Entre outras características, o autismo tem desdobramentos na habilidade de uma pessoa compreender e se expressar por meio de recursos simbólicos. O contexto desta tese é a Tecnologia Assistiva, área da Comunicação Aumentativa e Alternativa (CAA) aplicada aos processos de aprendizagem mediada de crianças com autismo. A CAA, por definição, consiste em um sistema integrado de símbolos, recursos, técnicas e estratégias. Para subsidiar a pesquisa, planejamos e implementamos uma intervenção junto a três mães para a orientação quanto à implementação de CAA com recursos de baixa e alta tecnologia junto a seus filhos, crianças de 5 a 8 anos, visando ao desenvolvimento da comunicação no cotidiano. O objetivo geral da pesquisa consistiu em analisar os processos de mediação para pôr em curso o desenvolvimento da linguagem e da comunicação dessas crianças. Tratou-se de uma pesquisa de natureza qualitativa baseada nos pressupostos da Teoria Sócio-Histórica e da metodologia de pesquisa-ação. Os materiais e instrumentos de pesquisa incluíram análise documental, observações, análises de registros em áudio e vídeo, diário de campo, materiais produzidos no período de intervenção além da Matriz de Comunicação (ROWLAND, 1996). Discutimos os dados gerados referentes a instrumentos de avaliação para definir o perfil da criança e nortear a definição de objetivos de intervenção; referentes a nosso programa de intervenção; referentes à mediação com CAA para desenvolvimento da comunicação e referentes à dimensão afetiva da mediação com CAA. Os resultados indicam que a Matriz de Comunicação é um instrumento adequado para avaliar o nível de desenvolvimento de habilidades de comunicação e nortear a definição de objetivos de intervenção com CAA com crianças com autismo que não falam. Um programa colaborativo para implementar CAA deve ser sensível ao contexto e a suas necessidades enquanto provê apoios onde são necessários para promover a aderência e a consecução dos objetivos. Durante o processo, percebemos o entrelaçamento da mediação simbólica, da mediação do desempenho e da mediação afetiva na implementação e uso da CAA. A partir de uma perspectiva epistêmica Sócio-Histórica, concluímos que a CAA, enquanto sistema, se configura como artefato cultural potente de mediação que engloba simultaneamente símbolos e instrumentos. No entanto, a mediação não existe per se, se realiza na e pela ação conjunta, de processos interpsicológicos rumo aos intrapsicológicos, na mediação da ação e também da afetividade. Uma vez que esse conjunto de elementos funcionam de modo sinérgico no uso da CAA, observamos o estabelecimento de sentidos mutuamente compartilhados, o desenvolvimento da função comunicativa bem como a regulação do comportamento da criança com autismo. No nível macro, reside o potencial da CAA para fornecer os apoios para o acesso à informação e a superação das barreiras de comunicação, à medida que se amplia a participação social de pessoas com autismo com limitações na fala. / Among other features, autism has consequences on people’s ability to understand and express themselves through symbolic resources. The context of this thesis is in the Assistive Technology field of Augmentative and Alternative Communication (AAC) as applied to mediated learning processes children with autism. AAC, by definition, consists of an integrated system of symbols, resources, techniques and strategies. We planned and implemented an intervention with three mothers for guidance on the implementation of AAC with their 5-8 years old autistic children. The intervention aimed at the development of communication in daily life. The overall objective of the research was to analyze the mediation process to put language and communication development in progress. It is a qualitative research based on the principles of the Socio-Historical Theory and action research methodology. Materials and research strategies included document analysis, observations, analysis of audio and video recordings, field notes, materials produced during the intervention period as well as the Communication Matrix (ROWLAND, 1996). We discussed data related to assessment tools to define children’s profile and guide the definition of objectives for intervention; data from our intervention program; data from mediation with AAC to foster the development of communication and data from the affective dimension of mediation with AAC. According to results, the Communication Matrix proved to be an adequate tool to assess the level of development of communication skills and to guide the establishment of intervention objectives with AAC for children with autism who do not speak. A collaborative program for AAC implementation with the family should be sensitive to a family’s context and needs while providing support where needed to foster adherence and accomplishment of goals. During the process, we noticed an intertwining of three types of mediation: symbolic, performance and affect mediation in the implementation and use of AAC. From a Socio-Historical epistemic perspective, we conclude that, taken as a system, AAC consists of a powerful cultural artifact of mediation, which simultaneously encompasses symbols and instruments. However, mediation does not exist per se. Mediation takes place in and by joint action, from interpsychological through intrapsychological processes, where performance