Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8655487
Kelly Whalon, Sarah K. Cox
Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.
{"title":"The role of theory of mind and learning of children with autism spectrum disorders in classroom settings","authors":"Kelly Whalon, Sarah K. Cox","doi":"10.20396/ETD.V22I1.8655487","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8655487","url":null,"abstract":"Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68335976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8653276
F. Ramos, C. Acosta, Eliana Rela
EnglishThe children’s literature has a double destination: the child (reader)and the adult (buyer) so that the external paratexts tend to divide between them. Therefore, it aims, based on the paratexts in the front board and in the backboard of narrative books by images, to discuss who is the readership of literary works included of Category 2 of Childhood Education of PNBE 2014. The books Ladrao de galinhas, by Beatrice Rodriguez, eCalma, camaleao!,by Laurent Cardonare analyzed from postulates of Genette (2009). The results pointed out the importance of the paratextualmessages for the interpretation. It is inferred, from the study, that teacher mediation should consider the paratexts in the processes of formation of the reader. portuguesliteratura infantil tem duplo destinatario: a crianca (leitor) e o adulto (comprador), de modo que os paratextos externos tendem a se dividir entre ambos. Assim, visa-se,com base nos paratextos veiculados na primeira capa e na quarta capa de livros de narrativas por imagens, discutir quem e o publico-alvo de obras literarias integrantes da Categoria 2 da Educacao Infantil do PNBE 2014. Os livrosLadrao de galinhas, de Beatrice Rodriguez, eCalma, camaleao!, de Laurent Cardonsao analisados com base empostulados de Genette (2009). Os resultados apontam a importância das mensagens paratextuais para a interpretacao. Infere-se, a partir do estudo, que tanto a producao do livro como a mediacao docente deve considerar os paratextos nos processos de formacao do leitor.
儿童文学具有双重目标:儿童(读者)和成人(购买者)，因此外部文本往往会将两者区分开来。因此，本文旨在以影像叙事类图书的正面和反面文本为基础，探讨2014年PNBE《儿童教育》第2类文学作品的读者是谁。比阿特丽斯·罗德里格斯所著的《加拉尼亚斯的Ladrao de galinhas》、eCalma、camaleao!， Laurent Cardonare根据Genette(2009)的假设进行分析。研究结果指出了语旁信息对口译的重要性。研究表明，教师中介在读者的形成过程中应该考虑到文本。葡萄牙文学:儿童文学(文学)和成人文学(文学)，现代文学(文学)和成人文学(文学)。阿西姆·维塔斯，2014年出版的《儿童教育》第2类，《儿童教育》第2类，《儿童教育》第1类，《儿童教育》第4类，《儿童教育》第4类，《儿童教育》第1部分。尊敬的加林尼亚斯，比阿特丽斯·罗德里格斯，埃玛玛，卡玛莱奥!， de Laurent Cardonsao analyisados com base empostulados de Genette(2009)。其结果是一个重要的情报情报机构(ncia)的信息，即对文本的解释。因此，一个参与方可以研究，也可以研究一个产品，也可以研究一个媒体，也可以研究一个文档，并且可以考虑一个过程，也可以考虑一个过程。
{"title":"Da capa à contracapa","authors":"F. Ramos, C. Acosta, Eliana Rela","doi":"10.20396/ETD.V22I1.8653276","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8653276","url":null,"abstract":"EnglishThe children’s literature has a double destination: the child (reader)and the adult (buyer) so that the external paratexts tend to divide between them. Therefore, it aims, based on the paratexts in the front board and in the backboard of narrative books by images, to discuss who is the readership of literary works included of Category 2 of Childhood Education of PNBE 2014. The books Ladrao de galinhas, by Beatrice Rodriguez, eCalma, camaleao!,by Laurent Cardonare analyzed from postulates of Genette (2009). The results pointed out the importance of the paratextualmessages for the interpretation. It is inferred, from the study, that teacher mediation should consider the paratexts in the processes of formation of the reader. portuguesliteratura infantil tem duplo destinatario: a crianca (leitor) e o adulto (comprador), de modo que os paratextos externos tendem a se dividir entre ambos. Assim, visa-se,com base nos paratextos veiculados na primeira capa e na quarta capa de livros de narrativas por imagens, discutir quem e o publico-alvo de obras literarias integrantes da Categoria 2 da Educacao Infantil do PNBE 2014. Os livrosLadrao de galinhas, de Beatrice Rodriguez, eCalma, camaleao!, de Laurent Cardonsao analisados com base empostulados de Genette (2009). Os resultados apontam a importância das mensagens paratextuais para a interpretacao. Infere-se, a partir do estudo, que tanto a producao do livro como a mediacao docente deve considerar os paratextos nos processos de formacao do leitor.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8653298
Maria Jacqueline Girão Soares de Lima, R. O. Silva
