Desenvolvimento da relação letra som em crianças com autismo a partir de procedimentos de recombinação

• Ano de defesa: 2024
• Autor(a) principal: Silva, Dafny Bispo da
• Orientador(a): Souza, Deisy das Graças de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Consciência fonológica; Consciência fonêmica; Correspondências som-letra; Alfabetização; Análise do comportamento aplicada; Discriminações condicionais; Autismo
• Palavras-chave em Inglês: Phonological awareness; Phonemic awareness; Sound-letter correspondences; Literacy; Applied behavior analysis; Conditional discriminations; Autism
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/21105

The development of phonemic awareness has been widely recognized as a crucial factor in the acquisition of reading and writing repertoires. Several studies in applied behavior analysis have investigated this skill in the context of literacy in Brazilian Portuguese, although most of them have not focused on autistic children. Furthermore, there is often a lack of precise and detailed descriptions of interventions, making it challenging to replicate procedures. The present research aimed to evaluate the effect of a computerized teaching program on the development of phonemic correspondence skills in autistic children. Four children diagnosed with autism participated, three male and one female, all of whom were not yet literate. An experimental single-subject design was employed, with multiple probes and a comparison of pre-and post-intervention measures. The pre-intervention measures included the reading of a set of words included in the program, while the post-intervention measures assessed performance on new words not directly taught. The dependent variable was the development of phonemic awareness, and the independent variable was the application of the computerized program, which consisted of auditory and visual stimulus matching-to-sample tasks. The results indicated that the application of systematic and technologically precise programs can significantly contribute to the development of phonological skills in autistic children, allowing for greater accuracy in teaching and the replicability of procedures.