Contação de histórias sociais para promover comportamentos inclusivos entre crianças, do ensino fundamental, com e sem autismo

Abstract

Autism Spectrum Disorder (ASD) is classified as a neurodevelopmental disorder with organic etiologies and known symptomatological characteristics that are based on difficulties in social interaction, in addition to restricted behaviors and interests. The acquisition of social behavior by children occurs mainly with peers and, in most cases, this learning begins when the individual enters school. Considering the common characteristics observed in children with ASD, it is possible to predict that they tend to experience greater loneliness in the school environment and in their lives. In this context, the present study aimed to apply a brief intervention, based on storytelling, aiming to increase the inclusive behavior of peers with children with ASD in the classroom. To this end, an intervention was carried out in a second-grade classroom of Elementary School I, in a school in the interior of São Paulo. The intervention consisted of applying two measures before the intervention, the Ecomap and the Semantic Differential Scale (SD), and one measure after the intervention (Semantic Differential Scale). The intervention consisted of telling a social story. From the Ecomap, it was possible to perceive the lack of reciprocity in the relationship between the autistic children and the rest of the class. The results obtained in the SD indicated that telling the social story impacted the children's perception of one of the characters in the story, who before the intervention was attributed neutral and negative characteristics and after the intervention, was attributed neutral and positive characteristics. These results may indicate that telling social stories can be an effective instrument in promoting inclusive behaviors. It is also suggested that the application of the measurement instruments be done before and after the intervention and that observation protocols be carried out in natural environments, such as during recess.