Intervenção mediada por pares: Conceito e implicações para a pesquisa e para as práticas pedagógicas de professores de alunos com autismo (original) (raw)
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Journal of Applied Behavior Analysis, 1992
We investigated the use of social skills groups to facilitate increased social interactions for students with autism and their nonhandicapped peers in an integrated first-grade classroom. Social skills groups consisted of training students and peers in initiating, responding, and keeping interactions going; greeting others and conversing on a variety of topics; giving and accepting compliments; taking turns and sharing; asking for help and helping others; and including others in activities. Training occurred during the first 10 min of 20-min play groups, four times per week. Using a multiple baseline across subjects design, results demonstrated increases in the frequency of, time engaged in, and duration of social interactions, as well as the responsivity of students and peers to each other. Results were maintained when students were monitored and given feedback on social performance in play groups and during follow-up. DESCRIPTORS: autism, social skills, integration, peer social interaction Students with autism exhibit a multitude of asocial and antisocial characteristics (Autism Society ofAmerica, 1990). By definition, appropriate social behavior implies positive or at least functional interaction with others. Consequently, there has been an increase in research investigations that use peer strategies (e.g., modeling, prompting, tutoring) as a vehide for increasing learning and improving social relationships of students with autism and other developmental disabilities (e.g., Carr & Dar
2014
This research focused on developing, implementing and evaluating a set of guidelines for key personnel who work with children with autism with the aim of successfully integrating children with autism into inclusive classes. An examination of the international literature indicated that the collaboration of key personnel is the main influence on the scholastic achievement of children with autism. The key personnel identified in the literature include teachers, paraprofessionals, parents, school principals and peer tutors, all of whom contribute to the process of integrating children with autism into inclusive classes. However, in Thailand there is limited information to assist these key personnel in this task. The purpose of the research study was to develop a set of guidelines for assisting children with autism in Thailand and refine them using an iterative process. The guidelines specifically aimed to provide knowledge and strategies to support key personnel to integrate children with autism into regular classes. In order to provide a suitable context, the guidelines were implemented in an inclusive school in Thailand. The three research questions the researcher sought to answer in this study were: i) what strategies should be included in the guidelines to assist key personnel to integrate children with autism into inclusive classrooms? ii) how effective are the guidelines in supporting key personnel to integrate children with autism into inclusive classes? and iii) how effective are the strategies used in the guidelines in developing behaviours that help children with autism to integrate into inclusive classes? A qualitative case study approach was selected to gain an in-depth understanding of the use and effectiveness of the guidelines. Nine children with high functioning autism were chosen for this study: three of kindergarten age, three of primary school age and three of secondary school age. Five key personnel for each child, including teachers, peer tutors, paraprofessionals, parents and school principals were asked to trial the guidelines. The opinion of five selected experienced Thai people involved with children with autism was also sought in order to determine the content validity of the study. The effectiveness of the guidelines was evaluated using triangulation of data including: classroom observations, semi-structured interviews and focus groups. The Deming cycle PDCA model was used to organize the process of implementation and development. Page 2.2.5 Children with autism 1) Diagnosis and terminology 2) Prevalence 2.2.6 Inclusive education 1) Definitions and principles 2) The Thai situation 2.3 Part II: Overview of research involving key personnel 2.3.1 The peer tutors 2.3.2 The paraprofessionals 2.3.3 The teachers 2.3.4 The parents 2.3.5 The school principals 2.4 Part III: Overview of strategies for teaching children with autism 2.4.1 Social stories 2.4.2 Visual schedules and visual supports 2.4.3 Working with peers, peer support systems, peer interaction 2.4.4 Reinforcement: reward systems 2.4.5 Multidisciplinary therapy and sensory integration 2.5 Chapter summary
An Investigation of “Circle of Friends” Peer-Mediated Intervention for Students with Autism
Journal of Social Change, 2014
The dramatic rise in children diagnosed with autism spectrum disorder (ASD) is accompanied by a substantial increase in public school inclusion. A growing body of research supports the need for teachers proficient in evidence-based practices to support such students. One strategy involves using peer support networks like Circle of Friends (CoF) for ASD adolescents. A collective case study was used to investigate experiences of stakeholders relative to a CoF community. Four themes emerged from a cross-case analysis: the influence a CoF partnership initiative has on inclusion, social skills improvement, empowerment, and sense of wellbeing. For the purposes of this article, findings relative to inclusion are discussed. CoF fostered an attitude of peer acceptance for classmates with ASD and helped alleviate feelings of fear peers experienced toward ASD classmates. CoF peers developed empathy and understanding for the CoF target student, and those qualities extended to students outside the circles. CoF seemed to have fostered true social inclusion, altering traditional divisions between special education and typical education populations. Peer acceptance generalized outside the school setting, even in the absence of CoF adult facilitators, and fostered longterm, genuine friendships. Findings from the larger study led to the development of an interactive website to foster a virtual learning community to enhance this ongoing partnership. The website might promote a deeper understanding of peer support networks for improved social skills, increased school involvement, decreased isolation, and decreased bullying in youth with ASD, as well as a successful community agency-public school partnership model.
