In Brazil, it is estimated that there are approximately 2 million youngsters and children diagnosed with autism and other cases of learning disabilities, a factor that has led to an increase on the demand for treatment aimed at the development of basic and academic skills, such as reading, writing, fluency in interpreting texts, recalling and retelling a story dictated by a teacher. The purpose of the present investigation was to assess the efficacy of a procedure to teach intraverbal storytelling to four Brazilian children (two autistic and two with language delays). Three stories were taught to each participant and each story comprised four segments represented by pictures and written scripts. The participants had opportunities to read the scripts with help from the experimenter if necessary and, after an interval, they had to retell the stories. During training, echoic and visual prompts were administered as corrections whenever a given child was unable to retell a given segment appropriately. Correct responses free from prompts resulted in praise and a token. After gathering a given number of tokens, the participants could exchange them for a preferred item like a toy or a favorite activity. As result, the participants were able to retell the stories correctly when compared to baseline levels. Only one was unable to retell all the segments of the third story, probably because she did not have more time to be exposed to the programming contingencies due to the period of recess from school. The results provide education professionals with specific directions for advocacy and service delivery that aim to enhance school outcomes for students with ASD.

Recontar histórias e responder perguntas é importante para o desenvolvimento social e acadêmico. Em casos de crianças com Transtorno do Espectro Autista (TEA), a aprendizagem pode ser desafiadora. Pesquisas utilizaram histórias personalizadas com jogos de sequência lógica. Os materiais consistiam em figuras (cenas) e frases sobre elas. Este estudo foi realizado com duas crianças com TEA. Foram comparados dois procedimentos de ensino de recontar histórias (encadeamento normal e de trás para frente) após elas terem sido apresentadas para as crianças. Foram definidas duas histórias com quatro partes por criança. Durante o ensino, cada criança podia relatar cada parte de uma das histórias desde o princípio e, caso necessário, pistas visuais e verbais eram fornecidas (encadeamento normal). Com a outra história, em princípio, as três primeiras partes eram apresentadas para cada criança, mas a última podia ser relatada sem ajuda. Quando isso acontecesse, as pistas da penúltima parte também eram omitidas. Isso foi replicado com as outras partes até o relato da história inteira. O encadeamento normal foi mais eficiente para ambas as crianças. Paralelamente, efeitos de duas pistas (de tatos e ecoicos) foram medidos sobre o responder perguntas. Para uma criança, pistas de tatos foram mais eficientes e, para a outra, o contrário. Foi discutida possível influência de história anterior de exposição a um tipo de procedimento sobre sua eficiência relativa. Foi sugerida a possibilidade de ensino com histórias adaptadas influenciar um posterior melhor engajamento com histórias não adaptadas em situação de leitura compartilhada, favorecendo processos de inclusão escolar.

No abstract

This paper presents an experience report on the implementation of the Assessment, Research and Intervention in Autism Spectrum Disorder Laboratory-LAPITEA-in a Brazilian University. The Laboratory aims to develop assessment and intervention methods for children with autism in order to establish social skills such as language, communication, imitation, motor and school repertoires, such as reading and writing, based on a multi-methodological proposal that integrates three different dimensions coming from the science of Psychology: Psychological Evaluation; Applied Behavior Analysis; and consulting and collaboration in School Psychology. The implementation of LAPITEA went through four major steps: 1) selection of children referred by NGOs from parents of individuals with autism; 2) psychological assessment for mapping children's impaired skills; 3) psychological interventions in Applied Behavior Analysis for the teaching of language and related skills; and 4) monitoring of school inclusion of children with autism through counseling in school psychology to Brazilian elementary and middle schools. It is the focus of this article to describe the characteristics that integrate each one of the stages, including the theoretical-methodological foundation and the operationalization of the dimensions of action. Currently, eleven children are attended in the Laboratory and all show evolution with the proposal of teaching and educational accompaniment offered. The current configuration of advances in school inclusion policies in Brazil encourages the accessibility of the autistic student to the formal education system, from elementary to higher education. These aspects stimulate initiatives by Universities to create teaching, research and extension spaces that seek to corroborate with treatment and follow-up actions in school inclusion with the individual with autism and