and affect mediation also play a role. Once that set of elements work synergistically in the use of AAC, we can expect the emergence of shared meanings, the development of communicative functions and the regulation of the child’s behavior in the micro level. In the macro level lies the potential of AAC for bridging gaps for access to information and overcoming communication barriers as social participation of people with autism with limited speech increases. / Entre otras características, el autismo tiene consecuencias en la capacidad de una persona para comprender y expresarse a través de recursos simbólicos. El contexto de esta tesis es la Tecnología Asistida en el ámbito de la Comunicación Aumentativa y Alternativa (CAA) aplicada a los procesos de aprendizaje mediado en niños con autismo. CAA, por definición, consiste en un sistema integrado de símbolos, características, técnicas y estrategias. Para apoyar la investigación, planificamos e implementamos una intervención con tres madres para orientarlas sobre la aplicación de CAA con recursos de baja y alta tecnología a sus hijos de entre 5 y 8 años con objetivo de desarrollar la comunicación en la vida cotidiana. El objetivo general de la investigación fue analizar el proceso de mediación para poner en marcha el desarrollo del lenguaje y la comunicación de los niños. Esta fue una investigación cualitativa basada en los fundamentos de La teoría Socio-Histórico y metodología de investigación. Los materiales e instrumentos de investigación incluyen el análisis de documentos, observaciones, análisis de registros de audio y video, diario de campo e materiales producidos durante el período intervención, además de la Matriz de Comunicación (ROWLAND, 1996). Se discuten los datos producidos en relación a los instrumentos de evaluación para definir el perfil del niño y orientar a la definición de los objetivos de la intervención; en relación con el programa de intervención; en ilación a la mediación con la CAA para el desarrollo de la comunicación y la relación con la dimensión afectiva de la intercesión con la CAA. Los resultados indican que la Matriz de Comunicación es una herramienta apropiada para evaluar el nivel de desarrollo de las habilidades de comunicación y guiar el desarrollo de los objetivos para la con CAA en niños con autismo que no hablan. El programa de colaboración para poner en práctica CAA debe ser sensible al contexto y a las necesidades al mismo tiempo que proporciona apoyo donde sea necesario para promover la adhesión y el logro de las metas. Durante el proceso, nos dimos cuenta de la coorelación de la mediación simbólica, el rendimiento de la mediación y la mediación afectiva en la implementación y uso de la CAA. Desde una perspectiva epistémica socio-histórica, llegamos a la conclusión de que la CAA, como sistema, se configura como un poderoso artefacto de mediación cultural que abarca simultáneamente ambos símbolos e instrumentos. Sin embargo, la mediación no existe per se. La mediación se lleva a cabo en y por la acción conjunta de los procesos inter-psicológicos hacia los intra-psicológicos en la mediación de la acción y también la afectividad. Una vez que este conjunto de elementos trabajan de forma sinérgica en el uso de CAA, se pudo comprobar la creación de significados compartidos mutuamente, el desarrollo de la función comunicativa y la regulación del comportamiento del niño con autismo. A nivel macro, el potencial de la CAA es proporcionar apoyo para el acceso a la información y la superación de las barreras de comunicación, al extender la participación social de las personas con autismo con habla limitada.

Esta tese apresenta a nova classificação do Transtorno do Espectro Autista (TEA), segundo Grananã, (2014), a partir da atualização do DSM - V, (Diagnostic and Statistic Manual of Mental Disorders, Fifth Edition - Manual Estatístico e Diagnóstico de Transtornos Mentais - quinta edição). Resgatou-se historicamente a Formação de Professores e a Comunicação Alternativa, articuladas com a tecnologia assistiva no âmbito das Políticas Públicas da Educação. Tem como principais objetivos: propor e investigar uma formação de professores com recursos tecnológicos em Comunicação Alternativa, para auxiliar o professor em sua práxis docente nas salas de recursos multifuncionais – SRM de estudantes com TEA na rede municipal de ensino de São Luís – Maranhão. A pesquisa realizou-se sob a perspectiva sócio-histórica com observações, visitas em 05 (cinco) escolas e entrevistas com docentes - partícipes, aplicação de questionários, (antes, durante e depois) da formação presencial “Tech Educ Especial”, implementada em 03 (três) processos formativos, (presencial, móvel itinerante, e de consulta). A metodologia desenvolvida enquanto estudo de caso, foi a DCC, Desenvolvimento Centrado nos Contextos de uso do software e suas correlações, e base teórica relevante e multidisciplinar conforme o encontrado nos contextos escolares maranhenses e a partir da questão de pesquisa: De que maneira uma formação de professores com a utilização do Sistema de Comunicação Alternativa contribui para a práxis docente nas salas de recursos multifuncionais dos alunos com TEA – Transtorno do Espectro Autista ? Trinta (30) professores responderam os questionários aplicados, dos quais 03 (três) deles tornaram-se multcasos, pois fazem Atendimento Educacional