portuguesPartindo do pressuposto que a formacao das identidades docentes tem inicio na vida escolar, este artigo apresenta uma discussao sobre a producao de memoriais de vida escolar realizada com estudantes de Licenciatura em Ciencias Biologicas, o monitor da disciplinae sua professora. Os relatos foram hibridizados e reorganizados em tres textos, denominados “mosaicos de docencia”. O artigo traz impressoes sobre a escrita e o compartilhamento coletivo dos memoriais e de objetos significativos da vida escolar, bemcomo sobre o primeiro contato dos alunos e alunas com a escola de estagio. Conclui-se, com base em referenciais do campo da pesquisa biografica, que memoriais da vida escolar sao ferramentas potentes para pensar sobre os sentidos da escola e para o deslocamento de certezas e estereotipos sobre docencia, escola e conhecimento, como fios que guiam as nossas identidades docentes. EnglishBased on the assumption that the formation of teacher identities begins in school life, this article presents a discussion about the production of school life memorials held with undergraduate students in Biological Sciences, the monitor of the disciplineand its teacher. The reports were hybridized and reorganized into three texts, called "teachingmosaics". The article brings impressions on the writing and collective sharing of memorials and significant objects of school life, as well as on the students' first contact with the internship school. Based on references from the field of biographical research, it is concluded that memorials of school life are powerful tools for thinking about the meanings of the school and for the displacement of certainties and stereotypes about teaching, school and knowledge as threads that guide our educational identities
{"title":"Mosaicos de docência","authors":"Maria Jacqueline Girão Soares de Lima, R. O. Silva","doi":"10.20396/ETD.V22I1.8653298","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8653298","url":null,"abstract":"portuguesPartindo do pressuposto que a formacao das identidades docentes tem inicio na vida escolar, este artigo apresenta uma discussao sobre a producao de memoriais de vida escolar realizada com estudantes de Licenciatura em Ciencias Biologicas, o monitor da disciplinae sua professora. Os relatos foram hibridizados e reorganizados em tres textos, denominados “mosaicos de docencia”. O artigo traz impressoes sobre a escrita e o compartilhamento coletivo dos memoriais e de objetos significativos da vida escolar, bemcomo sobre o primeiro contato dos alunos e alunas com a escola de estagio. Conclui-se, com base em referenciais do campo da pesquisa biografica, que memoriais da vida escolar sao ferramentas potentes para pensar sobre os sentidos da escola e para o deslocamento de certezas e estereotipos sobre docencia, escola e conhecimento, como fios que guiam as nossas identidades docentes. EnglishBased on the assumption that the formation of teacher identities begins in school life, this article presents a discussion about the production of school life memorials held with undergraduate students in Biological Sciences, the monitor of the disciplineand its teacher. The reports were hybridized and reorganized into three texts, called \"teachingmosaics\". The article brings impressions on the writing and collective sharing of memorials and significant objects of school life, as well as on the students' first contact with the internship school. Based on references from the field of biographical research, it is concluded that memorials of school life are powerful tools for thinking about the meanings of the school and for the displacement of certainties and stereotypes about teaching, school and knowledge as threads that guide our educational identities","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8655410
Elizabeth Cynthia Walter, Débora Regina de Paula Nunes
EnglishReading comprehension deficits in students with Autism Spectrum Disorders (ASD) are highly documented in scientific research. Thus, the development of early intervention programs that can remediate these difficulties, are essential. The present study aims to evaluate the efficacy of an adapted reading intervention program called Reading to Engage Children with Autism in Language and Learning (RECALL). This program incorporates evidence-based practices to a Dialogical Reading model. In this case, the mother was trained on how to use the program strategies during reading routines with her six-year-old son, who is diagnosed with TEA. The effects of the RECALL practiceimplemented by the mother were evaluated in relation to her son s level of responsiveness,using a single-subject quasi-experimental design. Results showed partial assimilation of the program strategies by the mother and an increase of frequency of the child's responses and