O desenvolvimento de habilidades básicas em crianças com autismo na Educação Infantil: parceria entre professores do Atendimento Educacional Especializado e das salas de referência

Abstract

This study aimed to analyze the potential effects of a behavioral intervention proposed by Specialized Educational Assistance on the acquisition of basic skills by children with Autism Spectrum Disorder in early childhood education, through a partnership between Specialized Educational Assistance and teachers from reference classrooms. For this purpose, three children with autism and their respective teachers from early childhood education schools participated in the study. The methodology used involved a single-case study, through a multiplebaseline design. The basic skills targeted by the study were sitting, eye contact, and one-step instruction sequence, which were collected during the nonintervention phase (Phase A or baseline) and the intervention implementation phase (Phase B). The intervention involved principles of Applied Behavior Analysis, basically positive reinforcement, assistance and modeling. The results were positive for the acquisition of the basic skills targeted by the study, especially in the emission of independent responses, highlighting the potential of using the interests of children with autism in teaching these skills. It is important to emphasize the importance of future studies that can delve deeper into the variables that interfere in collaborative work between the common classroom and Specialized Educational Services, as well as investing in interventions in babies and very young children also involving other basic skills that were not the target of this study, such as imitation, waiting, expressive and receptive language and pre-academic skills.