Seguimiento cular, tareas tardías y estudiantes con autismo y/o discapacidad intelectual
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https://doi.org/10.1590/0102.3772e41201.ptPalabras clave:
autismo, discapacidad intelectual, seguimiento ocularResumen
Estudiantes con autismo y discapacidad intelectual (ID) pueden tener discapacidades en el seguimiento ocular. A partir de la programación de retrasos es posible evaluar el seguimiento. El objetivo fue analizar el seguimiento ocular durante la tarea de delayed matching to sample, con retrasos de 0, 4 y 8 segundos y 20 minutos, con estímulos sociales y no sociales. Para E1 (autismo) se identificó una diferencia estadística en el retraso de 8s, con variación en el número de respuestas correctas. Para E2 (autismo y ID) y E3 (ID/Down), se identificó una diferencia significativa en los medios de presencia de mirada entre estímulos sociales y no sociales. Se espera que los datos puedan ayudar a planificar los procedimientos de enseñanza.
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Derechos de autor 2025 Heloísa D'Angelo, Jordão Frazão, Tardelly Cavalcante, Priscila Benitez, André Castelo Branco Soares, Camila Domeniconi
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
