Engajamento de crianças com Transtorno do Espectro Autista em atividades de um programa metatextual de produção de histórias
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Data
2021-03-04
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Universidade Estadual Paulista (Unesp)
Resumo
Considerando o quanto a produção de histórias infantis é importante para os desenvolvimentos social e acadêmico, esta pesquisa abordou o uso delas, a partir de um programa que tem como foco o apoio estruturado para essa produção. Foi conduzida uma investigação com crianças que possuem diagnóstico de Transtorno do Espectro Autista (TEA), cujo objetivo foi: analisar os comportamentos indicadores de engajamento emitidos, durante o uso de um programa metatextual, sistematizar os suportes fornecidos por esse programa ao longo dessa atividade e relacionar esses comportamentos emitidos com o perfil comunicativo das crianças e o desempenho obtido por elas em cada narrativa construída. Os participantes do estudo foram quatro crianças com diagnóstico de TEA, com idade de 9 anos, que frequentam, no contraturno escolar, uma instituição especializada no atendimento de crianças com esse diagnóstico, localizada numa cidade do interior do estado de São Paulo. Para a coleta de dados foram realizadas duas sessões individuais de aproximadamente 25 minutos, com um intervalo de no mínimo 2 semanas entre elas. Essas sessões foram conduzidas utilizando-se duas histórias de nível fácil do PRONARRAR, seguindo as instruções desse programa. O registro dessas sessões foi efetuado por meio de filmagens e para a análise de dados foram utilizados os instrumentos do programa e dois protocolos: a) Protocolo para observação de comportamentos emitidos pelas crianças durante o uso do PRONARRAR, analisados como indicadores de interesse pelo material e de engajamento na atividade; e b) Proposta de análise de funções comunicativas em crianças com deficiência (PAFCCD). Nos resultados foi possível identificar os comportamentos indicadores de engajamento: atenção sustentada, sequência das imagens, emissões correspondentes às figuras observadas, emissões de inferências, reconto com apoio e sem apoio e os suportes que ajudaram a manter esse engajamento. Como suportes do mediador, foi possível verificar os suportes gestual, físico e o apoio verbal. Como suportes específicos do programa, identificamos o design atrativo das figuras; a permanência delas no campo visual das crianças, durante toda a atividade; a presença de ações nas figuras e a apresentação das partes da história divididas em quatro figuras que indicam seus elementos (cenário, tema, enredo e resolução). Todas as crianças emitiram funções comunicativas esperadas para a atividade, porém, essa emissão foi satisfatória em relação a três participantes, pois uma das crianças emitiu muitas ecolalias e repetições. Concluímos que o uso de estratégias metatextuais favoreceu o engajamento na atividade proposta. Além disso, consideramos que essas estratégias foram capazes de promover a construção de narrativas das crianças que participaram do estudo. Com isso, inferimos que elas podem fornecer importantes implicações em relação ao processo inicial de escolarização dessas crianças. Sugere-se a continuidade de estudos que contemplem a construção e o desenvolvimento de narrativas, com foco para as inferências, considerando que investigações nessa direção podem ser promissoras com a população com TEA.
Considering how important the production of children's stories is for social and academic developments, this research approached their use, based on a program that focuses on structured support for this production. An investigation was conducted with children who have a diagnosis of Autistic Spectrum Disorder (ASD), whose objective was: to analyze the behavioral indicators of engagement emitted, during the use of a metatextual program, to systematize the supports provided by that program throughout this activity and relate these emitted behaviors to the children's communicative profile and the performance obtained by them in each constructed narrative. The study participants were four children diagnosed with ASD, aged 9 years, who attend, at school hours, an institution specialized in caring for children with this diagnosis, located in a city in the interior of the state of São Paulo. For data collection, two individual sessions of approximately 25 minutes were performed, with an interval of at least 2 weeks between them. These sessions were conducted using two easy-level stories from PRONARRAR, following the instructions of that program. The recording of these sessions was made through filming and for data analysis, the program instruments and two protocols were used: a) Protocol for observing behaviors emitted by children during the use of PRONARRAR, analyzed as indicators of interest in the material and engagement in the activity; and b) Proposal for the analysis of communicative functions in children with disabilities (PAFCCD).In the results, it was possible to identify the behaviors that indicate engagement: such as sustained attention, sequence of images, emissions corresponding to the observed figures, emissions of inferences and retelling with and without support, in addition to the supports that helped to maintain this engagement. As support of the mediator, it was possible to verify the gestural, physical and verbal support. As specific supports of the program, we identified the attractive design of the figures; their permanence in the children's visual field, throughout the activity; the presence of actions in the figures and the presentation of parts of the story divided into four figures that indicate their elements (scenario, theme, plot and resolution). All children emitted communicative functions expected for the activity, however, this emission was satisfactory in relation to three participants, since one of the children emitted many echolalia and repetitions. We conclude that the use of metatextual strategies favored the engagement in the proposed activity. In addition, we believe that these strategies were able to promote the construction of narratives by the children who participated in the study. With that, we infer that they can provide important implications in relation to the initial schooling process of these children. It is suggested to continue studies that contemplate the construction and development of narratives, focusing on inferences, considering that investigations in this direction can be promising with the population with ASD.
Considering how important the production of children's stories is for social and academic developments, this research approached their use, based on a program that focuses on structured support for this production. An investigation was conducted with children who have a diagnosis of Autistic Spectrum Disorder (ASD), whose objective was: to analyze the behavioral indicators of engagement emitted, during the use of a metatextual program, to systematize the supports provided by that program throughout this activity and relate these emitted behaviors to the children's communicative profile and the performance obtained by them in each constructed narrative. The study participants were four children diagnosed with ASD, aged 9 years, who attend, at school hours, an institution specialized in caring for children with this diagnosis, located in a city in the interior of the state of São Paulo. For data collection, two individual sessions of approximately 25 minutes were performed, with an interval of at least 2 weeks between them. These sessions were conducted using two easy-level stories from PRONARRAR, following the instructions of that program. The recording of these sessions was made through filming and for data analysis, the program instruments and two protocols were used: a) Protocol for observing behaviors emitted by children during the use of PRONARRAR, analyzed as indicators of interest in the material and engagement in the activity; and b) Proposal for the analysis of communicative functions in children with disabilities (PAFCCD).In the results, it was possible to identify the behaviors that indicate engagement: such as sustained attention, sequence of images, emissions corresponding to the observed figures, emissions of inferences and retelling with and without support, in addition to the supports that helped to maintain this engagement. As support of the mediator, it was possible to verify the gestural, physical and verbal support. As specific supports of the program, we identified the attractive design of the figures; their permanence in the children's visual field, throughout the activity; the presence of actions in the figures and the presentation of parts of the story divided into four figures that indicate their elements (scenario, theme, plot and resolution). All children emitted communicative functions expected for the activity, however, this emission was satisfactory in relation to three participants, since one of the children emitted many echolalia and repetitions. We conclude that the use of metatextual strategies favored the engagement in the proposed activity. In addition, we believe that these strategies were able to promote the construction of narratives by the children who participated in the study. With that, we infer that they can provide important implications in relation to the initial schooling process of these children. It is suggested to continue studies that contemplate the construction and development of narratives, focusing on inferences, considering that investigations in this direction can be promising with the population with ASD.
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Palavras-chave
Educação especial, Transtorno do Espectro Autista, Linguagem infantil, Histórias infantis, Special education, Autistic Spectrum Disorder, Children's language, Children's stories