initiations. Qualitative gains were identified in the dyad behavior, including improvements in the child's reading comprehension. Advantages and limitations of the program are discussed. portuguesOs prejuizos nos niveis de compreensao leitora de educandos diagnosticados com Transtorno do Espectro Autista (TEA) aparecem documentados em pesquisas cientificas. Nesse cenario, o desenvolvimento de programas de intervencao que possam remediar, precocemente, esses deficits sao essenciais. O presente estudo tem como objetivo avaliar a eficacia de uma adaptacao do programa de intervencao leitora, denominado Reading to Engage Children with Autism in Language and Learning(RECALL). Esse programa incorpora praticas interventivas, baseadas em evidencias empiricas, a um modelo de Leitura Dialogica. No caso, uma mae foi capacitada a empregar estrategias do programa, durante rotinas de leitura com o seu filho, de seis anos, diagnosticado com TEA. Por meio de um delineamento de pesquisa quase-experimental intrassujeitos, os efeitos das praticas do RECALL,implementadas pela mae, foram avaliados quanto ao nivel de responsividade de seu filho. Os resultados evidenciaram a incorporacao parcial das estrategias no repertorio de comportamento da mae e aumento na frequencia de ocorrencia de turnos comunicativos da crianca. Ganhos qualitativos foram identificados no comportamento da diade, incluindo-se melhorias nos niveis de compreensao leitora do menino. Contribuicoes e limitacoes do estudo sao colocadas em discussao
{"title":"Avaliação da eficácia de um programa de compreensão da leitura oral dialógica por criança com autismo","authors":"Elizabeth Cynthia Walter, Débora Regina de Paula Nunes","doi":"10.20396/ETD.V22I1.8655410","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8655410","url":null,"abstract":"EnglishReading comprehension deficits in students with Autism Spectrum Disorders (ASD) are highly documented in scientific research. Thus, the development of early intervention programs that can remediate these difficulties, are essential. The present study aims to evaluate the efficacy of an adapted reading intervention program called Reading to Engage Children with Autism in Language and Learning (RECALL). This program incorporates evidence-based practices to a Dialogical Reading model. In this case, the mother was trained on how to use the program strategies during reading routines with her six-year-old son, who is diagnosed with TEA. The effects of the RECALL practiceimplemented by the mother were evaluated in relation to her son s level of responsiveness,using a single-subject quasi-experimental design. Results showed partial assimilation of the program strategies by the mother and an increase of frequency of the child's responses and initiations. Qualitative gains were identified in the dyad behavior, including improvements in the child's reading comprehension. Advantages and limitations of the program are discussed. portuguesOs prejuizos nos niveis de compreensao leitora de educandos diagnosticados com Transtorno do Espectro Autista (TEA) aparecem documentados em pesquisas cientificas. Nesse cenario, o desenvolvimento de programas de intervencao que possam remediar, precocemente, esses deficits sao essenciais. O presente estudo tem como objetivo avaliar a eficacia de uma adaptacao do programa de intervencao leitora, denominado Reading to Engage Children with Autism in Language and Learning(RECALL). Esse programa incorpora praticas interventivas, baseadas em evidencias empiricas, a um modelo de Leitura Dialogica. No caso, uma mae foi capacitada a empregar estrategias do programa, durante rotinas de leitura com o seu filho, de seis anos, diagnosticado com TEA. Por meio de um delineamento de pesquisa quase-experimental intrassujeitos, os efeitos das praticas do RECALL,implementadas pela mae, foram avaliados quanto ao nivel de responsividade de seu filho. Os resultados evidenciaram a incorporacao parcial das estrategias no repertorio de comportamento da mae e aumento na frequencia de ocorrencia de turnos comunicativos da crianca. Ganhos qualitativos foram identificados no comportamento da diade, incluindo-se melhorias nos niveis de compreensao leitora do menino. Contribuicoes e limitacoes do estudo sao colocadas em discussao","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68335826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8655516
O. M. F. C. Mansur, Leila Regina d’Oliveira de Paula Nunes
