Análise da influência da abordagem de integração sensorial de Ayres® na participação escolar de alunos com transtorno do espectro autista
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2020-12-15
Autores
Andrade, Mirela Moreno Almeida de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O Transtorno do Espectro Autista (TEA) consiste em uma disfunção do neurodesenvolvimento, marcada por déficits na comunicação, na interação social e pela presença de comportamentos, atividades ou interesses restritos e repetitivos. Dentre as suas características, encontra-se a disfunção de integração sensorial, que pode resultar em desempenho e participação inadequados nas suas ocupações, sejam elas as atividades de vida diária, atividades instrumentais de vida diária, descanso e sono, brincar, lazer, educação e participação social. Nessa condição, faz-se necessária a intervenção de Integração Sensorial de Ayres®, a qual objetiva interferir no processamento das informações sensoriais, de modo a promover mudança na capacidade de resposta adaptativa e no comportamento funcional. Considerando a importância dessa intervenção, perante as demandas escolares dos alunos com TEA, esta pesquisa teve por objetivo geral analisar a influência da intervenção da Terapia Ocupacional com a Abordagem de Integração Sensorial de Ayres® na participação escolar de alunos com Transtorno do Espectro Autista (TEA). Participaram deste estudo dezesseis alunos com idade de quatro a oito anos e onze meses e seus respectivos professores, distribuídos em dois grupos. Ao grupo A foi ofertada a intervenção com a Abordagem de Integração Sensorial de Ayres® associada à mediação da terapeuta junto aos professores, enquanto, ao grupo B foi propiciada apenas a intervenção. Foram utilizados, como instrumentos de coleta de dados, o Sensory Integration and Praxis Tests (SIPT), a Avaliação da Função Escolar (SFA) e o Perfil Sensorial 2 nos períodos pré e pós-intervenção. Os dados foram analisados estatisticamente, por meio do teste Cramer-von Mises, para normalidade, Box-Cox, para homogeneidade de variância, e ANOVA two-way, para as análises descritivas dos dados, considerando os valores de média, desvio-padrão e significância a 5% e Cohen’s D para diferença clinicamente significativa. Os resultados obtidos pela Avaliação da Função Escolar (SFA) e Perfil Sensorial 2 demonstraram que houve diferença estatisticamente significativa entre os resultados pré e pós-intervenção, para a variável intervenção, em ambos os grupos, enquanto os resultados obtidos pelo SIPT evidenciaram, por meio da estatística de Cohen’s D, que houve mudança positiva do ponto de vista clínico, na comparação dos resultados pré e pós-intervenção. Com relação à mediação escolar, os resultados do grupo A, submetido à mediação escolar associada à intervenção, apontaram mudança qualitativa da participação, com redução do nível de assistência e favorecimento da implantação de estratégias e adaptações necessárias, considerando a particularidade dos alunos com TEA. Conclui-se que os alunos participantes desta investigação melhoraram a participação nas atividades executadas no ambiente escolar ,durante o período no qual foi realizada a intervenção com a Abordagem de Integração Sensorial de Ayres®.
Autistic Spectrum Disorder (ASD) refers to a neurodevelopmental disorder marked by deficits in communication, social interaction and the presence of restricted and repetitive behaviors, activities or interests. Among its characteristics, the dysfunction of sensory integration is highlighted. This dysfunction can result in inadequate performance or participation in their occupations, whether they are daily living activities, such as rest and sleep, leisure, education and social participation. In this condition, the Ayres Sensory Integration® intervention is necessary; the intervention is aimed at interfering in the sensory information processing to promote changes in the adaptive response capacity and functional behavior. Considering the importance of this intervention in view of the school demands of students with ASD, this research aimed to analyze the influence of the Occupational Therapy with the approach Ayres Sensory Integration® on the school participation of students with Autistic Spectrum Disorder (ASD). The study investigated sixteen students, aged between four and eight years and eleven months and their respective teachers, distributed in two groups. Group A was offered the Ayres Sensory Integration® intervention associated with the therapist's mediation with the teachers, while group B was offered only the intervention. Sensory Integration and Praxis Tests (SIPT), School Function Assessment (SFA) and Sensory Profile 2 were used as data collection instruments in the periods pre- and post-intervention. The data were statistically analyzed using the Cramer-von Mises test for normality, Box-Cox for homogeneity of variance, and twoway ANOVA for descriptive data analysis, considering the values of mean, standard deviation and significance at 5%, Cohen’s D for clinically significant difference. The results obtained with the School Function Assessment (SFA) and Sensory Profile 2 demonstrated that there was a statistically significant difference between the pre- and post-intervention results for the treatment variable in both groups, while the results obtained from the SIPT evidenced, through Cohen’s D, a positive change from the clinical perspective when pre-and post-intervention results were compared. Regarding school mediation, the results of group A, submitted to school mediation associated with the intervention, showed a qualitative change in participation, with a reduction in the level of assistance and favoring of the implementation of strategies and necessary adaptations, considering the particularity of students with ASD. The study concluded that the students improved their participation in activities carried out in the school environment during the intervention period with the Ayres Sensory Integration Approach®.
Autistic Spectrum Disorder (ASD) refers to a neurodevelopmental disorder marked by deficits in communication, social interaction and the presence of restricted and repetitive behaviors, activities or interests. Among its characteristics, the dysfunction of sensory integration is highlighted. This dysfunction can result in inadequate performance or participation in their occupations, whether they are daily living activities, such as rest and sleep, leisure, education and social participation. In this condition, the Ayres Sensory Integration® intervention is necessary; the intervention is aimed at interfering in the sensory information processing to promote changes in the adaptive response capacity and functional behavior. Considering the importance of this intervention in view of the school demands of students with ASD, this research aimed to analyze the influence of the Occupational Therapy with the approach Ayres Sensory Integration® on the school participation of students with Autistic Spectrum Disorder (ASD). The study investigated sixteen students, aged between four and eight years and eleven months and their respective teachers, distributed in two groups. Group A was offered the Ayres Sensory Integration® intervention associated with the therapist's mediation with the teachers, while group B was offered only the intervention. Sensory Integration and Praxis Tests (SIPT), School Function Assessment (SFA) and Sensory Profile 2 were used as data collection instruments in the periods pre- and post-intervention. The data were statistically analyzed using the Cramer-von Mises test for normality, Box-Cox for homogeneity of variance, and twoway ANOVA for descriptive data analysis, considering the values of mean, standard deviation and significance at 5%, Cohen’s D for clinically significant difference. The results obtained with the School Function Assessment (SFA) and Sensory Profile 2 demonstrated that there was a statistically significant difference between the pre- and post-intervention results for the treatment variable in both groups, while the results obtained from the SIPT evidenced, through Cohen’s D, a positive change from the clinical perspective when pre-and post-intervention results were compared. Regarding school mediation, the results of group A, submitted to school mediation associated with the intervention, showed a qualitative change in participation, with a reduction in the level of assistance and favoring of the implementation of strategies and necessary adaptations, considering the particularity of students with ASD. The study concluded that the students improved their participation in activities carried out in the school environment during the intervention period with the Ayres Sensory Integration Approach®.
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Palavras-chave
Educação especial, Transtorno do espectro autista, Integração sensorial, Terapia ocupacional, Special education, Autistic spectrum disorder, Sensory integration, Occupational therapy