Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-11T11:52:06Z No. of bitstreams: 1 Mariana Cavalcante Vieira.pdf: 1959831 bytes, checksum: 767450c706eb12b725c42a045cbb3802 (MD5) / Made available in DSpace on 2018-04-11T11:52:06Z (GMT). No. of bitstreams: 1 Mariana Cavalcante Vieira.pdf: 1959831 bytes, checksum: 767450c706eb12b725c42a045cbb3802 (MD5) Previous issue date: 2018-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Peer mediated interventions are used to increase social interactions of children in the Autistic Spectrum Disorder (ASD) with their peers by building the behavioral repertoire of the peers to act as intervention agents. Peer mediated interventions are considered the most empirically valid type of intervention for children with ASD and the best to increase social interactions between those children and their typically developing peers. However, those interventions are reaching inconsistent results in tests of generalization and maintenance of behaviors. The aim of the present study was to analyze the objectives, the methodological characteristics, the results, and the relation between some of the methodological characteristics and between those characteristics and the results of experimental researches about peer mediated interventions that had data of social interaction in the school settings. Forty-one studies were selected from three data bases (CAPES, PsycINFO e Science Direct), in the list of two reviews in the area - Chan et al. (2009) e Watkins et al. (2015) – and in the personal files of the researcher. Sixty-four variables were analyzed, organized in 15 groups: objectives, ASD participants, behavioral repertoire of the participants with ASD, peers, settings, strategies, training, tests, VD, measured behaviors, maintenance, generalization, social validity, integrity and results. The results were, in general, positive, although few studies contained integrity, social validity and maintenance tests. Inconsistencies in the results of the maintenance tests and the generalization tests were found. Studies that used Prompt and reinforce had better results than the ones that used Peer-initiation intervention. More research is needed in order to assure if the peer mediated interventions are reinforcement contingencies that really promotes increase of social interaction with peers / As intervenções mediadas por pares são usadas para aumentar interação social de crianças com TEA com seus pares através da construção do repertório comportamental dos pares para atuarem como agentes da intervenção. São apontadas como o tipo de intervenção mais empiricamente validado para crianças com TEA e as que melhor promovem aumento da interação social com pares; porém, tais intervenções estão alcançando resultados inconsistentes nos testes de generalização e manutenção. Pretendeu-se, com este estudo, analisar os objetivos, as características metodológicas, os resultados e a relação entre algumas das características metodológicas e entre tais características e resultados de pesquisas experimentais sobre intervenções mediadas por pares que apresentassem dados sobre interação social em ambiente escolar. Foram selecionados 41 estudos, coletados em três bases de dados (CAPES, PsycINFO e Science Direct), na lista de artigos de duas revisões da área - Chan et al. (2009) e Watkins et al. (2015) - e no arquivo pessoal da pesquisadora. Foram analisadas 64 variáveis, organizadas em 15 grupos: objetivos, participantes com TEA, repertório comportamental dos participantes com TEA, pares, settings, estratégia, treino, teste, VD, comportamentos medidos, manutenção, generalização, validade social, integridade e resultados. Os resultados foram, em geral, positivos, porém poucos estudos continham teste de integridade, de validade social e de de manutenção. Encontraram-se inconsistências nos resultados dos testes de manutenção e de generalização. Os estudos que usaram Dica e reforço obtiveram resultado ligeiramente superior aos da Intervenção de iniciação por pares. São necessárias mais pesquisas para se afirmar se as intervenções mediadas por pares são contingências de reforço promissoras para promover aumento da interação social com seus pares

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.