Autism Spectrum Disorder (ASD) is characterized by persistent deficits in communication and social interaction, besides repetitive patterns of behavior and restricted interests. The purpose of this program was to verify the effect of the application of a parenting teaching program / caregivers about their child's performance. An 18-month-old girl with ASD and her caregiver participated in the program. It is almost experimental, intra-subjects, type AB (baseline, treatment and follow-up). An individualized program to teach the caregiver ludic procedures was conducted to promote social interaction and an increase in the interactive shifts between both participants. The performances were registered in 40-min weekly sessions for a year. Data from the caregiver's responses were followed by Tau-U. This statistic, not parametric, revealed that not all the caregiver´s responses, in the intervention phase, showed strong effects of the treatment, while others attested its robustness. With 95% likelihood of success, the intervention procedures significantly affected the following caregiver´s responses: "using children's songs" and "making a funny or complimentary commentary to have the child return to play." There was a great increase of Izabel´s initiatives and the caregiver´s responses as well as both several types of responses (vocal/verbal, gestural and mixed). Thus, the caregiver´s training program strongly influenced the shifts frequency and the child´s types of responses; and that the caregiver intervention, guided by a professional, can be effective and adequate to the Brazilian socioeconomic context.
{"title":"Da detecção de sinais de risco para autismo à intervenção precoce","authors":"O. M. F. C. Mansur, Leila Regina d’Oliveira de Paula Nunes","doi":"10.20396/ETD.V22I1.8655516","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8655516","url":null,"abstract":"Autism Spectrum Disorder (ASD) is characterized by persistent deficits in communication and social interaction, besides repetitive patterns of behavior and restricted interests. The purpose of this program was to verify the effect of the application of a parenting teaching program / caregivers about their child's performance. An 18-month-old girl with ASD and her caregiver participated in the program. It is almost experimental, intra-subjects, type AB (baseline, treatment and follow-up). An individualized program to teach the caregiver ludic procedures was conducted to promote social interaction and an increase in the interactive shifts between both participants. The performances were registered in 40-min weekly sessions for a year. Data from the caregiver's responses were followed by Tau-U. This statistic, not parametric, revealed that not all the caregiver´s responses, in the intervention phase, showed strong effects of the treatment, while others attested its robustness. With 95% likelihood of success, the intervention procedures significantly affected the following caregiver´s responses: \"using children's songs\" and \"making a funny or complimentary commentary to have the child return to play.\" There was a great increase of Izabel´s initiatives and the caregiver´s responses as well as both several types of responses (vocal/verbal, gestural and mixed). Thus, the caregiver´s training program strongly influenced the shifts frequency and the child´s types of responses; and that the caregiver intervention, guided by a professional, can be effective and adequate to the Brazilian socioeconomic context.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8655543
F. Soares, Leila Regina d’Oliveira de Paula Nunes
As one of the its fundamental aspects, inclusive education requires recognizing the characteristics of the deficiency of the student, knowing which tools can facilitate the learning and the elaboration of strategies favorable to the teaching. In this study, part of the construction of a thesis of the first author, guided by the second, the goal was to identify and to describe ways of evaluating the levels of pedagogical mediation of teachers in their practices to alphabetize and letter children who are in Autism Spectrum Disorder. To reach this goal, an almost-experimental design was performed with an almost-experimental design, type A-B (baseline/intervention), using the Mediated Learning Scale (EAM) as an instrument for data analysis. The results indicate that this scale, as a methodological instrument, shows the possibility of measuring levels of pedagogical mediation, and favors the discussion about the interactions between students and teachers. Based on the study´s discoveries, we discuss the format of continuing education programs in service, how much the research affected the learning process of all those involved, and what advantages and difficulties were present during the research.
