Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção
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Data
2014-04-01
Autores
Misquiatti, Andréa Regina Nunes [UNESP]
Brito, Maria Claudia
Ceron, Jéssica Dos Santos
Carboni, Priscila Piassi
Olivati, Ana Gabriela
Título da Revista
ISSN da Revista
Título de Volume
Editor
CEFAC Saúde e Educação
Resumo
Objetivo analisar o conhecimento de professores de ensino fundamental sobre a comunicação de pessoas com transtornos do espectro do autismo, em dois momentos distintos, pré e pós-intervenção. Métodos trata-se de um estudo descritivo comparativo, em que participaram 160 professores de escolas municipais de ensino fundamental, de ambos os gêneros, com idades entre 23 e 65 anos. Para verificar o conhecimento dos professores sobre a comunicação nos transtornos do espectro do autismo, foi elaborado e aplicado um questionário especificamente para este estudo. O instrumento, oferecido aos professores, foi aplicado em dois momentos distintos, pré e pós-intervenção. O procedimento de intervenção constou de dois encontros, de quatro horas cada, conduzidos por fonoaudiólogos e entrega de manual de orientação sobre os transtornos do espectro do autismo, com ênfase em aspectos da comunicação e linguagem. Foram analisadas e comparadas as respostas pré e pós-intervenção. Os resultados foram tratados estatisticamente (p<0,05 e em alguns casos p<0,01; foi utilizado o teste de Qui-quadrado para Proporções). Resultados foi possível observar que os professores apresentavam conhecimento restrito sobre a comunicação nos transtornos do espectro do autismo e sobre esses quadros clínicos de modo geral. Além disso, verificou-se aumento significante de respostas corretas por parte dos professores após a intervenção. Conclusão constatou-se um restrito conhecimento dos professores sobre a comunicação nos transtornos do espectro do autismo e efeitos positivos do procedimento de intervenção, por meio da análise comparativa entre as fases pré e pós-intervenção, que evidenciou aumento significante de respostas adequadas sobre os transtornos do espectro do autismo.
Purpose to assess the knowledge of teachers in elementary education about the communication of people with autism spectrum disorders at two different times, pre and post-intervention. Methods it was a comparative and descriptive study, involving 160 teachers from municipal elementary school of both genders, aged between 23 and 65. To check the teachers’ knowledge of communication in autism spectrum disorders, a specific questionnaire for this study was developed and applied. It was offered to teachers and administered at two different times, pre and post-intervention. The intervention procedure consisted of two meetings of four hours each, conducted by speech therapist and the delivery of a guidance manual on the autism spectrum disorders, emphasizing the aspects of communication and language. The responses pre-and post-intervention were analyzed and compared. The results were treated statistically (p <0.05 and in some cases p <0.01, the chi-square test for proportions was used). Results it was observed that the teachers had a limited knowledge and inadequate communication about the autism spectrum disorders and on these clinical cases in general. In addition, there was significant increase of correct answers by the teachers after the intervention. Conclusion there is a restricted teachers’ knowledge of communication in autism spectrum disorders and positive effects after the intervention procedures, through the analysis of the pre and post-intervention phases, which showed a significant increase in appropriate responses on the autism spectrum disorders.
Purpose to assess the knowledge of teachers in elementary education about the communication of people with autism spectrum disorders at two different times, pre and post-intervention. Methods it was a comparative and descriptive study, involving 160 teachers from municipal elementary school of both genders, aged between 23 and 65. To check the teachers’ knowledge of communication in autism spectrum disorders, a specific questionnaire for this study was developed and applied. It was offered to teachers and administered at two different times, pre and post-intervention. The intervention procedure consisted of two meetings of four hours each, conducted by speech therapist and the delivery of a guidance manual on the autism spectrum disorders, emphasizing the aspects of communication and language. The responses pre-and post-intervention were analyzed and compared. The results were treated statistically (p <0.05 and in some cases p <0.01, the chi-square test for proportions was used). Results it was observed that the teachers had a limited knowledge and inadequate communication about the autism spectrum disorders and on these clinical cases in general. In addition, there was significant increase of correct answers by the teachers after the intervention. Conclusion there is a restricted teachers’ knowledge of communication in autism spectrum disorders and positive effects after the intervention procedures, through the analysis of the pre and post-intervention phases, which showed a significant increase in appropriate responses on the autism spectrum disorders.
Descrição
Palavras-chave
Transtorno Autístico, Estudos de Intervenção, Comunicação, Docentes, Educação, Fonoaudiologia, Autistic Disorder, Intervention Studies, Communication, Teachers, Education, Speech, Language and Hearing Sciences
Como citar
Revista CEFAC. CEFAC Saúde e Educação, v. 16, n. 2, p. 479-486, 2014.