Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional
Recent studies have indicated a high incidence of Sensory Processing Disorders (SPD) in subjects with Autism Spectrum Disorder. As a consequence of the high prevalence and the impact on the functionality of these individuals, the sensorial alterations were included by the DSM V as one of the symptom...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/46838 |
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| Resumo: | Recent studies have indicated a high incidence of Sensory Processing Disorders
(SPD) in subjects with Autism Spectrum Disorder. As a consequence of the high
prevalence and the impact on the functionality of these individuals, the sensorial
alterations were included by the DSM V as one of the symptomatologic characteristics
of such disorder. Seeking to minimize the behaviors resulting from SPD, the
intervention referenced in the Sensory Integration approach has been used by
occupational therapists in the clinical setting. However, it is essential that strategies
based on theory of sensory integration be proposed in the child's common and natural
environment, such as the school. Based on these assumptions, the present research
was developed, aiming to analyze the effects of sensory strategies on the maladaptive
behavior of a student with ASD in the regular classroom. The research was carried out
in a Federal public school, in the city of Natal / RN. The study comprised a student with
autism, enrolled in the 2nd year of elementary school, and two female teachers of the
referred student participated in this study. The instruments used in the research were
Sensory Processing Measure; semi-structured interview script for parents and
teachers; and field diary. The research utilized the quasi-experimental intrasubject
design, type A-B. The general procedures of the research were developed in three
phases: 1) institutional agreements, 2) evaluation, and 3) experimental phase. The
experimental phase consisted of baseline, intervention and follow-up. The intervention
was structured in three moments: 1) teacher training, 2) selection of sensory strategies,
and 3) application of sensory strategies. The findings were discussed from the
following axes: 1) student sensorial profile characterization, 2) effects of the
collaborative formation with the teachers, 3) application of the sensorial strategies by
the teachers, and 4) effects of the sensorial strategies on the student maladaptive
behavior. After the research was completed, the social validity procedure was
performed. The quantitative and qualitative results of the study indicated positive
effects on teacher training, which was developed through collaborative consultation
between the occupational therapist and teachers, as well as in the use of sensory
strategies and responses of the student. It was thus concluded and highlighted the
importance of the work of the occupational therapist based on collaborative consulting,
on the inclusive educational context, as well as the need to carry out other studies to
validate such practice. |
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