Authors
Advisor(s)
Abstract(s)
As crianças com PEA têm geralmente um défice nas capacidades de
comunicação, o que faz com que as leve muitas vezes a exprimir as suas
necessidades através de actos negativos, de agressões, automutilações, etc.
Apresentam também dificuldades específicas nas relações sociais, pois muitas
vezes não compreendem as mímicas, as intenções, os sinais paraverbais (tom
de voz, atitude, gestos, etc.) do outro.
“Com efeito, elas têm muitas dificuldades em compreender o nosso
mundo, e os nossos códigos sociais parecem-lhes muitas vezes estranhos e
incompreensíveis. Os problemas de comportamento das pessoas autistas são a
expressão das suas dificuldades, dos seus medos, das suas necessidades, dos
seus desejos.” (Magerrote, et al., 2005, p.9)
Preocupados com o bem-estar emocional e comportamental das
crianças/alunos com PEA levámos a efeito um estudo com o objectivo de
investigar os problemas de comportamento mais frequentes nas crianças do Pré-
Escolar e alunos do 1º Ciclo que frequentam as Unidades de Ensino Estruturado
para Alunos com Perturbações do Espectro do Autismo (UEEA) do Distrito de
Viseu.
A recolha de dados foi efectuada através da ECIP-2, Escala de
Comportamento para a Educação Pré-escolar- 2ª edição, que é uma tradução da
versão original das PKBS-2, cujo processo de adaptação e validação para a
população portuguesa, nível pré-escolar, foi realizado por Sofia Oliveira Major
(Major, 2007) na sua dissertação de mestrado, sob orientação científica da
Professora Doutora Maria João Seabra-Santos (Faculdade de Psicologia e de
Ciências da Educação – Universidade de Coimbra).
Conclui-se que ao nível dos problemas de comportamento externalizantes
(EPC-E), as raparigas obtêm pontuações médias mais elevadas em todos os
indicadores e que há um aumento gradual das pontuações com a idade. Na
escala de problemas de comportamento internalizantes (EPC-I), verificamos que
são também as raparigas que obtêm pontuações médias mais elevadas em
todos os indicadores.
Children with ASD often have a deficit in communication skills, which means that often leads to voice their needs trough negative acts of aggression, self mutilation, etc… They also have specific difficulties in social relations; they often do not understand the mime, the intentions, paraverbais signals (voice, attitude, gestures, etc.) the other. “Indeed, they have many difficulties in understanding our world and our social codes to them often seem strange and incomprehensible. Behavior problems of autistic people are the expression of their difficulties, their fears, their needs, their desires.” (Magerrote, et al., 2005, p.9) Concerned with the well-being and behavior of children/students with ASD we carried out a study aimed at investigating the behavior problems more common in children of Preschool and students of the 1st Cycle attending the Teaching Units Organized for Students with Autism Spectrum Disorders (UEEA) of the District of Viseu. Data collection was done through the ECIP-2, Behavior Scale for Pre- School Education- 2nd Edition, which is a translation of the original version of PKBS-2, a process of adaptation and validation into the Portuguese population, the preschool, was made by Sofia Oliveira Major (Major, 2007) in his dissertation, under the scientific guidance of Professor Maria João Seabra – Santos (Faculty of Psychology and Educational Sciences- University of Coimbra). We conclude that the level of externalizing behavior problems (EPC-E), girls get higher average scores in all indicators and there is a gradual increase in scores with age. On a scale of internalizing behavior problems (EPC-I) are also found that girls who get the highest average scores in all indicators.
Children with ASD often have a deficit in communication skills, which means that often leads to voice their needs trough negative acts of aggression, self mutilation, etc… They also have specific difficulties in social relations; they often do not understand the mime, the intentions, paraverbais signals (voice, attitude, gestures, etc.) the other. “Indeed, they have many difficulties in understanding our world and our social codes to them often seem strange and incomprehensible. Behavior problems of autistic people are the expression of their difficulties, their fears, their needs, their desires.” (Magerrote, et al., 2005, p.9) Concerned with the well-being and behavior of children/students with ASD we carried out a study aimed at investigating the behavior problems more common in children of Preschool and students of the 1st Cycle attending the Teaching Units Organized for Students with Autism Spectrum Disorders (UEEA) of the District of Viseu. Data collection was done through the ECIP-2, Behavior Scale for Pre- School Education- 2nd Edition, which is a translation of the original version of PKBS-2, a process of adaptation and validation into the Portuguese population, the preschool, was made by Sofia Oliveira Major (Major, 2007) in his dissertation, under the scientific guidance of Professor Maria João Seabra – Santos (Faculty of Psychology and Educational Sciences- University of Coimbra). We conclude that the level of externalizing behavior problems (EPC-E), girls get higher average scores in all indicators and there is a gradual increase in scores with age. On a scale of internalizing behavior problems (EPC-I) are also found that girls who get the highest average scores in all indicators.
Description
Keywords
Perturbações do Espectro do Autismo Problemas de comportamento Intervenção Autism Spectrum Disorders Behavior problems Intervention