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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Educação inclusiva Autismo Terapia ocupacional Estratégias sensoriais |
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Educação inclusiva Autismo Terapia ocupacional Estratégias sensoriais Souza, Renata do Monte Ferreira de Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional |
| description |
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. |
| author2 |
Nunes, Debora Regina de Paula |
| author_facet |
Nunes, Debora Regina de Paula Souza, Renata do Monte Ferreira de |
| format |
masterThesis |
| author |
Souza, Renata do Monte Ferreira de |
| author_sort |
Souza, Renata do Monte Ferreira de |
| title |
Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional |
| title_short |
Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional |
| title_full |
Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional |
| title_fullStr |
Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional |
| title_full_unstemmed |
Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional |
| title_sort |
efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2022 |
| url |
https://repositorio.ufrn.br/handle/123456789/46838 |
| work_keys_str_mv |
AT souzarenatadomonteferreirade efeitosdeestrategiassensoriaisparaumalunocomautismonasaladeaularegularcontribuicoesdaterapiaocupacional |
| _version_ |
1773966316374327296 |
| spelling |
ri-123456789-468382022-05-02T15:24:57Z Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional Souza, Renata do Monte Ferreira de Nunes, Debora Regina de Paula http://lattes.cnpq.br/5061054622332441 http://lattes.cnpq.br/1188086132826132 Melo, Francisco Ricardo Lins Vieira de http://lattes.cnpq.br/6848746516562543 Dias, Maria Aparecida http://lattes.cnpq.br/1131977255034974 Schmidt, Carlo Souza, Vera Lúcia Vieira de Educação inclusiva Autismo Terapia ocupacional Estratégias sensoriais 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. Estudos recentes têm indicado uma alta incidência dos Transtornos do processamento Sensorial (TPS) nos sujeitos com Transtorno do Espectro Autista. Como consequência da alta prevalência e do impacto na funcionalidade desses indivíduos, as alterações sensoriais foram incluídas pelo DSM V como umas das características sintomatológicas do transtorno. Para minimizar os comportamentos decorrentes dos TPS, a intervenção referenciada na abordagem de Integração Sensorial tem sido utilizada por terapeutas ocupacionais no ambiente clínico. No entanto, é essencial que sejam propostas estratégias embasadas na Teoria de Integração Sensorial em ambientes naturais da criança, como a escola. Com base nesses pressupostos, desenvolveu-se a presente pesquisa, que objetiva analisar os efeitos de estratégias sensoriais no comportamento desadaptativo de um aluno com TEA na sala de aula regular. A investigação foi realizada numa escola pública Federal, na cidade do Natal/RN. Participaram do estudo um educando com autismo, matriculado no 2º ano do Ensino Fundamental, e duas professoras titulares do referido aluno. Os instrumentos utilizados na pesquisa foram Sensory Processing Measure; roteiro de entrevista semiestruturado para os pais e professoras; e diário de campo. A pesquisa utilizou o delineamento quase-experimental intrassujeito do tipo A-B. Os procedimentos gerais da pesquisa foram desenvolvidos em três fases: 1) acordos institucionais 2) avaliação 3) fase experimental. A fase experimental foi constituída pela linha de base, intervenção e follow-up. A intervenção foi estruturada em três momentos: 1) formação docente 2) seleção de estratégias sensoriais 3) aplicação de estratégias sensoriais. Os resultados foram discutidos a partir dos seguintes eixos: 1) caracterização do perfil sensorial do aluno 2) efeitos da formação colaborativa com as docentes 3) aplicação das estratégias sensoriais pelas docentes 4) efeitos das estratégias sensoriais no comportamento desadaptativo do aluno. Após a finalização da pesquisa, foi realizado o procedimento de validade social. Os resultados quantitativos e qualitativos do estudo indicaram efeitos positivos na formação docente, desenvolvida por meio da consultoria colaborativa entre a terapeuta ocupacional e professoras; bem como na utilização das estratégias sensoriais e respostas do educando. Concluiu-se destacando a importância do trabalho do terapeuta ocupacional, embasado na consultoria colaborativa, no contexto educacional inclusivo, bem como da necessidade da realização de outros estudos para a validação dessa prática. 2022-04-07T22:58:47Z 2022-04-07T22:58:47Z 2017-02-24 masterThesis SOUZA, Renata do Monte Ferreira de. Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional. 2017. 158f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2017. https://repositorio.ufrn.br/handle/123456789/46838 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |