Ensino de Habilidades Via Videomodelação para Crianças com TEA: Efeito do Monitoramento

Mariane Sarmento da Silva Guimarães; Romariz da Silva Barros

doi:10.1590/0102.3772e41205.en

Autores

Mariane Sarmento da Silva Guimarães Universidade Federal do Pará, Belém, PA, Brasil https://orcid.org/0000-0003-4790-8561
Romariz da Silva Barros Universidade Federal do Pará, Belém, PA, Brasil https://orcid.org/0000-0002-1306-384X

DOI:

https://doi.org/10.1590/0102.3772e41205.en

Palavras-chave:

Habilidades da vida diária, aprendizagem observacional, videomodelação, monitoramento, Transtorno do Espetro Autista

Resumo

Os estudos que investigam o aprendizado de habilidades da vida diária utilizando a videomodelação (VM) para crianças diagnosticadas com TEA apresentam divergências quanto à efetividade desta modalidade de ensino. Objetivou-se investigar os efeitos do treino de monitoramento na aprendizagem via VM de crianças com TEA. Utilizou-se um delineamento de sondas múltiplas entre participantes. Duas crianças com TEA foram expostas a um treino de monitoramento. Antes e após este treino, foram realizadas sondas de aprendizagem de habilidades via VM. Houve, ainda, testes de manutenção e de generalização das habilidades aprendidas via VM. Os participantes adquiriram o repertório de monitoramento e parece que este aprendizado contribuiu para a aprendizagem via VM, além de demonstrarem retenção e generalização para outras habilidades.

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