{"title":"A mediação pedagógica de professoras de crianças com autismo","authors":"F. Soares, Leila Regina d’Oliveira de Paula Nunes","doi":"10.20396/ETD.V22I1.8655543","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8655543","url":null,"abstract":"As one of the its fundamental aspects, inclusive education requires recognizing the characteristics of the deficiency of the student, knowing which tools can facilitate the learning and the elaboration of strategies favorable to the teaching. In this study, part of the construction of a thesis of the first author, guided by the second, the goal was to identify and to describe ways of evaluating the levels of pedagogical mediation of teachers in their practices to alphabetize and letter children who are in Autism Spectrum Disorder. To reach this goal, an almost-experimental design was performed with an almost-experimental design, type A-B (baseline/intervention), using the Mediated Learning Scale (EAM) as an instrument for data analysis. The results indicate that this scale, as a methodological instrument, shows the possibility of measuring levels of pedagogical mediation, and favors the discussion about the interactions between students and teachers. Based on the study´s discoveries, we discuss the format of continuing education programs in service, how much the research affected the learning process of all those involved, and what advantages and difficulties were present during the research.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8652820
Eva Teresinha de Oliveira Boff, Ana Julia Forchesatto, M. Ravasio
This research aims at identifying the main mathematical cognition deficits in 17 subjects diagnosed with schizophrenia. These subjects participated in a Psychosocial Care Center (Caps) therapeutic group from a city of Rio Grande do Sul. The Caps perspective is based on treatment and recovery of basic cognition factors, which influence the daily activities, the family social environment. This is a research of qualitative, descriptive, cross-sectional approach based on the mathematical instrument of the Literacy Brazilian Program. It emerged from the obtained results four categories guided by the analysis matrix, which indicates that the subjects have cognitive deficits, which could cause significant impacts on their daily life. They presented difficulties in all categories, but the biggest deficit was revealed in the Category IV, which involved a higher degree of complexity, encompassing questions with more than one mathematical operation, inverse operations and number writing with intermediate zero. It was possible to verify after the test performed that 62.74% of the subjects have the ability to solve simple questions, such as adding small quantities and identifying numbers, however only 32.35% of the subjects could solve questions with more than one mathematical operation or higher complexity, which indicates low autonomy index regarding the subjects investigated to solve daily problems.
{"title":"Estudo cognitivo em sujeitos com esquizofrenia de um Centro de Atendimento Psicossocial (CAPS)","authors":"Eva Teresinha de Oliveira Boff, Ana Julia Forchesatto, M. Ravasio","doi":"10.20396/ETD.V22I1.8652820","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8652820","url":null,"abstract":"This research aims at identifying the main mathematical cognition deficits in 17 subjects diagnosed with schizophrenia. These subjects participated in a Psychosocial Care Center (Caps) therapeutic group from a city of Rio Grande do Sul. The Caps perspective is based on treatment and recovery of basic cognition factors, which influence the daily activities, the family social environment. This is a research of qualitative, descriptive, cross-sectional approach based on the mathematical instrument of the Literacy Brazilian Program. It emerged from the obtained results four categories guided by the analysis matrix, which indicates that the subjects have cognitive deficits, which could cause significant impacts on their daily life. They presented difficulties in all categories, but the biggest deficit was revealed in the Category IV, which involved a higher degree of complexity, encompassing questions with more than one mathematical operation, inverse operations and number writing with intermediate zero. It was possible to verify after the test performed that 62.74% of the subjects have the ability to solve simple questions, such as adding small quantities and identifying numbers, however only 32.35% of the subjects could solve questions with more than one mathematical operation or higher complexity, which indicates low autonomy index regarding the subjects investigated to solve daily problems.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49261493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8653751
