Serpa Abrahão, Giselli Cristini Domiciano Lione, Viviane de Oliveira Freitas Cavalcante, Diana Negrão Gomes, Suzete Araujo Oliveira Gomes2021-08-21T18:46:59Zoai:ojs.pkp.sfu.ca:article/17318Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:41.177274Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD) Material didáctico adaptado para la enseñanza de la hHigiene y la Salud: Juego de memoria saludable para estudiantes con trastorno del espectro autista (TEA) Material didático adaptado para o ensino de Higiene e Saúde: Jogo da Memória Saudável para alunos com Transtorno do Espectro Autista (TEA) |
title |
Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD) |
spellingShingle |
Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD) Casanova, Suzana Assunção Hygiene and health training Inclusive education Autism Educational games. Formación en higiene y salud Educación inclusiva Autismo Juegos educativos. Ensino de higiene e saúde Educação inclusiva Autismo Jogos educativos. |
title_short |
Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD) |
title_full |
Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD) |
title_fullStr |
Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD) |
title_full_unstemmed |
Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD) |
title_sort |
Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD) |
author |
Casanova, Suzana Assunção |
author_facet |
Casanova, Suzana Assunção Franco, Karine Serpa Abrahão, Giselli Cristini Domiciano Lione, Viviane de Oliveira Freitas Cavalcante, Diana Negrão Gomes, Suzete Araujo Oliveira Gomes |
author_role |
author |
author2 |
Franco, Karine Serpa Abrahão, Giselli Cristini Domiciano Lione, Viviane de Oliveira Freitas Cavalcante, Diana Negrão Gomes, Suzete Araujo Oliveira Gomes |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Casanova, Suzana Assunção Franco, Karine Serpa Abrahão, Giselli Cristini Domiciano Lione, Viviane de Oliveira Freitas Cavalcante, Diana Negrão Gomes, Suzete Araujo Oliveira Gomes |
dc.subject.por.fl_str_mv |
Hygiene and health training Inclusive education Autism Educational games. Formación en higiene y salud Educación inclusiva Autismo Juegos educativos. Ensino de higiene e saúde Educação inclusiva Autismo Jogos educativos. |
topic |
Hygiene and health training Inclusive education Autism Educational games. Formación en higiene y salud Educación inclusiva Autismo Juegos educativos. Ensino de higiene e saúde Educação inclusiva Autismo Jogos educativos. |
description |
Developing hygiene and health habits in children with Autism Spectrum Disorder (ASD) is challenging because these individuals have persistent inability in communication and social interaction, often added to sensory dysfunctions. This difficulty becomes more evident when school age arrives, where the learning of socially constructed concepts is necessary, precisely because they need interaction with their peers. In this sense, the content covered in this work is related to the concepts of Hygiene and Health worked in a playful way through the Healthy Memory game to support the learning of students with ASD. Autistic students with difficulties in verbal communication, enrolled from Kindergarten to the 4th year of Elementary School, and the mediators of the multifunctional resource rooms participated in this research. The present study was characterized as qualitative, as it evaluated the behavior, speeches and experiences of the subjects involved. The data collection instrument used was direct observation carried out by the professor-researcher. To use the game, students needed to pair twenty cards, ten with drawings where there were health-related risk situations and another ten with good hygiene habits. The results obtained showed: i) that the number of smaller pieces favored understanding; ii) that there was a need to use color contrast, such as yellow and red, in addition to simplifying the images and, iii) that the game worked as a verification of learning for students who had previous experiences with hygiene material and/or performed self-care with autonomy. These data reinforced the hypothesis of the game as communication for learning basic activities of daily living (BADL) and its relationship with health, so essential for autistic people with low verbalization functionality. Thus, we can indicate the use of the game in its entirety or in a flexible way, with a reduction in the number of cards or selection of those indicated for the target audience for the construction of symbolic thinking on the theme of Hygiene and Health. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-12 |
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/17318 10.33448/rsd-v10i8.17318 |
url |
https://rsdjournal.org/index.php/rsd/article/view/17318 |
identifier_str_mv |
10.33448/rsd-v10i8.17318 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/17318/15504 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
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. 8; e28910817318 Research, Society and Development; Vol. 10 Núm. 8; e28910817318 Research, Society and Development; v. 10 n. 8; e28910817318 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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1797052751597797376 |