Made available in DSpace on 2014-12-17T14:36:32Z (GMT). No. of bitstreams: 1 RosanaCG_DISSERT.pdf: 2327029 bytes, checksum: f9d8a2744667bf393eb6990e4ebebc9f (MD5) Previous issue date: 2011-04-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Inclusion of students with autism in regular education settings is a topic that has not been much explored by the national scientific literature. This matter is complex and, due to the extent of various aspects involved, it is essential to delimitate a focus of investigation. The direction taken by this study was to evaluate the effects of an intervention program in the communicative interactions between a student with autism and his teacher in a regular classroom. Data were collected in an elementary private school, located in the city of Natal, Rio Grande do Norte during the 2010 academic school year. The study included a teacher and a non-vocal, 10-year-old student diagnosed with autism. A quasi-experimental A-B research design was employed. During the intervention program the teacher was trained to use Naturalistic Teaching Strategies and Alternative and Augmentative Communication (AAC) resources to increase the frequency of interactions with the student during three classroom routines (entry time, snack and pedagogical activity). The results indicated qualitative and quantitative changes in the interactions of the dyad after the implementation of the intervention program. The student began to use pictograms to communicate with the teacher in two of the three routines investigated. The frequency of AAC use was also observed in the teacher‟s repertoire, especially when the student failed to understand gestures and words. The teacher positively evaluated the intervention program / A inclus?o de alunos com autismo em ambientes regulares de ensino ? um t?pico pouco explorado na literatura cient?fica nacional. O tema ? complexo e, em fun??o da amplitude dos aspectos envolvidos, delimitamos um recorte como alvo da presente investiga??o. A dire??o tomada por este estudo foi avaliar os efeitos de um programa de interven??o nas intera??es comunicativas entre um aluno com autismo e sua professora, no contexto da sala de aula regular. Os dados foram coletados em uma escola particular de Ensino Fundamental, localizada na cidade de Natal no estado do Rio Grande do Norte no decorrer do ano letivo de 2010. Participaram deste estudo uma professora e um aluno n?o-vocal de 10 anos com diagn?stico de autismo. A pesquisa utilizou delineamento quase experimental do tipo A-B (linha de base e tratamento). No programa de interven??o, a professora foi capacitada a empregar estrat?gias do Ensino Natural?stico (EN) e recursos da Comunica??o Alternativa Ampliada (CAA) para aumentar a frequencia de intera??es com o aluno durante tr?s rotinas da sala de aula (hora da entrada, lanche e atividade pedag?gica). Os resultados indicaram mudan?as qualitativas e quantitativas nas intera??es da d?ade ap?s o programa de interven??o. O aluno passou a utilizar os pictogramas para se comunicar com a professora em duas das tr?s rotinas investigadas. A frequ?ncia no uso da CAA foi, tamb?m, observada no repert?rio da professora, principalmente quando o aluno falhava em compreender gestos e palavras. A professora avaliou o programa de interven??o de forma positiva