Remediação fonológica com uso da robótica educacional em uma criança com TEA: relato de caso

Abstract

Introduction: The ASD (Autism Spectrum Disorder) is characterized by lifelong difficulties in communication skills, social interaction and non-verbal behaviour. In addition, it presents restricted and repetitive patterns of behavior, interests or activities. The use of Educational Robotics as an intervention tool has emerged as an effective strategy in special education programs for children with neurodevelopmental disorders that has shown evidence of applicability. This approach, when combined with human assistance, provides notable benefits in the assessment of cognitive and affective outcomes. In addition, a significant improvement is observed in skills such as reading, decoding and writing. Objective: To describe the benefits of Educational Robotics as a tool in a phonological remediation program with a child with ASD. Methodology: The case of a child with autism spectrum disorder was analyzed longitudinally. Before undergoing phonological remediation with the use of Educational Robotics, the child presented alterations related to phonological awareness, reading and writing. Results: Language therapy brought about an improvement in phonological awareness, since during the course of the treatment there was an improvement and overcoming of complaints relating to phonological awareness, reading and writing. Conclusion: Through the joint activity of reading and writing construction, in the language clinic, between the subject of this research and the speech therapist, the former can be perceived as someone capable of developing phonological awareness with the help of educational robotics and subsequently making significant use of reading and writing.