Intervenção mediada por pares com o uso de videomodelação: uma estratégia para comunicação e interação social de crianças com Transtorno do Espectro Autista na educação infantil

Abstract

Deficits in the sociocommunicative skills of people with autism spectrum disorder (ASD) can impact both their development throughout school life and their quality of life. To minimize these deficits, it is important to adopt early interventions that help in the development of these skills. With the aim to analyze the impact on the quality of communicative/interactive acts of children with ASD, a Peer-Mediated Intervention was carried out using Video modeling with three children with ASD who attend an Early Childhood Education in the city of Pelotas. These interventions are Evidence-Based Practices, but with few studies in the Brazilian educational context. The study was applied to children between three and five years old in a regular school, the intervention took place during classes and using tasks proposed by the teacher. Three children with autism participated in the study and, for each child, two peers with typical development were indicated. The study was characterized as a single case study and included baseline, intervention and maintenance phases. All participants showed positive results in the quality of acts in the intervention phase with statistical significance and, in the maintenance phase, two participants showed gains while the third showed a drop in quality and there was no statistical significance. The gains presented included a greater verbal repertoire, the ability to take on roles in pretend play, among others and corroborate the results presented in the international literature, and there is still a need for greater national production on the topic. At the end of the study, the teachers answered a questionnaire to evaluate the social validity of the intervention. Suggestions and limitations were presented.