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Promoção das competências sociais, através da interação com os pares, numa criança com perturbação do espectro do autismo em idade pré-escolar, em contexto inclusivo
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As competências sociais desempenham um papel fundamental no desenvolvimento infantil e são particularmente desafiantes para crianças com Perturbação do Espetro do Autismo (PEA), que frequentemente apresentam dificuldades na iniciação e manutenção de interações com os pares. Estas limitações podem comprometer a inclusão escolar, a participação social e o bem-estar emocional. Dado que a literatura tem demonstrado a eficácia das intervenções mediadas pelos pares na promoção do envolvimento social de crianças com PEA, torna-se necessário compreender como estas estratégias funcionam em contextos naturais de pré- escolar. O presente estudo teve como objetivo analisar os efeitos do programa mediado por pares Stay, Play and Talk nas competências sociais de uma criança em idade pré-escolar com PEA. Utilizou-se um estudo de caso com delineamento AB, composto por uma fase de pré- teste, uma fase de intervenção e um pós-teste. As observações foram realizadas durante o período de recreio, registando-se a frequência das iniciativas sociais, a responsividade às aproximações dos pares e a duração das interações. Após a implementação do programa Stay, Play and Talk verificaram-se melhorias contínuas no que diz respeito à responsividade social, interações positivas e um decréscimo de comportamentos desajustados. Na fase de pós-teste verificou-se a manutenção parcial dos ganhos, sugerindo a continuidade dos efeitos da intervenção. O estudo reforça o potencial das estratégias mediadas pelos pares para promover a inclusão e o desenvolvimento social de crianças com PEA, contribuindo para a consolidação de práticas baseadas na evidência em contexto educativo.
Social skills play a fundamental role in child development and are particularly challenging for children with Autism Spectrum Disorder (ASD), who often have difficulties initiating and maintaining interactions with peers. These limitations can compromise school inclusion, social participation, and emotional well-being. Given that the literature has demonstrated the effectiveness of peer-mediated interventions in promoting social engagement in children with ASD, it is necessary to understand how these strategies work in natural preschool settings. The present study aimed to analyze the effects of the peer-mediated Stay, Play, and Talk program on the social skills of a preschool-aged child with ASD. A case study with an AB design was used, consisting of a pre-test phase, an intervention phase, and a post-test phase. Observations were made during recess, recording the frequency of social initiatives, responsiveness to peer approaches, and the duration of interactions. After the implementation of Stay, play and Talk, there were continuous improvements in social responsiveness, positive interactions, and a decrease in maladjusted behaviors. In the post- test phase, the gains were partially maintained, suggesting the continuity of the intervention's effects. The study reinforces the potential of peer-mediated strategies to promote the inclusion and social development of children with ASD, contributing to the consolidation of evidence-based practices in educational contexts.
Social skills play a fundamental role in child development and are particularly challenging for children with Autism Spectrum Disorder (ASD), who often have difficulties initiating and maintaining interactions with peers. These limitations can compromise school inclusion, social participation, and emotional well-being. Given that the literature has demonstrated the effectiveness of peer-mediated interventions in promoting social engagement in children with ASD, it is necessary to understand how these strategies work in natural preschool settings. The present study aimed to analyze the effects of the peer-mediated Stay, Play, and Talk program on the social skills of a preschool-aged child with ASD. A case study with an AB design was used, consisting of a pre-test phase, an intervention phase, and a post-test phase. Observations were made during recess, recording the frequency of social initiatives, responsiveness to peer approaches, and the duration of interactions. After the implementation of Stay, play and Talk, there were continuous improvements in social responsiveness, positive interactions, and a decrease in maladjusted behaviors. In the post- test phase, the gains were partially maintained, suggesting the continuity of the intervention's effects. The study reinforces the potential of peer-mediated strategies to promote the inclusion and social development of children with ASD, contributing to the consolidation of evidence-based practices in educational contexts.
Descrição
Palavras-chave
Competências sociais Perturbação do espectro do autismo Intervenção mediada pelos pares Educação inclusiva Stay play and talk Social skills Autism spectrum disorder Peer-mediated intervention Inclusive education
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação
Licença CC
Sem licença CC