A constituição da subjetividade de adolescentes autistas: um olhar para as histórias de vida

Abstract

O desenvolvimento humano é produto das relações sociais que são mediadas, vivenciadas e internalizadas pelo indivíduo. Assim, a maneira como o sujeito é inserido em seu grupo social tem impactos definitivos sobre sua constituição. Os indivíduos autistas, devido às alterações nas interações sociais, na linguagem e a presença de comportamentos estereotipados, podem ter a participação na vida social e cultural prejudicada, acentuando suas dificuldades. Os objetivos do trabalho foram analisar processos dialógicos de cinco adolescentes autistas enfocando: indícios de experiências que eles vivenciam no cotidiano e dizeres sociais impregnados em seus discursos orais, buscando subsídios para o processo terapêutico de tais sujeitos. O material empírico foi coletado a partir da realização, gravação e transcrição de duas sessões fonoaudiológicas individuais com três adolescentes autistas. As sessões privilegiaram o trabalho com as histórias de vida dos sujeitos e a utilização de fotografias pessoais como recurso terapêutico. As análises foram qualitativas, pautadas na análise microgenética. Os resultados apontam que as experiências que os sujeitos vivenciam são proporcionadas pela escola, pela família e relacionadas a passeios, viagens, festas de aniversários, convivência com parentes menos próximos, igrejas. Notou-se também que os pais e profissionais prolongam a infância de seus filhos autistas, representando-os, mesmo na adolescência, como crianças. Observou-se que os sujeitos autistas mantêm relacionamentos restritos às suas famílias, não demonstrando ter convivência com outras pessoas. Conclui-se que os sujeitos autistas vivem experiências culturais importantes e significativas para eles, porém, com pouca convivência com pares de seu grupo etário.

DayByDay: Interactive and Customizable Use of Mobile Technology in the Cognitive Development Process of Children with Autistic Spectrum Disorder

“…After conducting a research, Kanner concluded that the autism comes from an innate incapacity of establishing usual and biological affective contact with people, given, however, the proper importance of environmental aspects in development [Bagarollo & Panhoca, 2010, Mattos & Nuerberg, 2011. Nevertheless, autism early concept has been altered based on scientific research, which verified different etiologies, degrees of severity and specific or non-usual features, as it appears on the International Classification of Diseases Revision 10 (ICD-10), including autism in Global Developmental Disorder.…”

Speech therapy intervention in a teenager with autism spectrum disorder: a case report

“…During adolescence, individuals with ASD may experience limited social experiences, maintaining relationships only with close people, such as family members. In order to change this mode of individual and social functioning, speech, language and hearing sciences therapy work is fundamental, since the socio-cognitive functioning of autistic adolescents is closely associated with the communicative profile and, therefore, the more effective the communication, more the subjects can act socially and develop 5 .…”

Self-care of a child with autism spectrum by means of Social Stories

“…It is characterized by difficulty in social interaction, isolation, lack of interest in others and communication, repetitive and restricted patterns of behavior, activities, and interests. [1][2][3][4] Data provided by the Centers for Disease Control and Prevention in the United States showed that the number of children with ASD continues to increase, with one case in each 68 children, which is equivalent to 14.7%/1000, most with late diagnosis. The United Nations affirm the great impact of the autistic disorder on children, families, and society.…”

“…[5][6][7] Generally, children with an ASD diagnosis present difficulties in complex abilities in different contexts, such as positioning themselves, relating to people, understanding social situations, speaking, reading, writing, as well as in establishing their independence, by means of basic abilities such as self-care, since their autonomy is sometimes limited. 1,8 The autonomy of these children and their capacity for self-care might be more compromised when their parents, by lack of knowledge and understanding, do not stimulate them early, tend to infantilize them, are unaware of their potential, and overprotect them. 1,8 Therefore, producing knowledge about the use of strategies that stimulate children with ASD to develop abilities for self-care might contribute to a new perspective of nursing care for a population so much in need of specialized care.…”

“…1,8 The autonomy of these children and their capacity for self-care might be more compromised when their parents, by lack of knowledge and understanding, do not stimulate them early, tend to infantilize them, are unaware of their potential, and overprotect them. 1,8 Therefore, producing knowledge about the use of strategies that stimulate children with ASD to develop abilities for self-care might contribute to a new perspective of nursing care for a population so much in need of specialized care. 6,9 Therefore, nurses must consider the ASD's complexity, range of the possible causes, still uncertain therapeutics and with low responses, be prepared to intervene with the children and their families, be involved in innovative studies on care, as well as adopt a theoretical approach to nursing that enables children with ASD to provide care for themselves according to their potential and limitation, so that they can exercise autonomy in their daily lives.…”