Comunicação de alunos com Transtorno do Espectro Autista: uma intervenção ancorada na autorregulação da aprendizagem.

Abstract

This study aims to highlight the importance of the self-regulation process (SRP) for the development of communication of students with Autistic Spectrum Disorder (ASD) according to the perspective of Inclusive Education. Three students with ASD who attend a regular classroom participated in the study and, in another shift other than their regular schooling, attendSpecialized Educational Assistance (SEA). An intervention based on the self-regulatory process was carried out in the SEA, seeking to investigate whether it contributes to the communication of the students with ASD, through the impact on the variables referring to the frequency and quality of the communicative acts of those students in the context of SEA and in the regular classroom. This is a single case study through a multiple baseline design, that makes it possible to repeatedly notice the occurrence of these variables before (baseline) and during the intervention on the participants. The intervention consisted in challenging those students to set goals and mobilize their behaviors to reach their goals: in planning, performing and evaluating their own tasks and learning path. The results showed an improvement in the communication of the participants during the Specialized Educational Assistance. The improvement was observed in different ways, considering the development and specificity of each participant, especially regarding non-verbal communication initiatives. But it was also noticed that there were no impacts on the communication of the participants in the context of the regular classroom. Therefore, it was concluded that future studies are also necessary, since the advances were verified in the SEA from the moment those students were involved in the intervention proposals.