Aplicação do Perfil Psicoeducacional Revisado (PEP-R) em Crianças com Autismo como Requisito para Intervenção e Estabelecimento do Vínculo em Atividades Físicas, Lúdicas e Recreativas

Abstract

A pesquisa teve como objetivo oferecer informações relativas ao funcionamento do desenvolvimento nas áreas de Imitação, Percepção, Motora Grossa, Mota Fina, Integração Olho - Mão, Desenvolvimento Cognitivo e Cognitivo Verbal, bem como níveis de anormalidades do comportamento nas áreas de Relacionamento e Afeto, Brincar e Interesse por Materiais, Respostas Sensoriais e Linguagem. Os quais visam o conhecimento dos níveis da idade e potenciais de desenvolvimento com crianças autistas através do Perfil Psicoeducacional Revisado - PEP-R. A metodologia contou com a participação de três crianças com idade entre três a quatro anos, previamente diagnosticadas com autismo infantil. Os resultados do teste mostraram que todas as crianças apresentaram idade de desenvolvimento inferior à idade cronológica, e também diferem entre si. Nesse contexto o PEP-R apresentou com eficiência os níveis do funcionamento do desenvolvimento e anormalidades no comportamento das crianças, o que permite aos profissionais, que trabalham com esses indivíduos, construir planejamentos educacionais que levem em consideração as habilidades aprendidas e as que estão em desenvolvimento.

Applied behavioral analysis for the skill performance of children with autism spectrum disorder

“…When a child can independently exercise social and participation skills in the therapeutic setting, those behaviors are reproduced in other relationships in the child's living settings, with better permanence in social participation spaces ( 15 , 17 ). Social skills training helps the child break down attitudinal and behavioral barriers, which can provide experiences that improve the quality of life and social relations ( 17 ), favoring learning of new aptitudes and constructing bonds and interpersonal relationships. Souza et al ( 24 ) state that ABA improves the social and affective skills of children with ASD because it reduces repetitive behavior and stereotypes by strengthening socially accepted modes and modifying non-accepted ones.…”

“…As an analysis parameter, we used the individualized teaching and treatment program ( 17 ); this instrument gathers information from the individual's initial assessment parameter and analyzes the individual's acquired competencies, pointing out the skills that should be explored. The participants were analyzed according to their performance throughout therapy and the variables observed in the ADL, attention, academic, and social skills groups.…”

“…The evaluation of overall development was examined by the Psychoeducational Profile–Revised (PEP-R) instrument to verify behaviors and abilities through information related to the functioning in the areas of imitation, perception, gross motor, eye-hand integration, verbal cognitive, and cognitive performance. It also identifies possible behavioral modifications in relationship and affection, playing and interest in materials, sensory responses, and language ( 17 , 18 ).…”

“…If a child does not achieve the expected level of performance during the learning process, the professional reviews the teaching methodology and modifies it for the best execution and development that the individual can achieve to improve the quality of the skills acquired and this gradually enhances his/her social skills, games, academic activities, and self-care (10,16).…”

“…The training record gives the therapist an overview of the patient's development throughout treatment. It allows for a systematic evaluation of the applied therapeutic strategy, describing the skills manifested throughout the intervention period and identifying the clinical evolution of the skills and their posttreatment clinical outcomes (16). Thus, this study aimed to analyze the therapeutic strategy based on ABA on independence for the performance of tasks in different skill sets of patients diagnosed with an autism spectrum disorder.…”