Made available in DSpace on 2014-12-17T15:38:49Z (GMT). No. of bitstreams: 1 MariaHOD_DISSERT.pdf: 873654 bytes, checksum: cf254e02723c86333cb5282f97151990 (MD5) Previous issue date: 2010-08-27 / This study investigates the applicability of the Rorschach Method for evaluating the personality of people with Autism Spectrum Disorder (ASD).The relevance of this study is justified by the limited number of investigations published in the research literature concerning the use of psychological tests used for evaluating the personality of individuals with ASD. The Rorschach Method was chosen as an appropriate instrument considering it reveals the personality s basic structure, including characteristics of the affectivity, sensuality, inner life, mental resources, psychic energy and general characteristics and intellectual state of the individual. The general objective of this investigation consisted of verifying the applicability of the use the Rorschach Method in the evaluation of the characteristics of people's personality with autism spectrum disorder (ASD).The study also sought to identify perceptive factors of the personality structure of individuals with ASD, provide contributions of the understanding of this syndrome, seeking the establishment of possible therapeutic interventions starting from diagnostic by Rorschach Method. In addition, this investigation aims at verifying the adequacy of using the Rorschach Method as an instrument for evaluating the personality characteristics of individuals with ASD and its possible use in Brazil, starting from preliminary normative results. Participants consisted of 44 youngsters and adults, both genders with age range 14 - 39 years-old (average: 23.5 years-old) distributed in 2 groups. Group 1: composed with 22 youngsters and adults with clinical diagnosis of autism spectrum disorder (communication impairments, social interaction deficits, restricted and repetitive interests and activities); Group 2: composed with 22 youngsters and adults with typical behavior. The participants were paired to gender and age, individually. The Mann-Whitney and Wilcoxon tests were applied to evaluate statistical differences between the groups, considering demographic and social data. The results indicate the presence of restricted interest or difficulty in the expression of the social and affective interaction of people with ASD. However, the need of broader normative studies concerning the use of personality evaluation instruments for people with ASD is warranted. These investigations could help understand the psychic dynamism of this population, offering subsidies that can be added to the current techniques of diagnosis. The Rorschach Method is susceptible to application but it is necessary to respect the individual limitations of these people and to establish more criterions about the spectrum / O presente trabalho investiga a aplicabilidade do Rorschach na avalia??o de caracter?sticas de personalidade de sujeitos com Transtorno do Espectro Autista (TEA). A relev?ncia do estudo deve-se ? necessidade do desenvolvimento de pesquisas na ?rea de avalia??o psicol?gica de sujeitos com TEA, mediante a utiliza??o de instrumentos apropriados para tal finalidade. A escolha pelo M?todo de Rorschach ampara-se em ser uma t?cnica que revela a organiza??o b?sica da estrutura da personalidade, incluindo caracter?sticas da afetividade, sensualidade, vida interior, recursos mentais, energia ps?quica e tra?os gerais e particulares do estado intelectual do sujeito. Os objetivos espec?ficos buscaram identificar os fatores perceptivos da estrutura de personalidade de sujeitos com TEA; contribuir para o entendimento de tal s?ndrome, visando o estabelecimento de poss?veis interven??es terap?uticas a partir do Psicodiagn?stico do Rorschach e, verificar a adequa??o do referido m?todo como instrumento de avalia??o de caracter?sticas de personalidade de sujeitos com TEA e poss?veis uso no Brasil, a partir de resultados normativos preliminares. Os participantes foram pareados individualmente por sexo e idade totalizando 44 adolescentes, jovens e adultos de ambos os sexos, na faixa et?ria de 14 a 39 anos (m?dia: 23,5 anos) distribu?dos em 2 grupos. Grupo 1 composto por 22 adolescentes,jovens e adultos com diagn?stico cl?nico do espectro autista (dificuldades na comunica??o, intera??o social, atividades e interesses restritos e repetitivos); Grupo 2 constitu?do de 22 adolescentes, jovens e adultos com comportamento t?pico e escolaridade compat?vel ao primeiro grupo. As an?lises foram obtidas por meio dos testes estat?sticos Mann-Whitney e Wilcoxon para verifica??o das poss?veis diferen?as, considerando vari?veis sociodemogr?ficas. Os resultados apontam para um interesse restrito ou mesmo dificuldade na express?o da intera??o s?cio-afetivas dos sujeitos com TEA. Ressalta-se, por?m, a necessidade de estudos acerca da avalia??o de caracter?sticas de personalidade de sujeitos com TEA visando uma melhor compreens?o do dinamismo ps?quico desses de modo a fornecer subs?dios que possam somar-se as t?cnicas diagn?sticas j? existentes, sendo o M?todo de Rorschach uma possibilidade de caracteriza??o de express?o da personalidade

This thesis deals with the issue of the autistic spectrum disorders. The main goal is to find out if it's possible to integrate the autistic children into the society. Another task is to find those educational and formative methods which can positively influence the integration. This thesis focuses on different aspects of this disorder as well such as diagnostic, personal and work assertion of these handicapped people in the maturity.

