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Abstract(s)
Em virtude das características do transtorno do espectro autista, os alunos com esta condição podem enfrentar dificuldades significativas na execução de tarefas escolares, incluindo a escrita. No entanto, essas dificuldades podem ser atenuadas por meio de estratégias e intervenções educacionais personalizadas. Este estudo teve como objetivo analisar os impactos de uma intervenção personalizada e diferenciada na participação em atividades de escrita e na redução da resistência à escrita de dois alunos com autismo no sexto ano de escolaridade.
Para atender a esse objetivo, foi realizado um estudo experimental de sujeito único com um desenho de múltiplas linhas de base. Os participantes foram expostos às atividades de escrita tanto em sala de aula do ensino regular quanto no Centro de Apoio à Aprendizagem (CAA), sendo observados ao longo de três fases distintas: (1) linha de base, (2) intervenção e (3) manutenção. A intervenção incorporou estratégias como reforço positivo, demonstrações de afeto, estímulos motivacionais e promoção da confiança. Os resultados revelaram melhorias significativas para ambos os alunos, resultando no aumento da frequência de participação nas atividades de escrita e na redução da resistência em escrever.
Owing to the characteristics of autism spectrum disorder, students with this condition may face significant challenges in completing school tasks, including writing. However, these difficulties can be mitigated through personalized educational strategies and interventions. This study aimed to analyze the effects of a personalized and differentiated intervention on participation in writing activities and the reduction of writing resistance in two sixth-grade students with autism. To achieve this goal, a single-subject experimental study employing a multiple baseline design was conducted. Participants were exposed to writing activities both in regular classroom settings and at the Learning Support Centre (CAA), being observed across three distinct phases: (1) baseline, (2) intervention, and (3) maintenance. The intervention incorporated strategies such as positive reinforcement, demonstrations of affection, motivational stimuli, and confidence building. Results revealed significant improvements for both students, increasing participation in writing activities and reducing writing resistance.
Owing to the characteristics of autism spectrum disorder, students with this condition may face significant challenges in completing school tasks, including writing. However, these difficulties can be mitigated through personalized educational strategies and interventions. This study aimed to analyze the effects of a personalized and differentiated intervention on participation in writing activities and the reduction of writing resistance in two sixth-grade students with autism. To achieve this goal, a single-subject experimental study employing a multiple baseline design was conducted. Participants were exposed to writing activities both in regular classroom settings and at the Learning Support Centre (CAA), being observed across three distinct phases: (1) baseline, (2) intervention, and (3) maintenance. The intervention incorporated strategies such as positive reinforcement, demonstrations of affection, motivational stimuli, and confidence building. Results revealed significant improvements for both students, increasing participation in writing activities and reducing writing resistance.
Description
Keywords
Autismo Intervenção Participação na escrita Escrita Autism Intervention Writing participation Writing
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação