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Evaluation of Computerized Teaching Protocols


This proposal addresses issues related to the Brazilian inclusive teaching, which could potentially be resolved with technological assistance both in the educational and clinical settings. The overall goal is to contribute with the development and evaluation of computerized teaching protocols, and to provide empirical data to support their widespread use. The proposal has been divided into three main components: (1a) Evaluation of two computerized teaching protocols to teach reading and writing skills in children (ALEPP and Kalulu), which have begun to be implemented in few schools in Brazil, along with (1b) the neurophysiological and neuropsychological correlates of the development of reading and writing competence; (2) Development and evaluation of computerized tools to assist structured teaching strategies in behavioral analysis perspective, aimed at special students in inclusive classrooms; and (3) Development and evaluation of computerized teaching protocols for practical interventional skills for persons with Autism Spectrum Disorder, implemented by an Interactive Computerized Teaching platform, aiming at establishing technical competence in clinical staff, school inclusion agents, and children diagnosed with ASD and their parents. (AU)

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Scientific publications
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
SOARES JR, RAIMUNDO DA SILVA; LUKASOVA, KATERINA; CARTHERY-GOULART, MARIA TERESA; SATO, JOAO RICARDO. Student's Perspective and Teachers' Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools. FRONTIERS IN PSYCHOLOGY, v. 12, JUL 22 2021. Web of Science Citations: 0.
TREVISAN, DIOGO FERNANDO; DE ARAUJO, FERNANDA A. B.; BENITEZ, PRISCILA; GOIS, JOAO PAULO. A scalable and customizable multimedia framework for behavioral intervention. JOURNAL OF COMPUTERS IN EDUCATION, JAN 2021. Web of Science Citations: 0.

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