Didactic material adapted for the teaching of Hygiene and Health: Healthy Memory game for students with Autism Spectrum Disorder (ASD)

Detalhes bibliográficos
Autor(a) principal: Casanova, Suzana Assunção
Data de Publicação: 2021
Outros Autores: Franco, Karine Serpa, Abrahão, Giselli Cristini Domiciano, Lione, Viviane de Oliveira Freitas, Cavalcante, Diana Negrão, Gomes, Suzete Araujo Oliveira Gomes
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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spelling 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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