Elizabeth Cynthia Walter, Débora Regina de Paula Nunes
{"title":"自闭症儿童对话阅读理解计划的有效性评估","authors":"Elizabeth Cynthia Walter, Débora Regina de Paula Nunes","doi":"10.20396/ETD.V22I1.8655410","DOIUrl":null,"url":null,"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","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.1000,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Avaliação da eficácia de um programa de compreensão da leitura oral dialógica por criança com autismo\",\"authors\":\"Elizabeth Cynthia Walter, Débora Regina de Paula Nunes\",\"doi\":\"10.20396/ETD.V22I1.8655410\",\"DOIUrl\":null,\"url\":null,\"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\",\"PeriodicalId\":42482,\"journal\":{\"name\":\"ETD Educacao Tematica Digital\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2020-02-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ETD Educacao Tematica Digital\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20396/ETD.V22I1.8655410\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ETD Educacao Tematica Digital","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20396/ETD.V22I1.8655410","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Avaliação da eficácia de um programa de compreensão da leitura oral dialógica por criança com autismo
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