In Brazilian scenario, the profession of the social educator is recent in the non-formal educative spaces, including institutions which act in benefit of the poorest segments of the population. With the intent to contribute to the discussion on the formation of the social educator, this manuscript seeks to investigate the professional profile resources of social educators from a Brazilian Non-Governmental Organization (NGO) and the possibilities of contribution from the School and Educational Psychology to the consolidation of this profession's identity. In this study, it was utilized the theoretical-conceptual perspective of historical-cultural Psychology in articulation with the competence approach. Six social educators participated in this study. The first research step consisted of the review and expansion of the social educator's professional profile proposed by Soares (2008) through a literature review in School and Educational Psychology and institutional visits to a Brazilian NGO, which categorizes six competence resources for the composition of the social educator's profile: 1) theoretical and conceptual performances; 2) technical and scientific competences; 3) practical knowledge competences; 4) interpersonal competences; 5) ethical competences; 6) esthetical competences. The second step involved the application of the instrument in six social educators. The results indicated predominance in relation to the practical knowledge, interpersonal, ethical and esthetical competences. In counterpoint, the theoretical and conceptual competences and technical and scientific competences were the less evidenced ones, suggesting a profile still undeveloped through paths of initial and continuous formation specific in the field of social education. Against this challenge in research, it is understood that School Psychology may bring contributions to non-formal educative spaces of Third

Behavioral Skills Training (BST) represents an effective and efficient approach to train staff in implementing Applied Behavior Analysis (ABA) interventions to learners with Autism Spectrum Disorder (ASD), with the purpose of reducing undesirable behaviors and establishing more appropriate ones. It comprises the following components: (1) instructions on ABA basic principles, regarding the teaching of behavior targets; (2) modeling, with demonstration of behaviors to be emitted during the teaching; (3) behavioral rehearsal with a confederate; and (4) performance feedback. The goal of the current research was to evaluate the effects of BST training on the establishment of repertoires, in four undergraduate Psychology interns, to teach nonverbal (audiovisual pairing and motor imitation) and verbal (labeling and answering questions) skills to a confederate, who pretended to act like a child with ASD. Thereafter, it was also a goal to assess generalization of the teaching to a real child with ASD. The participants were unfamiliar with ASD and ABA, but the results of the study suggested that BST improved accuracy during the teaching of targets to the confederate. In baseline, the percentage of accuracy per participant were the following: P1 (4.55%); P2 (9.73%); P3 (13.76%); P4 (22.29%). All participants reached criterion when BST, with both immediate and delayed feedback, was implemented. Performance accuracy was above 90% for all. In the end, generalization probes were conducted during the teaching of targets to a real child with ASD, and performance accuracy was also above 90%.

Efeitos de metodologias de intervenção em Análise do Comportamento são investigados sobre a aprendizagemde intraverbais, que costumam ser deficientes em crianças autistas. O objetivo desta pesquisa foi medir efeitosdo ensino de repertórios de tato e ouvinte, organizado em dois diferentes pacotes de intervenções para duasduplas de crianças autistas, sobre a emergência de intraverbais de relatar membros de categorias. Para duascrianças da condição tato, foi implementado o ensino de tatos simples, tatos simples com feedback instrutivoe tatos de categorias; para duas crianças da condição ouvinte, ensino de respostas de ouvinte simples, respostascom feedback instrutivo e identificação de categorias como ouvinte. Não foi demonstrado qualquer efeito deemergência de intraverbais, e seu ensino direto demandou o uso de muitas pistas (tato e ecoico), sendo queimplicou evolução com variabilidade para um participante e dependência do tato como pista. São discutidaspossibilidades de adaptações metodológicas para pesquisas futuras.

Todo o conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons. Atribuição 4.0 Internacional (CC BY 4.0). O conteúdo dos artigos e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva dos autores. Permitido o download da obra e o compartilhamento desde que sejam atribuídos créditos aos autores, mas sem a possibilidade de alterá-la de nenhuma forma ou utilizá-la para fins comerciais.