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Evaluation of activities during regular classroom with application of software to teach reading and writing for autistic students

Grant number: 11/23523-3
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): March 01, 2012
Effective date (End): December 31, 2012
Field of knowledge:Humanities - Psychology - Experimental Psychology
Principal researcher:Camila Domeniconi
Grantee:Leticia Barbieri
Home Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil


Reading and writing are considered as important skills to academic repertoire for any student. However, can be observed poor performances of these skills by students with intellectual retardation, included in regular school. The present project aims planned, execute and evaluate a collaborative teachings possibility, with activities to be applied by regular teacher and special education teacher, aiming the reading learning by autistic students included in regular school. The activities will based on structure of teaching software, previously tested and approved in different contexts. The procedure is based on alternating treatments design, to evaluate the following experimental conditions: 1) activities planned and applied by both, regular and special teacher (experimental condition AB); 2) only the computerized teaching of isolated words, applied by special teacher (Condition A); 3) only the classroom activities, applied by regular teacher (Condition B). The participants will be six learners with autism, their regular and special teachers. The learners will receive training in three alternated conditions, during four units of reading teaching. The performances of learners will be evaluate with use of pre test, pos test between each teaching unit and follow up, after finish all the teaching units. Data analysis will be based on comparisons of performance of each learner during each experimental condition. It will be expected that the results can be useful in preparation of programs of teaching reading to children with autism, with participation of formal and informal educational agents.

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