Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea
Abstract
Augmentative and Alternative Communication (AAC) aims to expand the
communicative possibilities of people with complex communication needs, in which
their abilities to dialogue and to make themselves understood are impaired.
Requiring visual and/or gestural graphic resources that complement or replace
compromised or absent oral language. Alternative communication has, above all, the
need for competent and proactive interlocutors with attitudinal accessibility (regarding
the perception of the other and free from prejudices, stigmas, stereotypes and
discrimination) so that there is a real interest in the communicative development of
the person who does not have functional speech, going much further, therefore, of
the only recursive approach in relation to its users. Autism Spectrum Disorder (ASD),
according to the DSM-V, is a neurodevelopmental condition that is characterized by
socio-communicative impairments and the presence of repetitive and stereotyped
behaviors. The new definition emphasizes the correlation between deficits in social
skills and communication deficits. The present study identify how the interactions
between a non-verbal student with ASD and his teachers occurred in the school and
verify if the offer of his AAC resource, with direct instructions to both, regent and
support teachers, could contribute to the advancement of participation in the school
context.The type AB study took place in an elementary school in the city of Ribeirão
Preto - SP. Participants in the Baseline and Intervention were: a 10-year-old student
with ASD and user of the Alternative Communication Program PECS-Adapted, at the
beginning of phase 4 in this program. And his four teachers from regular school. The
frequencies of student/teacher communicative interactions were collected during 21
minutes of daily observations during regular classes of the participating teachers with
the participating student present. The communicative interactions that occurred
without the Alternative Communication resource were observed and, from the fifth
observation session, the student's Alternative Communication resource was inserted.
The resource used in the intervention followed Incidental Teaching strategies to take
advantage of natural communicative situations during the observed contexts and that
provided direct engagement of the student and the participating teachers with the
CAA. It was desired with this, to provide a strategy of Continuing Education to
teachers on the benefits of AAC. The results showed a decrease in conduct
disorders associated with the student and positive behavioral changes by teachers
as interlocutors after the intervention with Alternative Communication. Thus, the
study can contribute as an account of strategies that can strengthen the performance
of teachers involved in the schooling of students with ASD and enrich the inclusive
experience in this context.
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