Loading...
Publication
Estudo sobre uma abordagem bioecológica à interação e à participação de uma criança com perturbação do espetro do autismo no pré-escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.51 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Neste single study pretendemos pesquisar a interação e participação de uma criança com Perturbação do Espetro do Autismo (PEA) com a sua educadora, mãe e pares no pré-escolar, durante uma atividade lúdica de construção conjunta, e perceber se os modelos dos adultos são transferidos para a criança com PEA. Nesta pesquisa participaram 2 crianças, uma diagnosticada com PEA e outra com desenvolvimento típico (DT), a mãe e educadora da criança alvo desta investigação. Organizaram-se 3 díades distribuídas da seguinte forma: educadora-criança PEA; mãe-criança PEA; criança PEA-criança DT. Cada díade foi filmada durante 30 minutos numa atividade livre de construção conjunta em contexto de jardim-de-infância, com materiais pré-definidos, o tempo definido para a atividade não seguiu o protocolo original do Estudo Tandem, uma vez que a equipa considerou pertinente adaptar a duração tarefa às características específicas da criança. Os modelos comportamentais da criança PEA foram cotados com as tipologias Tandem relativamente à participação, envolvimento e cooperação. A análise e cotação da qualidade do comportamento interativo e colaborativo da criança abrangeu 4 categorias: empatia/comunicação, pensamento critico, resiliência/resolução de problemas e autorregulação/adaptabilidade. Adicionalmente, avaliou-se o brincar da criança alvo na dimensão, intencionalidade e capacidade utilizando o “Test of Playfulness”. Os resultados do nosso estudo indicam uma transferência positiva de modelos de interação para a criança. Embora a criança tenha demonstrado maior flexibilidade em contextos do seu interesse, persistem desafios, como na interação com a mãe. Conclui-se que um ambiente estruturado, com suporte emocional e oportunidades para participação ativa, é essencial para o progresso da criança, maximizando o seu envolvimento e promovendo o desenvolvimento de competências sociais. O presente estudo pretende contribuir, com os seus resultados para a melhoria das práticas no campo da Educação Especial ao fornecer um estudo de caso que ajude a entender melhor as necessidades, capacidades, desafios, comportamentos e preferências da criança com PEA. As evidências obtidas poderão ser valiosas para futuras pesquisas nomeadamente no que diz respeito à importância do papel do adulto (educadora e mãe) e pares na interação, na participação e na brincadeira de crianças diagnosticadas com PEA na idade pré-escolar.
Abstract In this single study we intend to research the interaction and participation of a child with Autism Spectrum Disorder (ASD) with his/her teacher, mother and peers at preschool, during a playful activity of joint construction, and understand if the adult models are transferred to the child with ASD. Two children participated in this research, one diagnosed with ASD and the other with typical development (TD), the mother and educator of the child targeted in this investigation. Three dyads were organized, distributed as follows: PEA educator-child; mother-child PEA; ASD child-DT child. Each dyad was filmed for 30 minutes in a free joint construction activity in a kindergarten context, with pre-defined materials. The time defined for the activity did not follow the original protocol of the Tandem Study, as the team considered it pertinent adapt the task duration to the specific characteristics of the child. The ASD child's behavioral models were evaluated using Tandem typologies regarding participation, involvement and cooperation. The analysis and rating of the child's behavior covered 4 categories: empathy/communication, critical thinking, resilience/problem solving and self-regulation/adaptability. Additionally, the target child's play was assessed in terms of dimension, intentionality and capacity using the “Test of Playfulness”. The results of our study indicate a positive transfer of interaction models to the child. Although the child has demonstrated greater flexibility in contexts of interest to him, challenges persist, such as interacting with his mother. It is concluded that a structured environment, with emotional support and opportunities for active participation, is essential for the child's progress, maximizing their involvement and promoting the development of social skills. The present study aims to contribute, with its results, to the improvement of practices in the field of Special Education by providing a case study that helps to better understand the needs, abilities, challenges, behaviors and preferences of children with ASD. The evidence obtained could be valuable for future research, particularly with regard to the importance of the role of adults (educator and mother) and peers in the interaction, participation and play of children diagnosed with ASD at preschool age.
Abstract In this single study we intend to research the interaction and participation of a child with Autism Spectrum Disorder (ASD) with his/her teacher, mother and peers at preschool, during a playful activity of joint construction, and understand if the adult models are transferred to the child with ASD. Two children participated in this research, one diagnosed with ASD and the other with typical development (TD), the mother and educator of the child targeted in this investigation. Three dyads were organized, distributed as follows: PEA educator-child; mother-child PEA; ASD child-DT child. Each dyad was filmed for 30 minutes in a free joint construction activity in a kindergarten context, with pre-defined materials. The time defined for the activity did not follow the original protocol of the Tandem Study, as the team considered it pertinent adapt the task duration to the specific characteristics of the child. The ASD child's behavioral models were evaluated using Tandem typologies regarding participation, involvement and cooperation. The analysis and rating of the child's behavior covered 4 categories: empathy/communication, critical thinking, resilience/problem solving and self-regulation/adaptability. Additionally, the target child's play was assessed in terms of dimension, intentionality and capacity using the “Test of Playfulness”. The results of our study indicate a positive transfer of interaction models to the child. Although the child has demonstrated greater flexibility in contexts of interest to him, challenges persist, such as interacting with his mother. It is concluded that a structured environment, with emotional support and opportunities for active participation, is essential for the child's progress, maximizing their involvement and promoting the development of social skills. The present study aims to contribute, with its results, to the improvement of practices in the field of Special Education by providing a case study that helps to better understand the needs, abilities, challenges, behaviors and preferences of children with ASD. The evidence obtained could be valuable for future research, particularly with regard to the importance of the role of adults (educator and mother) and peers in the interaction, participation and play of children diagnosed with ASD at preschool age.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Especial Especialidade em
Problemas de Cognição e Multideficiência
Keywords
Single Study Interação Participação Abordagem bioecológica Envolvimento Brincar PEA Pré-escolar Single Study Interaction Participation Bioecological approach Involvement To play
Citation
Santana, F. M. N. (2024). Estudo sobre uma abordagem bioecológica à interação e à participação de uma criança com perturbação do espetro do autismo no pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/21374
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa