Estratégias inclusivas para crianças com autismo: Estratégias comportamentais
DOI:
https://doi.org/10.7346/-fei-XXII-01-24_16Palavras-chave:
Inclusão, Educação geral, Estratégias comportamentais, Crianças com autismoResumo
Este trabalho compila o estado da arte das estratégias comportamentais baseadas em evidências para a inclusão efetiva de crianças com autismo em contextos de educação geral. Os autores destacam a importância de criar um ambiente de aprendizado verdadeiramente inclusivo e de implementar estratégias baseadas em pesquisa comportamental para apoiar a inclusão efetiva de crianças com autismo. A revisão da literatura científica inclui estratégias comportamentais como: avaliação e abordagens comportamentais; revisão e prática; instrução direta; avaliação formativa e feedback; e suporte comportamental positivo no âmbito escolar. O artigo faz parte de uma série de documentos que revisam as estratégias inclusivas para crianças com autismo.
Referências
Aidonopoulou‐Read, T. (2019, October 11). The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties. British Journal of Special Education, 47(1), 88–109. https://doi.org/10.1111/1467-8578.12290
Alwahbi, A. A. (2022, July 25). The Efficacy of Virtual Positive Behavior Support in a Special School for Students with ASD. Journal of Behavioral Education. https://doi.org/10.1007/s10864-022-09486-1
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Banda, D. R., & Hart, S. L. (2010, June). Increasing peer-to-peer social skills through direct instruction of two elementary school girls with autism. Journal of Research in Special Educational Needs, 10(2), 124–132. https://doi.org/10.1111/j.1471-3802.2010.01149.x
Bereiter, C., & Engelman, S. (1966). Teaching Disadvantaged Children in the Preschool. Englewood Cliffs, NJ: Prentice-Hall.
Cadette, J. N., Wilson, C. L., Brady, M. P., Dukes, C., & Bennett, K. D. (2016, June 16). The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions. Journal of Autism and Developmental Disorders, 46(9), 2968–2978. https://doi.org/10.1007/s10803-016-2825-2
Carpenter, K. L. H., Hahemi, J., Campbell, K., Lippmann, S. J., Baker, J. P., Egger, H. L., Espinosa, S., Vermeer, S., Sapiro, G., & Dawson, G. (2020, September 14). Digital Behavioral Phenotyping Detects Atypical Pattern of Facial Expression in Toddlers with Autism. Autism Research, 14(3), 488–499. https://doi.org/10.1002/aur.2391
Clawson, A., Clayson, P. E., Worsham, W., Johnston, O., South, M., & Larson, M. J. (2014, April). How about watching others? Observation of error-related feedback by others in autism spectrum disorders. International Journal of Psychophysiology, 92(1), 26–34. https://doi.org/10.1016/j.ijpsycho.2014.01.009
Crosland, K., & Dunlap, G. (2012, May). Effective Strategies for the Inclusion of Children With Autism in General Education Classrooms. Behavior Modification, 36(3), 251–269. https://doi.org/10.1177/0145445512442682
de Vaan, G., Vervloed, M., Peters‐Scheffer, N. C., van Gent, T., Knoors, H., & Verhoeven, L. (2015, June 8). Behavioural assessment of autism spectrum disorders in people with multiple disabilities. Journal of Intellectual Disability Research, 60(2), 101–112. https://doi.org/10.1111/jir.12206
Engelmann, S. (1980). Direct Instruction. Educational Technology.
Fears, N. E., Sherrod, G. M., Blankenship, D., Patterson, R. M., Hynan, L. S., Wijayasinghe, I., Popa, D. O., Bugnariu, N. L., & Miller, H. L. (2023, June). Motor differences in autism during a human-robot imitative gesturing task. Clinical Biomechanics, 106, 105987. https://doi.org/10.1016/j.clinbiomech.2023.105987
Flores, M. M., Nelson, C., Hinton, V., Franklin, T. M., Strozier, S. D., Terry, L., & Franklin, S. (2013). Teaching reading comprehension and language skills to students with autism spectrum disorders and developmental disabilities using direct instruction. Education & Training in Autism & Developmental Disabilities, 48(1), 41–48.
