Communication of teacher and students with and without Autistic spectrum disorder

Detalhes bibliográficos
Autor(a) principal: Schmiedel, Andressa
Data de Publicação: 2018
Outros Autores: Borges de Moura, Cynthia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educa (Porto Velho)
Texto Completo: https://periodicos.unir.br/index.php/EDUCA/article/view/2082
Resumo: Purpose: compare the communicative profile between a teacher and students with and without Autism Spectrum Disorder (ASD). Method: two male subjects that regularly attend the 5th grade of elementary school, participated in the study. The communication between a teacher and a student diagnosed with ASD and another student without the Disorder was recorded, analyzed, and compared. The analysis was performed through the Pragmatic Protocol through communication clippings.  Results: The communication actions per minute prevailed in the case of the student without ASD, being the verbal communication the one most used by both students. Regarding the communicative functions, from the twenty analyzed ones, only three were used by both students during the communicative interaction with the teacher. Conclusion: Although the communicative action data prevailed in the communication of the student without ASD, generally, all other data indicated that the student with ASD displays a communicative interaction and that it is similar to the interaction of the student without the disorder.
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spelling Communication of teacher and students with and without Autistic spectrum disorderComunicação do professor e alunos com e sem transtorno do espectro autistaComunicación del profesor y alumnos con y sin Trastorno del espectro autistaLanguage. Communication. Autistic Disorder.Lenguaje. Comunicación. Trastorno Autístico.Palavras-chaveLinguagemcomunicaçãoTranstorno Autístico.370Purpose: compare the communicative profile between a teacher and students with and without Autism Spectrum Disorder (ASD). Method: two male subjects that regularly attend the 5th grade of elementary school, participated in the study. The communication between a teacher and a student diagnosed with ASD and another student without the Disorder was recorded, analyzed, and compared. The analysis was performed through the Pragmatic Protocol through communication clippings.  Results: The communication actions per minute prevailed in the case of the student without ASD, being the verbal communication the one most used by both students. Regarding the communicative functions, from the twenty analyzed ones, only three were used by both students during the communicative interaction with the teacher. Conclusion: Although the communicative action data prevailed in the communication of the student without ASD, generally, all other data indicated that the student with ASD displays a communicative interaction and that it is similar to the interaction of the student without the disorder.Objetivo: comparar el perfil comunicativo entre profesor y alumnos con y sin Trastorno del Espectro Autista (TEA). Método: participaron del estudio dos sujetos, de sexo masculino, asistiendo el 5º grado de escuela primaria en clases regulares. Fue realizada la grabación, el análisis y la comparación de la comunicación entre el profesor y un alumno diagnosticado con TEA y otro alumno sin el Trastorno. El análisis fue realizado por medio del Protocolo de Pragmática a través de recortes de la comunicación.  Resultados: Los actos comunicativos por minuto prevalecieron para el alumno sin TEA, siendo el medio verbal más utilizado por ambos alumnos. En relación a las funciones comunicativas, entre las veinte analizadas, solamente tres fueron utilizadas por ambos alumnos durante la interacción comunicativa con el profesor. Conclusión: A pesar de que los datos de actos comunicativos predominaron en la comunicación del alumno sin TEA, de forma general los otros datos mostraron que el alumno con TEA manifiesta interacción comunicativa y que esta se asemeja al del alumno sin el trastorno.Objetivo: comparar o perfil comunicativo entre professor e alunos com e sem Transtorno do Espectro Autista (TEA).  Método: participaram do estudo dois sujeitos, do sexo masculino, frequentando o 5º ano fundamental em classe regular. Realizou-se a gravação, análise e comparação da comunicação entre o professor e um aluno diagnosticado com TEA e outro aluno sem o Transtorno. A análise foi realizada por meio do Protocolo de Pragmática por meio de recortes da comunicação.  Resultados: Os atos comunicativos por minuto prevaleceram para o aluno sem TEA, sendo o meio verbal mais utilizado por ambos os alunos. Em relação às funções comunicativas, dentre as vintes investigadas, somente três foram utilizadas por ambos os alunos durante a interação comunicativa com o professor. Conclusão: Apesar dos dados de atos comunicativos prevalecerem na comunicação do aluno sem TEA, de forma geral os demais dados mostraram que o aluno com TEA apresenta interação comunicativa e que esta assemelha-se ao do aluno sem o transtorno. Editora da Universidade Federal de Rondônia (EDUFRO)2018-06-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por Paresapplication/pdfhttps://periodicos.unir.br/index.php/EDUCA/article/view/208210.26568/2359-2087.2018.2082EDUCA - Revista Multidisciplinar em Educação; v. 5 n. 10 (2018); 50-632359-20872359-208710.26568/educa.v5i10reponame:Educa (Porto Velho)instname:Universidade Federal de Rondônia (UNIR)instacron:UNIRporhttps://periodicos.unir.br/index.php/EDUCA/article/view/2082/2311Copyright (c) 2018 Einfo:eu-repo/semantics/openAccessSchmiedel, AndressaBorges de Moura, Cynthia2018-06-18T01:31:00Zoai:periodicos.unir.br:article/2082Revistahttps://periodicos.unir.br/index.php/EDUCAPUBhttps://periodicos.unir.br/index.php/EDUCA/oairevistaeduca@unir.br || dti@unir.br2359-20872359-2087opendoar:2018-06-18T01:31Educa (Porto Velho) - Universidade Federal de Rondônia (UNIR)false
dc.title.none.fl_str_mv Communication of teacher and students with and without Autistic spectrum disorder
Comunicação do professor e alunos com e sem transtorno do espectro autista
Comunicación del profesor y alumnos con y sin Trastorno del espectro autista
title Communication of teacher and students with and without Autistic spectrum disorder
spellingShingle Communication of teacher and students with and without Autistic spectrum disorder
Schmiedel, Andressa
Language. Communication. Autistic Disorder.
