Communication of Students with ASD: A Self-Regulation of Learning Based Intervention

• Autor(a) principal: Leão, Andréia Teixeira
• Data de Publicação: 2019
• Outros Autores: Camargo, Siglia Pimentel Hoher, Frison, Lourdes Maria Bragagnolo
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
• Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/12567
• topic: comunicação; autorregulação; autismo; atendimento educacional especializado; educação inclusiva; communication; self-regulation; autism; specialized educational assistance; inclusive education; comunicação; autorregulação; autismo; atendimento educacional especializado; educação inclusiva

Difficulties in communication/socialization skills represent one of the main barriers to the inclusion of students with autism spectrum disorder (ASD). As a target audience of the special education, students with ASD must attend the common classroom and can receive Specialized Educational Assistance (SEA) support during the after-school activity. This study investigated whether an intervention based on the self-regulation of learning in SEA contributes to the increase in communication of ASD students in this context and the classroom. An experimental multiple baseline design was used across three autistic participants. The results showed an increase in the frequency of non-verbal initiatives and the use of eye contact in response to the communication partners in the SEA. There was no generalization of these gains to the context of the common classroom. Implications and relevance of the results for the inclusion of students with ASD are discussed.