Transtorno do espectro autista e intervenção mediada por pares: mediação independente dos pares sobre o engajamento na tarefa

Abstract

The literature in the field of Education points out that the pedagogical practices of teachers of students with autism have proven challenging. In this context, the PeerMediated Intervention (IMP) has shown promise in the international scenario, although still little known in the Brazilian reality, by promoting the development of social skills and students learning. The IMP occurs through mediation established between colleagues and the student with disabilities, in which the first ones are guided by their teachers or the special educator on mediation that they will do with their colleague with autism in the tasks. The IMP has advantages as an aid to the teacher in the classroom, increasing the time that the student with autism remains e ngaged in their tasks, as well as a facilitator, since it may be used in the school environment. Despite de studies on the IMP, it is important to have mediations between peers and students with autism, there is little information on how each colleague can contribute to these mediations. Therefore, the present study proposes to independently identify the mediating behaviors of colleagues with typical development that act in the intervention mediated by peers on the engagement in the task of students with autism in the process of inclusion in a public school in Santa Maria / RS. Two students with autism enrolled in the 1st and 2nd years of elementary school, four colleagues and the special educator of the school will participate in the study. The scoring and analysis of mediating behaviors will occur independently for each colleague who works with the student with autism. The protocol score was based on the analysis of videos already collected, whose data are part of a study that constituted the database of the Special Education and Autism Research Group (EdEA / PPGE / UFSM). After they were presented, through graphs the behaviors mediators performed by each peer, identifying how often each of the mediator behaviors were performed with colleagues with autism.