Flores, M. M., & Ganz, J. B. (2014, October 2). Comparison of Direct Instruction and Discrete Trial Teaching on the Curriculum-based Assessment of Language Performance of Students with Autism. Exceptionality, 22(4), 191–204. https://doi.org/10.1080/09362835.2013.865533
Flores, M. M., Schweck, K. B., & Hinton, V. (2016, March). Teaching Language Skills to Preschool Students with Developmental Delays and Autism Spectrum Disorder Using Language for Learning. Rural Special Education Quarterly, 35(1), 3–12. https://doi.org/10.1177/875687051603500102
Frampton, S. E., Shillingsburg, M. A., & Simeone, P. J. (2020, February 11). Feasibility and Preliminary Efficacy of Direct Instruction for Individuals With Autism Utilizing Speech-Generating Devices. Behavior Analysis in Practice, 13(3), 648–658. https://doi.org/10.1007/s40617-020-00412-3
Gavaldá, J. M. S., & Qinyi, T. (2012). Improving the Process of Inclusive Education in Children with ASD in Mainstream Schools. Procedia - Social and Behavioral Sciences, 46, 4072–4076. https://doi.org/10.1016/j.sbspro.2012.06.200
GEIER, D. A., KERN, J. K., & GEIER, M. R. (2012). A prospective Cross-sectional Cohort Assessment of Health, Physical, and Behavioral Problems in Autism Spectrum Disorders. PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3566881/
Gillis, J. M., Callahan, E. H., & Romanczyk, R. G. (2011, January). Assessment of social behavior in children with autism: The development of the Behavioral Assessment of Social Interactions in Young Children. Research in Autism Spectrum Disorders, 5(1), 351–360. https://doi.org/10.1016/j.rasd.2010.04.019
Gunby, K. V., & Rapp, J. T. (2014, October 13). The use of behavioral skills training and in situ feedback to protect children with autism from abduction lures. Journal of Applied Behavior Analysis, 47(4), 856–860. https://doi.org/10.1002/jaba.173
Haq, S. S., Zemantic, P. K., Kodak, T., LeBlanc, B., & Ruppert, T. E. (2017, February 14). Examination of variables that affect the efficacy of instructive feedback. Behavioral Interventions, 32(3), 206–216. https://doi.org/10.1002/bin.1470
Head, Flores, & Shippen. (2018). Effects of Direct Instruction on Reading Comprehension for Individuals with Autism or Developmental Disabilities. Vol. 53, No. 2 (June 2018), pp. 176-191 (16 pages)
Hoch, J., Moore, T., McComas, J., & Symons, F. J. (2010). Arousal and activity choice in autism: A single‐case assessment integrating autonomic and behavioral analysis. Journal of Applied Biobehavioral Research, 15(3), 119–133. https://doi.org/10.1111/j.1751-9861.2010.00056.x
Javaid, A., Ghebru, S., Nawaz, J., Michael, D., Pearson, R., Rushforth, E., & Michael, G. (2020, October). Use of positive behaviour support plan for challenging behaviour in autism. Progress in Neurology and Psychiatry, 24(4), 14–16. https://doi.org/10.1002/pnp.681
Kamps, D., Heitzman-Powell, L., Rosenberg, N., Mason, R., Schwartz, I., & Romine, R. S. (2016, July 11). Effects of Reading Mastery as a Small Group Intervention for Young Children with ASD. Journal of Developmental and Physical Disabilities, 28(5), 703–722. https://doi.org/10.1007/s10882-016-9503-3
Li, M., Lin, Y., Bao, T., Zhao, Q., Wang, Y., Li, M., Chen, Y., Qian, Y., Chen, L., & Zhu, D. (2022, April 30). Inclusive education of elementary students with autism spectrum disorders in Shanghai, China: From the teachers’ perspective. BioScience Trends, 16(2), 142–150. https://doi.org/10.5582/bst.2022.01104
Lindsay, G. (2007, March). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1–24. https://doi.org/10.1348/000709906x156881
Mackey, M., & Nelson, G. (2015, October 23). Twins with autism: utilising video feedback to improve job‐related behaviours. British Journal of Special Education, 42(4), 390–410. https://doi.org/10.1111/1467-8578.12107
Mitchell, D. (2014, January 10). What Really Works in Special and Inclusive Education. https://doi.org/10.4324/9780203105313
