Tarefas informatizadas e jogos aplicados pelos pais na aprendizagem de leitura por crianças com transtorno do espectro autista
Resumo
A child with Autism Spectrum Disorder (ASD) can present difficulties in the acquisition of
symbolic behavior in general, including in reading. Educational programs via computerized
curriculum based on stimulus equivalence provide children opportunities to learn reading
repertoire. This study aimed at the implementation and evaluation of a computerized
procedure for teaching reading fifteen-syllable words (isolated) for children with ASD, based
on stimulus equivalence paradigm. As a secondary goal of the study we built games to work
at home, seeking parental involvement in reading learning of their children. In the study
participated three autistic children and their parents. We used a multiple baseline design of
sets of words, combined with pre and post-test. The procedure began with the implementation
of the pre-test after conducting five stages of teaching and finally the post-test. In the five
teaching steps, gaming sessions and teaching sessions of isolated words through
computerized curriculum were performed. In general, the results showed that children made
gains in the repertoire of reading, although they showed no generalization of learning to
generalized reading significantly. Parents were involved in the application of games and used
reinforcement and prompt during the sessions properly.
Keywords: reading, computerized instruction, games, children with ASD, parents.