Ensino de habilidades comunicativas a indivíduos com autismo por meio da videomodelação: revisão sistemática de literatura

Abstract

This research aimed to seek, analyze and discuss the results of studies that used video modeling in interventions to teach communication skills to people with Autistic Spectrum Disorder.The CAPES Periodical Portal was used as the database, in the CAFe version, which comprises more than 38,000 complete periodicals (as an example we have: ERIC; IndexPsi; PubMed; SciELO; LILACS; Pepsic, among others). For search, specific descriptors and Boolean terms were used AND and OR: [("video modeling" OR "video instructions") AND (autism OR "asperger syndrome") AND ("communicative skills”)]. The period determined in this study was from 2017 to 2022. Three inclusion criteria were used to select the studies to be incorporated, namely: a) the studies should use video modeling alone as an independent variable, associated with another intervention or as part of a package of treatments; b) communication skills should be part of the dependent variable, even if other skills were present; c) all studies should have participants with Autism Spectrum Disorder (ASD). Twenty two articles were found and after removing duplicates and applying the inclusion criteria, three empirical and two review studies were selected for analysis. The materials selected in the search were analyzed in two stages: the first stage analyzed empirical research, following the method proposed by Rodrigues and Almeida (2017). The second stage analyzed the review studies that addressed the theme of this research. The three empirical studies were analyzed based on the methodological characteristics of the studies and characteristics of the video modeling interventions. Two studies employed a subject design as its own control and a group design. One study presented an assessment of generalization and maintenance and none carried out an assessment of social validity. The three empirical studies performed reliability treatment. Two studies used video modelling and PECS as independent variables. The results, in general, indicated effectiveness in teaching communicative skills through video modeling, in addition to promoting skills training in people with ASD. The two review studies were analyzed with information extracted from the studies that enabled a descriptive analysis. The studies analyzed the literature about teaching communicative skills to people with autism. A national study found 11 studies that met the inclusion criteria and an international study carried out a review exploring the literature on the use of video modeling for skills-based learning and discusses its application as training tools for communication center consultants in increasing proficiency in public speaking for higher education students with ASD. The present study presented an overview of the studies that used video modeling as a strategy for teaching communication skills, which can help teachers, researchers and therapists in planning, improving and strengthening their practices regarding their work with people with autism.