Especializado - AEE com práticas de comunicação alternativa. Constatou-se modificações favoráveis ao desenvolvimento discente e na postura docente durante o planejamento de atividades pedagógicas, e na ação pedagógica, bem como no interesse de estudos afins, e na história sociocultural do contexto em que o professor de AEE está inserido, o que se elenca como principais contribuições da pesquisa. / This thesis presents the new classification of Autistic Spectrum Disorder (TEA), according to Grananã, (2014), from the DSM - V update (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition - Statistical Manual and Diagnosis of Mental Disorders - fifth edition). Historically, Teacher Training and Alternative Communication have been rescued, articulated with the assistive technology in the scope of Public Policies of Education. Its main object ives are: to propose and investigate a training of teachers with technological resources in Alternative Communication, to assist the teacher in his praxis teaching in the multifunctional resource rooms - SRM of students with ASD in the municipal network of education of São Luís - Maranhão. The research was carried out under a socio-historical perspective with observations, visits in 05 (five) schools and interviews with teachers -participants, questionnaires (before, during and after) of the "Tech Educ Especial" classroom training implemented in 03 (three) training processes, (face-to-face, roving, and consultation). The methodology developed as a case study was the DCC, Context-Centered Development of software use and its correlations, and a relevant theoretical and multidisciplinary basis as found in the school contexts of Maranhão and from the research question: In what way a formation Of teachers with the use of the Alternative Communication System contributes to the teaching praxis in the multifunctional resource rooms of students with ASD - Autism Spectrum Disorder? Thirty (30) teachers answered the questionnaires applied, of which 03 (three) of them became mulcasos, because they make Specialized Educational Assistance (AEE) with alternative communication practices. It was observed favorable modifications to the student development and in the teaching position during the planning of pedagogic activities, and in the pedagogical action, as well as in the interest of related studies, and in the sociocultural history of the context in which the ESA teacher is inserted, which as the main contributions of the research.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-20T12:47:08Z No. of bitstreams: 1 Luciana Maria Galvão Wolff.pdf: 905504 bytes, checksum: 075c5fa7927dda297ac0a30f867142ab (MD5) / Made available in DSpace on 2018-03-20T12:47:08Z (GMT). No. of bitstreams: 1 Luciana Maria Galvão Wolff.pdf: 905504 bytes, checksum: 075c5fa7927dda297ac0a30f867142ab (MD5) Previous issue date: 2018-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction: There is a considerable increase in the number of children diagnosed with Autism Spectrum Disorder (ASD) and being this population with a great chance of presenting complex communication needs, the speech language pathology intervention with Augmentative and Alternative Communication (AAC) is essential. The scientific knowledge production on these areas, specifically on the construction of language assessment instruments considering communication possibilities with AAC on this population is still incipient. Thus, it is justified by the development of an assessment tool proposed here. Aim: This research was developed through two integrated studies: Study 1 - development and content validation on language assessment instrument (CSA_Linguagem) in small children with complex communication needs using AAC. Study 2 - Application of this instrument in children diagnosed with ASD. Method: Study 1: the instrument was prepared from a bibliographic review, along with the clinical experience of the researcher. The instrument was then evaluated by expert judges in the area and a new final version was constructed with the collaborations computed. Study 2, the instrument was applied on children with ASD, on interaction situations, using AAC graphic symbols. Results: Study 1: The Instrument was improved with the judges contribution. Study 2: it was possible to observe the communication form chosen by the child, and the possibility of some communication effect, in the use of the AAC. The instrument proved to be operational, easy to apply and low cost / Introdução: Existe um aumento considerável do número de crianças diagnosticadas com Transtorno do Espectro do Autismo (TEA) e tendo essa população grandes chances de apresentar necessidades complexas de comunicação, a intervenção fonoaudiológica com a Comunicação Suplementar e Alternativa (CSA) deve ser considerada. A produção de conhecimento científico nessas áreas especificamente na elaboração de instrumentos de avaliação de linguagem considerando as possibilidades de comunicação por meio da CSA com essa população é ainda incipiente. Dessa forma, justifica-se a elaboração do instrumento de avaliação aqui proposto. Objetivo: Essa pesquisa foi desenvolvida por meio de dois estudos integrados: Estudo 1 - Elaboração e validação de conteúdo do instrumento de avaliação de linguagem (CSA_Linguagem) em crianças pequenas com necessidades complexas de comunicação utilizando a CSA. Estudo 2 - Aplicação desse instrumento em crianças diagnosticadas com TEA. Método: Estudo 1 - o instrumento foi elaborado a partir de revisão bibliográfica, em conjunto com a experiência clínica do pesquisador. Em seguida o instrumento foi avaliado por juízes especialistas na área e uma nova versão foi construída, incorporando as colaborações dos juízes. Estudo 2 - o instrumento foi aplicado em crianças com TEA, em situações de interação com a utilização de símbolos gráficos da CSA. Resultados: Estudo 1: o instrumento foi aprimorado com a contribuição dos juízes. Estudo 2: foi possível observar a forma de comunicação eleita pela criança, e a possibilidade de efeitos na comunicação com o uso da CSA. O instrumento se mostrou operacional, de fácil aplicação e baixo custo

