Comunicação alternativa na educação infantil: efeitos de um programa de formação docente

Abstract

The 2022 school census indicated an increase in the number of children with ASD enrolled in regular classes in Early Childhood Education. With this increase, challenges arise, particularly in communication, as it is known that a large portion of children at risk for ASD have difficulties or delays in developing speech and communication, thereby affecting other aspects of development. It is necessary to guarantee these students their established rights and provide teachers with ongoing training to support their teaching practice. The objective of this study was to evaluate the effects of a teacher training program on teacher-student interaction in the context of Early Childhood Education. This study included a four-year-old child diagnosed with ASD, enrolled in level 4 of a private school, her mother, and a regular class teacher. This study had a qualitative-quantitative character, utilizing an A-B type single-subject quasi-experimental design. Data collection was carried out through semi-structured interviews. Assessment instruments included: Expressive Vocabulary Assessment List, Communication Matrix, and video recordings. Three school routines were observed: circle time, snack, and free play. The ongoing training program was conducted by the researcher and included three training sessions. The themes of the sessions were divided into: Concept of Augmentative and Alternative Communication, Naturalistic Teaching Strategies, and self-assessment sessions. The results suggest that the ongoing training process influenced the strategies employed by the teacher during the observed routines, resulting in an increase in the number of turns and a modification in the modalities of turns employed by the dyad. Qualitative data analysis revealed a behavioral change, with the teacher becoming more attentive to the student's individual needs, while the student showed a reduction in previously exhibited anxious behaviors, such as constantly biting their shirt. This research is relevant given the need to investigate the implementation of Augmentative and Alternative Communication in early childhood within the school context, contributing to the ongoing training of teachers and providing data for the intervention of children with ASD enrolled in Early Childhood Education. Future research could focus on studying free play routines, establishing other forms of observation that consider the context of this environment. Additionally, it would be interesting for future studies to evaluate the communicative interactions of children with complex communication needs and their peers in Early Childhood Education, promoting widespread communication in this environment and not solely focusing on the teacher-student dyad.