The Effects of Remotely Teaching Auditoryvisual Matching of Letters on Letter-naming among Children with Down Syndrome or Autism

• Autor(a) principal: Chizzolini, Gabriela Cabral
• Data de Publicação: 2023
• Outros Autores: Postalli, Lidia Maria Marson
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
• Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/15103
• topic: tele-education; letter naming; discrimination learning; Down syndrome; Autism Spectrum Disorder; tele-educação; nomeação de letras; aprendizado por discriminação; síndrome de Down; Transtorno de Espectro Autista; tele-educación; denominación de letras; aprendizaje por discriminación; síndrome de Down; Transtorno del Espectro Autista

This study aimed to replicate the study of Hayashi et al. (2013) and to assess the emergence of letter naming from the teaching of auditory-visual pairing, in the context of remote teaching, in view of the Covid-19 pandemic. Four students, of both genders, aged five to ten years, three of them with Down syndrome and one participant with Autistic Spectrum Disorder participated in the research. Data collection was performed using the Zoom platform, individually. Teaching consisted of the selection of the printed capital letter, presented on the computer screen simultaneously the printed letters of the set, and the letter name dictated. In the evaluation, the child named the letter. A design of multiple probes between sets of letters was used. The results showed that all four participants showed an increase in correct letter naming after the teaching sessions for most letter sets. The data indicated that the teaching procedure can be a viable alternative to establish the recognition and naming of letters with people who are the target audience of Special Education, supplementing regular school teaching and can be conducted by teachers and family members.