Jackeline da Graça Bastos, Gabriel Paes de Barros Gonçalves, Kelly Esteves de Sousa, Andréa Rodrigues da Silva Okada, Aline Oliveira Furlam Nogueira, Tauã Rodrigues de Castro, Gabriela Ariadne Madalosso de Oliveira, Julia Zanetti Rocca, Luiz Alexandre Barbosa de Freitas
The present study aims to use video modeling to teach typically developing peers in a peer-mediated intervention (PMI) as a strategy to promote social skills in children with Autism Spectrum Disorders (ASD). Video modeling is frequently implemented to promote appropriate behavior in children with ASD, but have not been used to teach typical peers in a PMI. The participants included two six years old children with ASD and six typically-developing peers. Each group of four children, which included one participant with ASD and three typically-developing children, performed activity sessions with free-play time during fifteen minutes. The target behaviors were initiating and responding to interactions. Before each intervention session, the typically-developing peers watched short videos in which actors interacted with a classmate with ASD. The intervention was evaluated in multiple baseline design across typical peers. The results showed increase in interactions initiated by typical peers and an increase tendency in responding interactions by children with ASD, but those changes were not stable through sessions. There was no increase in the responses of initiating by children with ASD, so there were no opportunities for the typical peers to respond to them. Increase in corresponded interaction, in which the initiation was followed by a response of the target children, was also found. Further, interactions that included playing with toys were observed. Those changes in interactions quality could be evidence of improvement in the inclusive setting dynamic. Moreover, higher concentration of interactions in the first minutes of the sessions, after the video presentations, was found. These results suggest that video modeling might be an effective strategy to teach typical peers in PMIs. The decrease in the frequency of interactions through the session may be due to the low frequency of responses by the children with ASD. Future studies should evaluate the use of feedback during the initial phase of the procedure as a strategy to maintain behavior of the typical peers until the responses of children with ASD are shaped and/or strengthened.
O presente estudo propõe a utilização da modelação em vídeo no ensino de pares típicos em uma Intervenção Mediada por Pares (IMP) como estratégia para promover habilidades sociais em crianças com Transtorno do Espectro Autista (TEA). Participaram do trabalho duas crianças de seis anos diagnosticadas com TEA e seis crianças com desenvolvimento típico. Cada grupo de quatro crianças, incluindo um participante com TEA e três pares típicos, realizou sessões de brincadeira livre durante quinze minutos. Foram contabilizadas as respostas de “iniciar” e “responder interação”. Antes de cada sessão de intervenção, os pares típicos assistiram vídeos apresentando estratégias para interagir com seus colegas com TEA. A intervenção foi planejada em sistema de linha de base múltipla entre pares típicos. Os resultados demonstraram aumento no número de respostas de “iniciar interação” realizadas por pares típicos e tendência de aumento no “responder interação” das crianças com TEA. Interações envolvendo brinquedos também foram mais frequentes.
Houve, entretanto, variação individual e ao longo das sessões. Além disso, verificou-se maior concentração de interações nos minutos iniciais da sessão, logo após a exibição dos vídeos.
Esses resultados indicam que a modelação em vídeo pode ser uma estratégia efetiva para o ensino de pares típicos em IMPs.
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