Banca de DEFESA: ELIZABETH CYNTHIA WALTER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ELIZABETH CYNTHIA WALTER
DATA : 31/07/2017
HORA: 14:00
LOCAL: Sala de Multimeios 1 - Centro de Educação
TÍTULO:

Em elaboração.

PALAVRAS-CHAVES:

Autism, oral/verbal reading comprehension, early intervention, family.

PÁGINAS: 180
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

Reading is an essential skill for success at school and in adult life. For many individuals, the decoding processes and reading comprehension develop in parallel. For others, these processes are dissociated. Most students with Autism Spectrum Disorder (ASD) show better decoding than comprehension skills, which can lead to learning disabilities. In this perspective, it is essential to develop early reading intervention programs to diminish reading difficulties in this population. Therefore, the present study aims to evaluate the effects of an adapted version of the reading intervention program called Recall (Reading to Engage Children with Autism in Language and Learning) on oral reading comprehension of individuals with ASD. Subjects of the study were a 6-year-old child with autism and his caretaker (mother). With them, we implemented a single-subject A-B (Baseline-Intervention) Follow- up design, in which the training program was taken as independent variable and the intervention program strategies used by the caretaker, taken as dependent variable. Subsequently, the intervention program strategies by the caretaker was considered as independent variable and the child`s answers, as dependent variable. Through training sessions, the caretaker learned to use different program strategies in order to expand the oral reading comprehension of the child. Such strategies were applied to the child during reading routines at his home. Sessions were videotaped and the frequency of use of each strategy by the mother, as well as the child`s communicative turns (initiatives and answers) were quantified. In addition, we carried out a qualitative analysis on the reading routines. Our results demonstrate both quantitative (frequency increment) and qualitative improvements in the use of certain Recall strategies by the caretaker. With respect to the child, we observed a quantitative improvement of smaller magnitude (increase of correct answers in some of the programs strategies) associated to a significant qualitative improvement (higher levels of activity engagement, longer sentences). Contributions and limitations of the study are discussed. 

MEMBROS DA BANCA:
Externo à Instituição - CATIA CRIVELENTI DE GIGUEIREDO WALTER - UERJ
Presidente - 1545096 - DEBORA REGINA DE PAULA NUNES
Interno - 1149574 - JEFFERSON FERNANDES ALVES
Externo à Instituição - LEILA REGINA DE PAULA NUNES - UERJ
Externo ao Programa - 1805071 - MARIA DE JESUS GONCALVES