Lenguaje. Comunicación. Trastorno Autístico.
Palavras-chave
Linguagem
comunicação
Transtorno Autístico.
370
title_short Communication of teacher and students with and without Autistic spectrum disorder
title_full Communication of teacher and students with and without Autistic spectrum disorder
title_fullStr Communication of teacher and students with and without Autistic spectrum disorder
title_full_unstemmed Communication of teacher and students with and without Autistic spectrum disorder
title_sort Communication of teacher and students with and without Autistic spectrum disorder
author Schmiedel, Andressa
author_facet Schmiedel, Andressa
Borges de Moura, Cynthia
author_role author
author2 Borges de Moura, Cynthia
author2_role author
dc.contributor.author.fl_str_mv Schmiedel, Andressa
Borges de Moura, Cynthia
dc.subject.por.fl_str_mv Language. Communication. Autistic Disorder.
Lenguaje. Comunicación. Trastorno Autístico.
Palavras-chave
Linguagem
comunicação
Transtorno Autístico.
370
topic Language. Communication. Autistic Disorder.
Lenguaje. Comunicación. Trastorno Autístico.
Palavras-chave
Linguagem
comunicação
Transtorno Autístico.
370
description Purpose: compare the communicative profile between a teacher and students with and without Autism Spectrum Disorder (ASD). Method: two male subjects that regularly attend the 5th grade of elementary school, participated in the study. The communication between a teacher and a student diagnosed with ASD and another student without the Disorder was recorded, analyzed, and compared. The analysis was performed through the Pragmatic Protocol through communication clippings.  Results: The communication actions per minute prevailed in the case of the student without ASD, being the verbal communication the one most used by both students. Regarding the communicative functions, from the twenty analyzed ones, only three were used by both students during the communicative interaction with the teacher. Conclusion: Although the communicative action data prevailed in the communication of the student without ASD, generally, all other data indicated that the student with ASD displays a communicative interaction and that it is similar to the interaction of the student without the disorder.
publishDate 2018
dc.date.none.fl_str_mv 2018-06-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado por Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unir.br/index.php/EDUCA/article/view/2082
10.26568/2359-2087.2018.2082
url https://periodicos.unir.br/index.php/EDUCA/article/view/2082
identifier_str_mv 10.26568/2359-2087.2018.2082
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unir.br/index.php/EDUCA/article/view/2082/2311
dc.rights.driver.fl_str_mv Copyright (c) 2018 E
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 E
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da Universidade Federal de Rondônia (EDUFRO)
publisher.none.fl_str_mv Editora da Universidade Federal de Rondônia (EDUFRO)
dc.source.none.fl_str_mv EDUCA - Revista Multidisciplinar em Educação; v. 5 n. 10 (2018); 50-63
2359-2087
2359-2087
10.26568/educa.v5i10
reponame:Educa (Porto Velho)
instname:Universidade Federal de Rondônia (UNIR)
instacron:UNIR
instname_str Universidade Federal de Rondônia (UNIR)
instacron_str UNIR
institution UNIR
reponame_str Educa (Porto Velho)
collection Educa (Porto Velho)
repository.name.fl_str_mv Educa (Porto Velho) - Universidade Federal de Rondônia (UNIR)
repository.mail.fl_str_mv revistaeduca@unir.br || dti@unir.br
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