Avaliação da eficácia de um programa de compreensão da leitura oral dialógica por criança com autismo

IF 0.1 Q4 EDUCATION & EDUCATIONAL RESEARCH
Elizabeth Cynthia Walter, Débora Regina de Paula Nunes
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引用次数: 1

Abstract

EnglishReading comprehension deficits in students with Autism Spectrum Disorders (ASD) are highly documented in scientific research. Thus, the development of early intervention programs that can remediate these difficulties, are essential. The present study aims to evaluate the efficacy of an adapted reading intervention program called Reading to Engage Children with Autism in Language and Learning (RECALL). This program incorporates evidence-based practices to a Dialogical Reading model. In this case, the mother was trained on how to use the program strategies during reading routines with her six-year-old son, who is diagnosed with TEA. The effects of the RECALL practiceimplemented by the mother were evaluated in relation to her son s level of responsiveness,using a single-subject quasi-experimental design. Results showed partial assimilation of the program strategies by the mother and an increase of frequency of the child's responses and initiations. Qualitative gains were identified in the dyad behavior, including improvements in the child's reading comprehension. Advantages and limitations of the program are discussed. portuguesOs prejuizos nos niveis de compreensao leitora de educandos diagnosticados com Transtorno do Espectro Autista (TEA) aparecem documentados em pesquisas cientificas. Nesse cenario, o desenvolvimento de programas de intervencao que possam remediar, precocemente, esses deficits sao essenciais. O presente estudo tem como objetivo avaliar a eficacia de uma adaptacao do programa de intervencao leitora, denominado Reading to Engage Children with Autism in Language and Learning(RECALL). Esse programa incorpora praticas interventivas, baseadas em evidencias empiricas, a um modelo de Leitura Dialogica. No caso, uma mae foi capacitada a empregar estrategias do programa, durante rotinas de leitura com o seu filho, de seis anos, diagnosticado com TEA. Por meio de um delineamento de pesquisa quase-experimental intrassujeitos, os efeitos das praticas do RECALL,implementadas pela mae, foram avaliados quanto ao nivel de responsividade de seu filho. Os resultados evidenciaram a incorporacao parcial das estrategias no repertorio de comportamento da mae e aumento na frequencia de ocorrencia de turnos comunicativos da crianca. Ganhos qualitativos foram identificados no comportamento da diade, incluindo-se melhorias nos niveis de compreensao leitora do menino. Contribuicoes e limitacoes do estudo sao colocadas em discussao
自闭症儿童对话阅读理解计划的有效性评估
英语自闭症谱系障碍(ASD)学生的阅读理解缺陷在科学研究中得到了充分的证明。因此,早期干预计划的发展,可以弥补这些困难,是必不可少的。本研究旨在评估一项名为“阅读促进自闭症儿童语言和学习”(RECALL)的适应性阅读干预计划的效果。该课程将循证实践融入对话阅读模式。在这个案例中,这位母亲接受了培训,学习如何在她6岁的儿子(被诊断患有TEA)的日常阅读中使用该计划策略。使用单受试者准实验设计,对母亲实施的回忆练习的效果与儿子的反应水平进行了评估。结果显示,部分同化的计划策略,由母亲和增加频率的孩子的反应和发起。在两分制行为中发现了质的提高,包括孩子阅读理解能力的提高。讨论了该方案的优点和局限性。葡萄牙综合大学、诊断教育机构、自闭症研究机构(TEA)、科学研究机构、文献研究机构等。在这种情况下,对干预方案的干预可能是补救性的、前期的、基本的缺陷。我们提出了一项研究项目,目的是研究如何有效地帮助自闭症儿童适应语言和学习的干预方案,名为“阅读促进自闭症儿童的语言和学习”(RECALL)。这些方案结合了实际干预、实证和经验,以及新的对话模式。因此,我们有能力、有能力、有能力、有能力、有能力、有能力、有能力、有能力、有能力、有能力、有能力、有能力。拟实验对象内的拟实验描述,拟实验对象内的拟实验描述,拟实验对象内的拟实验描述,拟实验对象内的拟实验描述,拟实验对象内的拟实验描述,拟实验对象内的拟实验描述,拟实验对象内的拟实验描述,拟实验对象内的拟实验,拟实验对象内的拟实验,拟实验对象内的拟实验,拟实验对象内的拟实验,拟实验对象内的拟实验,拟实验对象内的拟实验,拟实验对象内的拟实验,拟实验对象内的拟实验,拟实验对象内的拟实验。我们的结果是,我们的证据包括特别的数据战略,而不是关于数据的汇编,这些数据是关于数据交换的频率,数据交换的频率,数据交换的频率。Ganhos的定性的有孔的鉴别是非重要的数据,包括印度、加拿大、加拿大和加拿大的综合性大学。贡献是有限的,在研究和讨论中都是如此
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来源期刊
ETD Educacao Tematica Digital
ETD Educacao Tematica Digital EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
45
审稿时长
24 weeks
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