Teaching Intraverbal Storytelling to Children with Autism and Other Cases of Language Delays

Matos, Daniel Carvalho de; Matos, Pollianna Galvão Soares de; Figueiredo, Rosana Mendes Éleres de

doi:10.4236/psych.2017.86051

Cited by 6 publications

(15 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The story telling method is also valued as a supporting method in an active and interactive learning process for children with ASD. It is in line with what Matos and Figueiredo (2017) stated that story telling method is one of the learning choices for children with autism. Storytelling method needs some media such as tables, chairs, illustrative pictures in accordance with the events or real situations depicted in the form of flashcards sized 6x3 cm and texts that describe the story theme.…”

Section: Discussionsupporting

confidence: 88%

Emergency Preparedness for Children with Autism Spectrum Disorder (ASD) in Yogyakarta

Indriasari¹,

Widyarani²,

Kusuma³

2018

Jur. Kep. Soed.

View full text Add to dashboard Cite

ABSTRACT Indonesia lies on the ring of fire and this includes Yogyakarta province which had experienced some earthquakes. The earthquake that occurred in 2006 caused thousands of people died. Most of the survivors were elderly people and children. Children are a vulnerable group, especially those with special needs. School is the first reference to teach earthquake disaster preparedness to children. This research used observational descriptive design. Purposive sampling technique was used, and data was collected through observation sheet. Respondents were with autism in Special School of Negeri Pembina Yogyakarta (n=23). Storytelling and Simulation on Earthquake Disaster Preparedness gave positive influence towards the mitigation ability by children with special needs, especially those with autism. There were nine children with autism in the category of low IQ, six in the category of average IQ and eight children in the category of superior IQ. Before the storytelling was conducted, children’s ability and involvement in the simulation was 35% (8 children). Conversely, the children’s ability and involvement raised to 78% (18 children) after being given five times (5x) simulation and storytelling. Storytelling and simulation method were effective as training methods in earthquake disaster mitigation on children with autism. There was 43% increase of mitigation level before and after intervention.ABSTRAK Daerah di Indonesia merupakan ring of fire dan Yogyakarta merupakan salah satu daerah yang mengalami gempa bumi. Gempa yang terjadi pada tahun 2006 menimbulkan banyak korban, mayoritas adalah orang lanjut usia dan anak-anak. Anak-anak merupakan kelompok rentan terlebih anak dengan berkebutuhan khusus. Sekolah sebagai tempat rujukan pertama untuk memberikan edukasi siaga bencana terhadap anak-anak.Desain penelitian adalah deskriptif observasional. Teknik pengambilan sampel dengan purposive sampel sedangkan teknik pengumpulan data dengan lembar observasi. Metode pengambilan sampel dengan purposive sampling. Responden yang mengikuti penelitian ini sebanyak 23 anak autis. Pemberian simulasi siaga bencana gempa bumi memberikan pengaruh positif terhadap kemampuan mitigasi anak berkebutuhan khusus dengan autis. Anak autis dengan kategori IQ rendah 9 orang, IQ sedang 6 orang dan IQ tinggi 8 orang. Sebelum diberikan pembelajaran story telling, kemampuan dan keterlibatan anak dalam melakukan simulasi sebanyak 35% (8 anak) namun setelah diberikan pembelajaran dan simulasi sebanyak 5x, kemampuan dan keterlibatan anak meningkat sebanyak 78% (18 anak). Metode simulasi efektif sebagai pembelajaran mitigasi bencana gempa bumi pada anak autis. Peningkatan kemampuan mitigasi sebelum dan sesudah diberikan pembelajaran sebanyak 43%.

show abstract

Section: Discussionsupporting

confidence: 88%

Emergency Preparedness for Children with Autism Spectrum Disorder (ASD) in Yogyakarta

Indriasari¹,

Widyarani²,

Kusuma³

2018

Jur. Kep. Soed.

View full text Add to dashboard Cite

show abstract

“…O intraverbal é um operante verbal importante para diversos contextos, incluindo a escola. A compreensão de leitura, por exemplo, envolve estabelecimento de intraverbais complexos quando uma criança reconta partes de uma história de forma sequencial e lógica (Matos, Matos, & Figueiredo, 2017;Valentino, Conine, Delfs, & Furlow, 2015).…”

Section: Introductionunclassified

Ensino de Tatos, Respostas de Ouvinte e Efeitos sobre Intraverbais em Autistas

Matos¹,

Araújo²,

Silva³

2019

Rev. Bras. Ter. Comp. Cogn.

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…In Brazil, researches such as those developed by Camargo e Bosa (2009), Gomes and Mendes (2010), Souza, 2011, Matos, Matos andFigueiredo (2017), Nunes, Azevedo and Schmidt (2013) and Oliveira (2015) showed the teacher's perception on school inclusion in general and, at the same time, the feeling of not being ready for attending individuals with autism at regular schools. This scenario invites the entrepreneur to new studies in School Psy-D. C. de Matos, P. G. S. de Matos Psychology chology directed to the increment of quality of teaching for the public of special education, from the more elementary to higher education (Mitijáns-Martínez, 2005).…”

Section: Final Considerationsmentioning

confidence: 99%

“…Among them, it is highlighted the school which lives current inclusive policies in Brazil with the goal of ensuring the expansion of access and quality of teaching at regular classrooms, offered to the public of students with autism and other cases of learning disabilities (Galvão & Beckman, 2016;Matos, Matos & Figueiredo, 2017;Stichter, Riley-Tillman, & Jimerson, 2016).…”

Section: Final Considerationsmentioning

confidence: 99%

“…This also shall be relevant for the acquisition of basic capabilities for the learning in the context of school (Galvão & Beckman, 2016;Stichter, Riley-Tillman, & Jimerson, 2016;Souza et al, 2004, Matos, Matos, & Figueiredo, 2017. Nevertheless, it is necessary to reiterate that the treatment prognosis and accompaniment of the children has limitations due to the atypical developmental conditions of autism compared to typical development.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil

Matos¹,

Matos²

2017

PSYCH

Self Cite

View full text Add to dashboard Cite

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

show abstract

Teaching Intraverbal Storytelling to Children with Autism and Other Cases of Language Delays

Cited by 6 publications

References 35 publications

Emergency Preparedness for Children with Autism Spectrum Disorder (ASD) in Yogyakarta

Emergency Preparedness for Children with Autism Spectrum Disorder (ASD) in Yogyakarta

Ensino de Tatos, Respostas de Ouvinte e Efeitos sobre Intraverbais em Autistas

Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil

Contact Info

Product

Resources

About