Michael Franz Schmidlehner, F. R. Alves Neto
O presente texto visa, baseado nas teorias de Jacques Lacan e autores neo-lacanianos, descrever e analisar como ao longo da tradicao pedagogica ocidental, genuina aprendizagem esta sendo inibida por meio da implementacao de discursos de dominacao social. Atraves de pesquisa bibliografica, o trabalho abordara primeiramente o conceito da subversao do sujeito em Lacan e, em seguida, sua teoria dos quatro discursos, evidenciando que o processo de genuina aprendizagem, assim como a cura psicanalitica pressupoem a admissao da condicao subvertida do sujeito. Em seguida, o texto discute a presenca de elementos discursivos descritos por Lacan nas obras de Platao, mostrando como nelas se inicia a constituicao de um sujeito de conhecimento com a negacao de sua condicao subvertida. As secoes seguintes descrevem o aproveitamento das descobertas da psicanalise pelo sistema capitalista e a consequente alteracao de processos de subjetivacao a partir da segunda metade do seculo XX, analisando estes processos por meio de um quinto discurso, introduzido mais tarde por Lacan como Discurso do Capitalista. Finalmente e mostrado, como a manifesta repressao pelo discurso do mestre hoje da lugar para o anonimato de uma hegemonia do conhecimento e pela auto-comodificacao de sujeitos. O texto conclui, que a relacao interpessoal que viabiliza genuina aprendizagem, a despeito da sistematica repressao pelo sistema educacional, pode ser estabelecida, dependendo da prontidao do educador ou da educadora em admitir sua condicao de sujeito subvertido.
{"title":"O avesso da aprendizagem","authors":"Michael Franz Schmidlehner, F. R. Alves Neto","doi":"10.20396/ETD.V22I1.8653751","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8653751","url":null,"abstract":"O presente texto visa, baseado nas teorias de Jacques Lacan e autores neo-lacanianos, descrever e analisar como ao longo da tradicao pedagogica ocidental, genuina aprendizagem esta sendo inibida por meio da implementacao de discursos de dominacao social. Atraves de pesquisa bibliografica, o trabalho abordara primeiramente o conceito da subversao do sujeito em Lacan e, em seguida, sua teoria dos quatro discursos, evidenciando que o processo de genuina aprendizagem, assim como a cura psicanalitica pressupoem a admissao da condicao subvertida do sujeito. Em seguida, o texto discute a presenca de elementos discursivos descritos por Lacan nas obras de Platao, mostrando como nelas se inicia a constituicao de um sujeito de conhecimento com a negacao de sua condicao subvertida. As secoes seguintes descrevem o aproveitamento das descobertas da psicanalise pelo sistema capitalista e a consequente alteracao de processos de subjetivacao a partir da segunda metade do seculo XX, analisando estes processos por meio de um quinto discurso, introduzido mais tarde por Lacan como Discurso do Capitalista. Finalmente e mostrado, como a manifesta repressao pelo discurso do mestre hoje da lugar para o anonimato de uma hegemonia do conhecimento e pela auto-comodificacao de sujeitos. O texto conclui, que a relacao interpessoal que viabiliza genuina aprendizagem, a despeito da sistematica repressao pelo sistema educacional, pode ser estabelecida, dependendo da prontidao do educador ou da educadora em admitir sua condicao de sujeito subvertido.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68335744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8655470
C. Schirmer
About one-third of individuals diagnosed with Autism Spectrum Disorder (ASD) can not develop orality. The benefits of Augmentative and Alternative Communication (AAC) for individuals with ASD are well recognized and can be used to extend limited speech or act as the primary (ie alternative) communication method. Speech generation devices refer to a variety of high-tech solutions, including dedicated electronic communication devices (communicators / vocalizers), speech synthesizers and multifunctional mobile devices (eg iPad, iPod, and tablets with Android system) loaded with AC applications, and are a viable option for individuals with autism. The objective of this article is to verify the studies that investigate high technology for communication and ASD, published in the Augmentative and Alternative Communication Journal, which is the official journal of the International Society of Increasing and Alternative Communication (ISAAC), from 2011 to 2018. This is a new area of knowledge that is rapidly growing and with few studies in Brazil. The results of the 15 articles analyzed indicate that people with ASD benefit from the use of high technology. Future research on the creation of communication resources, intervention with users and description of verbal repertoires is recommended.