For people without speech, voice output communication aids are an assistive technology––but can also be restrictive: whilst Text-To-Speech synthesis can say anything, it affords little choice of how this is spoken. An absence of nuanced tone of voice can inhibit social interaction. This research explores this profound but relatively overlooked issue in augmentative and alternative communication through the lens––with the sensibilities and skills––of interaction design. Tone of voice is such an elusive and intangible quality: difficult for even phoneticians to define, let alone AAC users and carers to discuss in the context of their everyday lives. Therefore the activities of design exploration and design practice have been employed to visualise tone of voice, in order to catalyse new conversations, through two original research projects: Six Speaking Chairs, curated with Andrew Cook, is a collection of interactive artefacts that illustrate alternative models of tone of voice developed by academics and practitioners as diverse as sociolinguists and playwrights;Speech Hedge, created with the assistance of Ryan McLeod, is a visualisation of how someone might interact with nuanced tone of voice using a conventional communication aid in combination with an interface on a smart phone. Audience responses to each project have illuminated the perspectives from which laypeople conceive of tone of voice, challenging the conventional emotional model that dominates speech technology in favour of something more complex and heterogeneous. In order to reconcile such complexity with simplicity of use, design principles have been distilled that could inspire future user interfaces but also inform further research. This research has been published and presented within different academic fields, including design research, interaction design and augmentative and alternative communication.

The purpose of the study was to evaluate the effectiveness of teaching a picture communication system to students with moderate to severe disabilities using the PECS Phase III application. A multiple probe across participants design was used to conduct the study and evaluate the effectiveness of the training on the PECS Phase III application. The results of the study demonstrated that teaching a picture communication system on an augmentative and alternative communication device is effective in the school setting with young adults with moderate and severe disabilities.

Functional neuroimaging techniques such as near-infrared spectroscopy (NIRS) have been studied in brain-computer interface (BCI) development. Previous research has suggested that the addition of a second brain-monitoring modality may improve the accuracy of a NIRS-BCI. The objective of this study was to determine whether the classification accuracies achievable by a multimodal BCI, which combines NIRS and transcranial Doppler ultrasonography (TCD) signals, can exceed those attainable using a unimodal NIRS-BCI or TCD-BCI. Nine able-bodied subjects participated in the study. Simultaneous measurements were made with NIRS and TCD instruments while participants were prompted to perform a verbal fluency task or to remain at rest, within the context of a block-stimulus paradigm. In five of nine (55.6%) participants, classification accuracies with the NIRS-TCD system were significantly higher (p<0.05) than with NIRS or TCD systems alone. Our results suggest that multimodal neuroimaging may be a promising approach towards improving the accuracy of future BCIs.

Functional neuroimaging techniques such as near-infrared spectroscopy (NIRS) have been studied in brain-computer interface (BCI) development. Previous research has suggested that the addition of a second brain-monitoring modality may improve the accuracy of a NIRS-BCI. The objective of this study was to determine whether the classification accuracies achievable by a multimodal BCI, which combines NIRS and transcranial Doppler ultrasonography (TCD) signals, can exceed those attainable using a unimodal NIRS-BCI or TCD-BCI. Nine able-bodied subjects participated in the study. Simultaneous measurements were made with NIRS and TCD instruments while participants were prompted to perform a verbal fluency task or to remain at rest, within the context of a block-stimulus paradigm. In five of nine (55.6%) participants, classification accuracies with the NIRS-TCD system were significantly higher (p<0.05) than with NIRS or TCD systems alone. Our results suggest that multimodal neuroimaging may be a promising approach towards improving the accuracy of future BCIs.

