Intervenções mediadas por pares (PMI) e o ensino de comportamentos sociais a crianças com Transtorno do Espectro Autista (TEA)

• Ano de defesa: 2022
• Autor(a) principal: Carpi, Karina
• Orientador(a): Gioia, Paula Suzana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: Brasil
• Palavras-chave em Português: Análise do comportamento; Intervenção mediada por pares; Inclusão social; Transtorno do Espectro Autista
• Palavras-chave em Inglês: Behavior analysis; Peer-mediated intervention; Social inclusion; Autism spectrum disorder
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/30286

One of the main characteristics of children with Autism Spectrum Disorder (ASD) is the impairment of social behavior, especially if their social environment is constituted by peers. Peer-Mediated Intervention (PMI) has been shown to be an effective procedure for the development of social interaction between children with ASD and their peers in the school environment. In this meta-analysis, we aimed to analyze the effectiveness of applied experimental research procedures reported in literature reviews, which used PMI with children with ASD. In addition, the results of generalization and maintenance of the taught behaviors were analyzed. The results showed that implementing the PMI procedure promoted changes in the social behavior of children with ASD, although the most appropriate PMI strategy for certain characteristics of children with ASD and their peers was not identified. Another aspect pointed out is that there were gaps in the studies, especially regarding social validity, generalization, and maintenance data of the implemented procedure