Os modelos de intervenção são eficazes para melhorar a inclusão de crianças com autismo
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2011
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O autismo tem como principal característica a inabilidade inata de estabelecer contacto afectivo e interpessoal, que dificulta a sua interacção social.
Através de um programa de modificação do comportamento é possível obter-se uma melhoria nos sintomas nucleares do autismo, pois a vertente da teoria cognitivo-comportamental conduz a focagem de que as crianças com autismo apresentam características semelhantes às crianças ― normais‖, mas em níveis de intensidade diferentes.
O objectivo desse trabalho é apresentar modelos de intervenção na abordagem Cognitiva-Comportamental, visto que a prática de suas técnicas tem apresentado melhores resultados em crianças com autismo e dando a oportunidade a essas crianças com esse transtorno a melhorar as suas capacidades, tornando-as competentes e funcionais e adaptar-se o meio-ambiente, social e escolar. Para isso foi feito uma análise de literatura e foram entrevistados seis especialistas da área sobre a intervenção precoce. Isso é um paradigma não experimental, é um tratamento de dados em uma abordagem qualitativa.
A interpretação dos resultados permite a conclusão que há muitas controvérsias quanto à eficácia das intervenções intensivas precoce para as crianças com autismo. Algumas abordagens foram comprovadas cientificamente, outras não. Estudos têm relatado resultados mistos. É preciso saber escolher o que for mais adequado às necessidades individuais da criança com autismo.
Autism‘s main characteristic is the inherent inability to establish emotional and interpersonal contact, which hinders autists‘ social interaction. Through a program of behavior modification it is possible to obtain an improvement in the core symptoms of autism. Cognitive-behavioral theory assumes that autistic children have similar characteristics to ―normal‖ children, but at different levels of intensity. The purpose of this work is to present intervention models within the framework of the cognitive-behavioral approach. The practice of these techniques has shown comparatively good results in children with autism and provides the opportunity for children with this disorder to improve their skills, making them competent and functional, and to adapt to the environment, social and school life. For that purpose a literature analyses was conducted and six experts working in the area of early intervention were interviewed. The work relied on a non-experimental paradigm and a qualitative approach to the data analysis. The interpretation of the results allows the conclusion that the efficacy of early intensive intervention for children with autism is controversial. Some approaches found scientific support, others did not. Overall, studies show mixed results. What is necessary is to choose what is most adequate for the individual necessities of each autistic child.
Autism‘s main characteristic is the inherent inability to establish emotional and interpersonal contact, which hinders autists‘ social interaction. Through a program of behavior modification it is possible to obtain an improvement in the core symptoms of autism. Cognitive-behavioral theory assumes that autistic children have similar characteristics to ―normal‖ children, but at different levels of intensity. The purpose of this work is to present intervention models within the framework of the cognitive-behavioral approach. The practice of these techniques has shown comparatively good results in children with autism and provides the opportunity for children with this disorder to improve their skills, making them competent and functional, and to adapt to the environment, social and school life. For that purpose a literature analyses was conducted and six experts working in the area of early intervention were interviewed. The work relied on a non-experimental paradigm and a qualitative approach to the data analysis. The interpretation of the results allows the conclusion that the efficacy of early intensive intervention for children with autism is controversial. Some approaches found scientific support, others did not. Overall, studies show mixed results. What is necessary is to choose what is most adequate for the individual necessities of each autistic child.
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Orientação: Nuno Mateus
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EDUCAÇÃO, EDUCAÇÃO ESPECIAL, AUTISMO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, TERAPIAS COGNITIVAS COMPORTAMENTAIS, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, AUTISM, COGNITIVE-BEHAVIORAL THERAPIES, SCHOOL INCLUSION