The purpose of this study is to examine how two educators at a preschool that is located in a neighborhood south of Stockholm works with TAKK with children who has Down syndrome in a language promotion purposes. The aim is also to investigate what teachers think about using TAKK with children without special needs and children with Down syndrome. In this study, I used qualitative research methods. I've used both observations and interviews to get answers to my questions. The theories which I have used in this thesis is, socio-cultural perspective, including integration and segregated integration. In order to find out how the educators work with TAKK I have asked these questions: How do the educators work with TAKK with children with Down syndrome from a language development perspective? What do the educators express about using TAKK with children without special needs and with children who has Down syndrome? My conclusions to these questions are that the literatures I have read in many ways are consistent with how they work. They told me, among other things, that the use of TAKK is good for both the children with and without Down syndrome. Regarding to how they use TAKK in their everyday work I could see that they used TAKK on a daily basis in the routines at the preschool.

Students with significant cognitive disabilities frequently exhibit reduced communicative and academic competence. The Low Incidence Initiative (LII) project was a professional development model designed to train school-based teams to facilitate increased communicative and academic competence with such students via distance-technology coaching. This study analyzed pre-existing data from year one of the LII. Data were analyzed to determine effectiveness of the project on communication status of students and on training school personnel to accurately identify student levels of communication, and for overall satisfaction with the project. Results indicated that all student participants demonstrated improvement in expressive communication output. 100% of students who required augmentative and alternative communication (AAC) increased in the complexity of AAC used. Some improvement in school personnel’s identification of student communication levels was demonstrated, however, the continued discrepancy between LII staff and school personnel indicates a need for additional training in this area. Qualitative analysis of survey question responses, and other anecdotal information, revealed an overwhelming satisfaction with the LII model, increased communicative sophistication of students, improvements in collaborative teaming, increased access to general curriculum for students, and improvement in school personnel skill-level. Implications of the results of this study and areas for future research are discussed.

Bakalauro darbe nagrinėjami augmentinės ir alternatyiosios komunikacijos taikymo ikimokyklinio amžiaus vaikams, turintiems autizmo spektro sutrikimų ypatumai. Siekta nustatyti, kaip komunikuoja autizmo spektro sutrikimų turintys vaikai, kokias augmentinės ir alternatyvios komunikacijos priemones naudoja. Tyrime dalyvavo 11 pedagogų (logopedai, auklėtojai), dirbantys ikimokyklinėse įstaigose ir ugdantys autizmo spektro sutrikimų turinčius vaikus. Pusiau struktūruoto interviu metodu atliktas tyrimas, kuriuo buvo norima nustatyti augmentinės ir alternatyvios komunikacijos taikymo ypatymus, ugdant ikimokyklinio amžiaus vaikus, turinčius autizmo spektro sutrikimų. Atlikus tyrimą paaiškėjo, jog vaikai, turintys autizmo spektro sutrikimų nesupranta komunikavimo paskirties, nenaudoja kalbos bendravimui. Autizmo spektro sutrikimų turintys vaikai geba bendrauti verbaliai arba neverbaliai. Dažniau pasireiškia neverbalus bendravimas naudojant simbolius, gestus, mimiką. Šių vaikų komunikacinių ir bendravimo gebėjimų ugdymui naudojama augmentinė ir alternatyvioji komunikacija. Pedagogai, mokydami vaikus augmentinės ir alternatyviosios komunikacijos dažniausiai naudoja vaizdines priemones. Pedagogai, dirbantys su autistiškais vaikais, jų komunikaciniams gebėjimams ugdyti derina tarpusavyje šias augmentinės ir alternatyviosios komunikacijos priemones: gestai; simboliai; gestai – simboliai; simboliai – daiktai; simboliai – kalba; gestas – kalba. Pedagogams didžiausių sunkumų taikant... [toliau žr. visą tekstą] / This bachelor’s work analyses augmentative and alternative communication use for pre-school age children with autism spectrum disorders. The goal is to determine how children that have autism spectrum disorders communicate, which augmentative and alternative communication means they use. The study was participated by 11 pedagogues (speech therapists, preceptors) which work in pre-school institutions and are working with children that have autism spectrum disorders. A study was done in a semi structured interview method to determine augmentative and alternative communication application peculiarities in developing pre-school age children that have autism spectrum disorders. The study showed that children with autism spectrum disorders do not understand communication purpose and they do not use speech to communicate. Children with autism spectrum disorder are able to interact verbally and nonverbally. More often reported use of nonverbal interaction which is being used through symbols, gestures, mimics. To develop those children ability to communicate and interact, augmentative and alternative communication is being used. Pedagogues that work with autistic children to develop a child’s communication abilities combine the use of these augmentative and alternative communication tools: gesture; symbols; gesture – symbols; symbols – objects; symbols – speech; gesture – speech. The biggest difficulty for pedagogues to apply augmentative and alternative communication is the negative... [to full text]