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Publication
Interacções sociais e comunicativas entre uma criança com perturbação do espectro do autismo e os seus pares sem necessidades educativas especiais: Estudo de caso
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Advisor(s)
Abstract(s)
Neste estudo observámos as interacções sociais e comunicativas, numa sala de jardim-de-infância, entre
uma criança com PEA e os seus pares sem NEE, em dois momentos (actividade lúdica entre a criança
com PEA e dois pares sem NEE, na presença de um adulto e depois sem a presença do adulto). O estudo
tem como objectivos: analisar o papel do adulto e a forma como decorrem as interacções e identificar
comportamentos sociais e comunicativos presentes. No final do estudo verificámos que a criança com
PEA tomou um papel passivo e, os seus pares, raramente deram seguimento aos comentários que fez
durante as interacções. As interacções foram básicas e pouco recíprocas. Na presença do adulto, a criança
com PEA utilizou uma maior variedade de comportamentos sociais e comunicativos. Estes aspectos
alertam para a necessidade e importância de treino específico dos pares sem NEE das crianças com PEA,
de forma a maximizar as oportunidades sociais e comunicativas na sala de jardim-de-infância.
With this study we observed the social and communicative interactions between a child with ASD and their peers without special needs, on two occasions. During play among children with ASD and two peers without special needs, in the presence of an adult. And then, the same activity without the adult. The objectives were: analise the adult role and the way the interactions occurs and identify social and communicative behaviors. At the end of the study we found that the child with ASD has a passive role, and their peers rarely have responded to her comments. Thus, interactions proved to be basic and not reciprocal, in the sense that, each moment, there was only one turn-taking. When the adult was present, the child with ASD demonstrated more social and communicative behaviors. These issues highlight the need and importance of specific training of peers without special needs, to interact with children with ASD, in order to maximize the opportunities during social and communicative interactions, in kindergardens.
With this study we observed the social and communicative interactions between a child with ASD and their peers without special needs, on two occasions. During play among children with ASD and two peers without special needs, in the presence of an adult. And then, the same activity without the adult. The objectives were: analise the adult role and the way the interactions occurs and identify social and communicative behaviors. At the end of the study we found that the child with ASD has a passive role, and their peers rarely have responded to her comments. Thus, interactions proved to be basic and not reciprocal, in the sense that, each moment, there was only one turn-taking. When the adult was present, the child with ASD demonstrated more social and communicative behaviors. These issues highlight the need and importance of specific training of peers without special needs, to interact with children with ASD, in order to maximize the opportunities during social and communicative interactions, in kindergardens.
Description
Keywords
Actividades lúdicas Interacções sociais e comunicativas Jardim-de-infância Perturbação do espectro do autismo Autism spectrum disorder Kindergarten Play Social and communicative interaction
Citation
Análise Psicológica, 29(1), 67-82.
Publisher
Instituto Superior de Psicologia Aplicada