Avaliação de um procedimento de fading para ensino de leitura com compreensão de texto para uma criança com Transtorno do Espectro Autista (TEA)

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects communication and social interaction. Therefore, one of the difficulties a person with ASD may have is inferring and understanding the perspective of others, which is a possible explanation for difficulties with textual comprehension, for example, in a narrative text. Another difficulty may be selecting important information from a context or text, potentially hindering the development of textual comprehension. Current literature studies address this skill, but they do not focus on answering written textual comprehension questions, which is a gap in the field. Therefore, the objective of this research was to evaluate the effects of a procedure developed for responding in writing to questions with the interrogative pronoun "quem" (who) based on a text for a child with ASD. The procedure involved adding information to the text, highlighting the target answer in color, and fading out the highlighting. The study participant was an eight-year-old child with ASD who had a word comprehension repertoire but not a textual comprehension repertoire. The research design involved strata shifting, and the procedure was divided into six phases, with probes between them. The results indicate an improvement in the text's reading comprehension repertoire, but the effectiveness of fading cannot be confirmed. Therefore, further studies in this area are needed to evaluate the procedure's effectiveness