Frontiers in Psychology, 2016
Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.
AUTISM - AN EDUCATIONAL INTERVENTION
European Journal of Special Education Research, 2019
The purpose of this study is to present a case report of an autism incident, specifically of a toddler's, and of an educational intervention program that was built in order to promote his inclusion in the group and to compensate for adjustment difficulties. The paper presents a description of an educational experience through presentation of an autism incident and the analysis of the educational intervention and strategies followed. In particular, the educational intervention was implemented in a Centre for the design and implementation of personalized and group education programs, which creates a variety of social stimuli of inclusion philosophy towards the child and the design and implementation of each program is based on working with the family. Overall, various forms of organizing the education of the child with autism were intentionally used, due to the variety of special educational needs which appear in this category of children and flexible access to a wide range of opportunities required. Finally, it should be noted that after the daily review of child performance data and decision-making on the part of the educator, on the teaching strategy that was being promoted each time, this child had obvious progress in the way of approaching and communicating within the team, as well as in issues of self-service, as well as fine and tangible mobility. Apparently, his communication and social skills have been improved to a good extent and his inclusion has proved to be a realistic goal in the context of this systematic pedagogical intervention.
Focus on Autism and …, 2008
This study evaluated the impact of a peer training intervention on social interactions among three students with autism spectrum disorders (ASD) and their typical peers. Two second graders and one fourth grader with ASD participated. For each student with ASD, two to four typical peers participated in training sessions that targeted increased social interactions. Data collected during lunchtime and recess showed that the peer training intervention generally resulted in increased initiations by trained peers as well as increased initiations and responses by students with ASD. Unexpectedly, untrained peers also showed increased initiations. Future research directions are discussed, including characteristics of the peers selected for training (e.g., gender, popularity) and measurement of qualitative changes in social relationships and opportunities.
Journal of Applied Behavior Analysis, 1984
We evaluated the effects of a peer-training strategy, consisting of direct prompting and modeling, on the occurrence and duration of interactions between autistic students and nonautistic peertrainers. Data were obtained in both training and generalization settings. The results of a multiplebaseline design across students demonstrated that: (a) the direct prompting procedure produced immediate and substantial increases in the occurrences and durations of positive social interactions between the peer-trainers and autistic students; (b) these increases were maintained across time at levels above baseline during subsequent free-play probes; (c) these findings were judged by teachers to be socially valid; (d) untrained peers increased their interactions with the autistic students in three of the four groups; (e) generalization of behavior change across settings occurred only after specific programming; and (f) interactions between untrained peers and peer-trainers decreased following training. Variables that may account for the results and the implications of these findings for peer-mediated interventions are discussed. DESCRIPTORS: Social behavior, generalization, peers, autistic children Deviant or delayed patterns of social interaction often characterize the behavior of autistic children (Denckla, 1983; Ritvo & Freeman, 1978; Rutter, 1978). Descriptions of their social withdrawal have induded little or no eye contact, lack of appropriate play with peers, active avoidance of social contact, and failure to initiate or sustain interactions (Ritvo & Freeman, 1978; Rutter, 1978). These characteristics may decrease the likelihood that au-This artide is based on a thesis submitted by Michael S.
Inclusion of Students with autism in the early school in Brazil
The objective of this research is to investigate the teacher´s perception of the inclusion process of their students with Autistic Spectrum Disorder – ASD – in the early school years, in the south of Brazil. A semi-structured interview about this process was used, which covered four dimensions: Presence, Participation, Acceptance and Learning. The Presence investigates if the educational practices with this student happen jointly or independently from his/hers classmates; the Participation aims to detect if the student is engaged in joint activities with classmates and teachers, providing data about the quality of the educational experiences. The Acceptance analyses the perception and posture of the classmates, teachers and the school members towards the student with autism, and lastly, the Learning heads to the academic, emotional and social earnings. Preliminary results regarding the interview of one of the teachers showed that the teacher: a) Recognizes the relevance of the socia...