Alfabetização de crianças com autismo e a comunicação aumentativa e alternativa: uma revisão sistemática da literatura

Abstract

The literacy of children with autism and complex communication needs is the subject of this dissertation. In this research, the aim was to learn about what the scientific literature has addressed regarding the effects of the use of AAC systems on the literacy process for children with autism and complex communication needs (CCN), aged six to ten. The adopted methodology was a Systematic Literature Review (SLR) and sought primary sources from the period 2010 to 2021 on literacy processes for the population mentioned. The bibliographic research was carried out on the ERIC, Google Scholar, Web of Science, and Scopus databases. The research was based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol guidelines, which are a minimum evidence-based checklist for reporting systematic reviews. 448 articles were found in the respective databases, with 86 duplicate works and six studies included in the review. The included studies are two theses, two dissertations, and two articles. The SLR identified experimental intra-subject multiple baseline and multiple-probe design studies involving 11 individuals with autism and CCN. The found literacy methodologies were phonological and sight word. The AAC systems used in the literacy process found in the review were AAC with and without assistance, but all studies presented a high-tech AAC, which was some sort of speech-generating device (SGD). The results indicated improvement in literacy learning for all participants and showed the importance of AAC in this process for children with autism and CCN, except for one study. The studies indicate that AAC is essential in the literacy process for children with autism and CCN.