Validação empírica de uma abordagem para alfabetização de autistas utilizando aplicativos para dispositivos móveis

Abstract

The use of technologies in all sectors of society is increasing, given the practicality and dynamism they provide to the most varied processes. A very promising field that has increased substantially, it focuses on the study and development of technologies to support and support the multidisciplinary treatment of people with autism spectrum disorder (ASD). However, it has been noticed that many of these technologies do not consider as pedagogical basis, methodologies that are already consolidated and effective in autistic behavior, which can directly impact the effects caused by such technologies to the target audience. Thus, this work had the intention to perform an experiment to validate an approach, in its technological version, already used within the intervention process of people with autism in a conventional way with the purpose of developing skills within the literacy process, called TEACCH. The evaluation focused on the reduction of error rates, professional help and total time between sessions for a sequence of activities performed by the sample in both the TEACCH approaches: conventional and technological, incorporating aspects and recommendations of the traditional approach . As results, we found that a considerable part of the sample presented a reduction in the indices in all variables investigated, including for some participants this reduction was more evident with the use of the technology. Knowing that the conventional model of the TEACCH approach is validated in the literature the results indicated the alignment of the pedagogical strategies inserted in the activities of the technology in comparison to the conventional activities since the improvement in the performance presented by the autista was evident in both approaches.