Play is an important contributor to children’s development: it reflects, reinforces, and results in development (Johnson, Christie, Wardle, 2005). However, the tools available to support planning and measurement of play are not sufficiently detailed or focused on children with autism and severe learning difficulties (SLD). Play for children with autism is consistently identified as restrictive and repetitive. Although extensive research examines symbolic play, the content and structure of functional play, which is considered a valuable precursor of symbolic play, is rarely the subject of focused research (Williams, 2003; Lifter, Foster-Sanda, Arzamarski, Briesch, & McClure, 2011). Given the developmental potential that play presents, the aim of this study was to examine the functional play presented by children with autism and SLD, with a view to designing a play framework that enables teachers to support functional play development in the classroom. A pragmatic mixed methods approach was adopted across a three-stage study in three schools. Study 1 provides the background for creating a functional play framework, while Study 2 focuses on the creation of the framework through objective observations of the play activity of a total of 27 children with autism and SLD, as well as interviews with nine classroom teachers. Study 3 was a process of trialling the framework in two schools and collaborating with eight teachers to finalise the functional play framework, in particular by considering its usability. Data collected across the three studies provided a description of functional play that suggests it is more complex than traditionally defined. Four key areas of functional play were identified: interacting with one object; interacting with two (or more) objects; interacting with self; and interacting with the environment. Additionally, 12 subcategories were established as components related to functional play. Teachers reported that they could use the framework to baseline play, set targets and measure play progression for children with autism and SLD. The framework was also identified as a tool that supports classroom management and continuing professional development. The proposed framework facilitates the identification of small increments of progress and extends on other available play frameworks. By developing detailed descriptions of the play that children with autism and SLD present, the framework provides a greater ability to identify precise deficits and, more specifically, to target support in the area of play. Additionally, the collaborative approach with classroom teachers provides diverse viewpoints but also begins to merge the gap between researchers and practitioners in order to ensure a useful resource. Recommendations for further descriptive accounts, greater involvement of classroom professionals in the development of resources and additional trials of the framework are acknowledged.

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.

This paper investigates the school educational inclusion of children with Autistic Spectrum Disorder (ASD) in Santa Maria, RS. Thus, the inclusion will be analyzed in a more comprehensive way, including four referring axes: presence, participation, acceptance and apprenticeship of students with ASD. The research has qualitative character, being carried out from exploratory multiple case. The objective is to describe how the inclusion of students with ASD in mainstream schools in Santa Maria is working from the perspectives of their teachers in this context. For that, four teachers of first years of elementary school, who teach students diagnosed with ASD by Educacenso 2012, took part in this research. It is noteworthy that the findings of this study point to the fact that the strategies used by the teachers seem to favor the inclusion of students with ASD in mainstream schools. However, there are still barriers to participation and learning of these students who constitute a challenge to the inclusive process. Furthermore, it is suggested that the inclusion is investigated in a broader sense, considering besides the presence of the student at school, how he is participating, interacting, learning and being perceived in the inclusive setting. / Este trabalho investiga a inclusão educacional escolar de crianças com Transtorno do Espectro do Autismo (TEA) no município de Santa Maria, RS. A inclusão será analisada a partir dequatro indicadores: presença, participação, aceitação e aprendizagem dos alunos com TEA. A pesquisa tem caráter qualitativo, desenvolvendo-se a partir de caso múltiplo do tipo exploratório. O objetivo constitui em analisar os indicadores de qualidade de inclusão dos alunos com TEA matriculados nas escolas regulares do município de Santa Maria, a partir das perspectivas de seus professores. Para isso, participaram deste estudo quatro professores das séries iniciais do ensino fundamental de escolas do município de Santa Maria RS que realizama docência com alunos com o diagnóstico de TEA pelo Educacenso 2012. Ressalta-se que os achados desse estudo, apontam para o fato de que as estratégias utilizadas pelas professoras parecem favorecer a inclusão dos alunos com TEA em escolas regulares. Entretanto, ainda existem barreiras que impedem a participação e a aprendizagem desses alunos que se constituem como desafio ao processo inclusivo. Além disso, sugere-se que a inclusão seja investigada de modo mais amplo, considerando além da presença do aluno na escola, a forma como ele está participando, sendo aceito, aprendendo e sendo percebido no contexto inclusivo.

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.

The purpose of this paper is to examine to what extent teachers in Swedish EFL (English as a Foreign Language) classrooms need to adapt their teaching methods and strategies to best handle students with Autism Spectrum Disorder (ASD). According to Skolverket (2020), a lot of students diagnosed with ASD fail to reach the knowledge requirements for a pass in their English classes in school. The paper presents relevant research retrieved from databases ERIC and EBSCO and discusses the findings in relation to the research questions and the Swedish curriculum. The research presented show students with ASD often struggle with attention, anxiety, and primarily listening comprehension in the classroom.  Methods researchers argue counteracts the obstacles for the autistic students aim to reduce anxiety, enhance communication, and complement verbal instructions with visual support.

Yes / A global response to Covid‐19 pandemic has triggered issues related to stress and social restrictions; thus, mental health is seen as a particular area of concern for social well‐being for both policymakers and corporate regulators/companies. Given that mental health intersects with most, if not all, of the 17 sustainable development goals (SDGs), this research brought to light issues surrounding employment of people with mental disabilities (PWMDs) and the financial merits of employing them. An online survey was administered to PWMDs to elicit what possible flexible opportunities could enable them to gain or stay at work. Interviews were also conducted with human resource managers and financial managers. Our results show that there are currently no flexible working opportunities available for PWMDs, which could enable them work effectively to improve both self and general economic growth.