{"title":"Pesquisas em recursos de alta tecnologia para comunicação e transtorno do espectro autista","authors":"C. Schirmer","doi":"10.20396/ETD.V22I1.8655470","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8655470","url":null,"abstract":"About one-third of individuals diagnosed with Autism Spectrum Disorder (ASD) can not develop orality. The benefits of Augmentative and Alternative Communication (AAC) for individuals with ASD are well recognized and can be used to extend limited speech or act as the primary (ie alternative) communication method. Speech generation devices refer to a variety of high-tech solutions, including dedicated electronic communication devices (communicators / vocalizers), speech synthesizers and multifunctional mobile devices (eg iPad, iPod, and tablets with Android system) loaded with AC applications, and are a viable option for individuals with autism. The objective of this article is to verify the studies that investigate high technology for communication and ASD, published in the Augmentative and Alternative Communication Journal, which is the official journal of the International Society of Increasing and Alternative Communication (ISAAC), from 2011 to 2018. This is a new area of knowledge that is rapidly growing and with few studies in Brazil. The results of the 15 articles analyzed indicate that people with ASD benefit from the use of high technology. Future research on the creation of communication resources, intervention with users and description of verbal repertoires is recommended.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68335952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-05DOI: 10.20396/ETD.V22I1.8654037
F. Fronza, Elisa Pinheiro Ferrari, Kamyla Thais Dias de Freitas, Fernando Luiz Cardoso
Because of its interface, the practice of exergames includes motor skills that involve a wide range of sensory feedback, adjustable range of motion, speed and accuracy levels, as well as a variety of cognitive and motor tasks. Thus, the association of the use of exergames with cognitive issues has been verified. This is an experimental study with intervention with a prospective longitudinal follow-up period of two months, controlled and double-blind. 64 school children between 8 and 10 years old were randomly assigned to an experimental (n = 25) and control group (n = 23). The experimental group, always monitored by two researchers, experienced a protocol consisting of exergames in 18 sessions of 20 and 30 minutes, replacing some curricular physical education classes. In the pre and post-tests a socio-demographic questionnaire was used, the Test of Concentrated Attention d2, Trail Making Test and the institutional school performance. Intervention, in general, did not influence the cognitive variables evaluated in the two homogeneous groups; however, age-sex interactions were found for the variable executive function related to cognitive flexibility, indicating a positive effect of the intervention for boys with age of 10 years.
{"title":"Intervenção com exergames","authors":"F. Fronza, Elisa Pinheiro Ferrari, Kamyla Thais Dias de Freitas, Fernando Luiz Cardoso","doi":"10.20396/ETD.V22I1.8654037","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8654037","url":null,"abstract":"Because of its interface, the practice of exergames includes motor skills that involve a wide range of sensory feedback, adjustable range of motion, speed and accuracy levels, as well as a variety of cognitive and motor tasks. Thus, the association of the use of exergames with cognitive issues has been verified. This is an experimental study with intervention with a prospective longitudinal follow-up period of two months, controlled and double-blind. 64 school children between 8 and 10 years old were randomly assigned to an experimental (n = 25) and control group (n = 23). The experimental group, always monitored by two researchers, experienced a protocol consisting of exergames in 18 sessions of 20 and 30 minutes, replacing some curricular physical education classes. In the pre and post-tests a socio-demographic questionnaire was used, the Test of Concentrated Attention d2, Trail Making Test and the institutional school performance. Intervention, in general, did not influence the cognitive variables evaluated in the two homogeneous groups; however, age-sex interactions were found for the variable executive function related to cognitive flexibility, indicating a positive effect of the intervention for boys with age of 10 years.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49026635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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