Communicative interactions between a teacher and a student with autism in regular schools: an intervention proposal

• Autor(a) principal: Gomes, Rosana Carvalho
• Data de Publicação: 2014
• Outros Autores: Nunes, Débora R. P.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/81894

The controversial aspects involving the process of inclusion of students with autism in public school classrooms have sparked extensive debate in recent decades. One of the main challenges faced by teachers to perform this type of inclusion are impairments in communication, typically evidenced by students with this diagnosis. Thus, it becomes imperative to develop intervention programs focused on the development of the communicative skills of these students. Keeping this in view, the aim of this study was to evaluate the effects of a program of intervention on the communicative interactions, in the context of common classrooms, between a non-speaking student aged 10 years, diagnosed with autism, and his teacher. Data were collected in a primary education school located in Natal city, Rio Grande do Norte state. In the intervention program, the teacher was trained to employ naturalistic teaching strategies and resources of extended alternative communication to increase the frequency of interactions with the student during three routines of the classroom. Based on a quasi-experimental research design of AB type (baseline and treatment), we identified qualitative and quantitative changes in teacher-student interactions shortly after the implementation of the intervention program. Limitations of the study are presented and discussed on the basis of observational data and records of the interactions between the dyad.