Morton, S. M., Campanaro, A. M., Vladescu, J. C., Sidener, T. M., & Domanski, C. (2023, May 16). Emergent control for play responses following instructive feedback for children with autism spectrum disorder. Behavioral Interventions, 38(3), 554–568. https://doi.org/10.1002/bin.1954
Mouzakitis, A., Codding, R. S., & Tryon, G. (2015, April 22). The Effects of Self-Monitoring and Performance Feedback on the Treatment Integrity of Behavior Intervention Plan Implementation and Generalization. Journal of Positive Behavior Interventions, 17(4), 223–234. https://doi.org/10.1177/1098300715573629
Parsons, M. B., Reid, D. H., Bentley, E., Inman, A., & Lattimore, L. P. (2012, June). Identifying Indices of Happiness and Unhappiness Among Adults With Autism: Potential Targets for Behavioral Assessment and Intervention. Behavior Analysis in Practice, 5(1), 15–25. https://doi.org/10.1007/bf03391814
Reed, P. (2023, January 26). Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback. Autism, 27(7), 2011–2020. https://doi.org/10.1177/13623613221150377
Schieltz, K. M., O’Brien, M. J., Tsami, L., Call, N. A., & Lerman, D. C. (2022, February 15). Behavioral Assessment and Treatment via Telehealth for Children with Autism: From Local to Global Clinical Applications. International Journal of Environmental Research and Public Health, 19(4), 2190. https://doi.org/10.3390/ijerph19042190
Shillingsburg, M. A., Bowen, C. N., Peterman, R. K., & Gayman, M. D. (2014, May 2). Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 30(1), 44–56. https://doi.org/10.1177/1088357614532498
Tay, H., & Kee, K. (2019, January 1). Effective questioning and feedback for learners with autism in an inclusive classroom. Cogent Education, 6(1), 1634920. https://doi.org/10.1080/2331186x.2019.1634920
Thompson, J.; Wood, C. L.; Test, D. W.; & Cease-Cook, J. (2012). Effects of direct instruction on telling time by students with autism. Journal of Direct Instruction, 12, 1–12.
Thompson, J. L., Wood, C. L., Preston, A., & Stevenson, B. (2019). Teaching unison responding during small-group direct instruction to students with autism spectrum disorder who exhibit interfering behaviors. Education & Treatment of Children, 42(1), 1–23. https://doi.org/10.1353/etc.2019.0001
Tullis, C. A., Marya, V., & Alice Shillingsburg, M. (2018, June 25). Enhancing Instruction via Instructive Feedback for a Child With Autism Using a Speech-Generating Device. The Analysis of Verbal Behavior, 35(1), 103–112. https://doi.org/10.1007/s40616-018-0096-z
Unruh, K. E., McKinney, W. S., Bojanek, E. K., Fleming, K. K., Sweeney, J. A., & Mosconi, M. W. (2021, July 10). Initial action output and feedback-guided motor behaviors in autism spectrum disorder. Molecular Autism, 12(1). https://doi.org/10.1186/s13229-021-00452-8
Wei, Q., & Machalicek, W. (2021, January 2). Delayed video-feedback and pyramidal training is a promising approach to teach incidental teaching to paraprofessionals in low-resource countries, but it may not be sufficient to increase child mands. Evidence-Based Communication Assessment and Intervention, 15(1), 7–12. https://doi.org/10.1080/17489539.2021.1876302
Wolfe, K., Rispoli, M., Taylor, L., & Drasgow, E. (2018). Investigating generalization difficulties during instruction in language for learning. Advances in Neurodevelopmental Disorders, 2(1), 75–85. https://doi.org/10.1007/s41252-017-0049-x
Van Laarhoven, T. R., Johnson, J. W., Andzik, N. R., Fernandes, L., Ackerman, M., Wheeler, M., Melody, K., Cornell, V., Ward, G., & Kerfoot, H. (2021, January 8). Using Wearable Biosensor Technology in Behavioral Assessment for Individuals with Autism Spectrum Disorders and Intellectual Disabilities Who Experience Anxiety. Advances in Neurodevelopmental Disorders, 5(2), 156–169. https://doi.org/10.1007/s41252-020-00191-6
Downloads
Publicado
Como Citar
Edição
Seção
Categorias
Licença
Copyright (c) 2024 Colin Calleja, Özge Boşnak
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Formazione & insegnamento é distribuído sob a Attribution 4.0 International (CC BY 4.0).
Para obter mais detalhes, consulte nossa Política de Repositório e Arquivamento, bem como nossos Termos de Direitos Autorais e Licenciamento.
