Strong: Desenvolvimento e Avaliação de um Jogo para Auxiliar no Tratamento do Espectro do Autismo
Resumo
O autismo é uma síndrome cuja as causas não são completamente conhecidas. A doença é caracterizada por comunicação e socialização limitadas, atraso significativo de linguagem e deficiência intelectual. Tais limitações têm feito que ao longo dos últimos anos, diferentes estratégias tenham sido analisadas para diminuir os aspectos negativos da síndrome. Dentre as estratégias adotadas nos últimos anos, os jogos educativos têm ganhado destaque. Assim, no intuito de contribuir com o desenvolvimento cognitivo e aprendizagem de crianças autistas entre 4 a 6 anos, foi desenvolvido um jogo digital touchscreen, baseado no Método de Tratamento e Educação para Autistas e Crianças com Déficits Relacionados à Comunicação (TEACCH), que visa aprimorar a aprendizagem, comunicação, autonomia e independência das crianças. Dessa forma, o jogo busca auxiliar educadores na aplicação de conteúdos pedagógicos. Tais estímulos são feitos por meio de cores, números, reprodução de sons, palavras, reconhecimento de expressões faciais e apresentação de elementos do cotidiano. O jogo foi avaliado por profissionais da área de saúde mental (i.e., especialistas em Transtorno do Espectro do Autismo (TEA)). Os resultados indicam que jogo pode auxiliar os educadores contribuindo com i) o desenvolvimento das funções conativas, ii) funções executivas superiores, e iii) funções cognitivas das crianças.
Palavras-chave:
jogos educacionais, autismo, educação especial, educação infantil, método TEACCH
Referências
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A. C. Stahmer, L. Brookman-Frazee, E. Lee, M. K. Searcy, and M. S. Reed, “Parent and multidisciplinary provider perspectives on earliest intervention for children at risk for autism spectrum disorders,” Infants and Young children, vol. 24, no. 4, p. 344, 2011.
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G. B. Mesibov, V. Shea, and E. Schopler, The TEACCH approach to autism spectrum disorders. Springer Science & Business Media, 2005.
J. Virues-Ortega, F. M. Julio, and R. Pastor-Barriuso, “The teacch program for children and adults with autism: A meta-analysis of intervention studies,” Clinical psychology review, vol. 33, no. 8, pp. 940–953, 2013.
M. Schmidt-Kraepelin, S. Warsinsky, S. Thiebes, and A. Sunyaev, “The role of gamification in health behavior change: a review of theory-driven studies,” in Proceedings of the 53rd Hawaii International Conference on System Sciences, 2020.
A. S. Lu and H. Kharrazi, “A state-of-the-art systematic content analysis of games for health,” Games for health journal, vol. 7, no. 1, pp. 1–15, 2018.
O. M. F. de Carvalho, “Do uso de jogos digitais com criança autista: Estudo de caso,” Autismo: Vivencias e caminhos, p. 77, 2016.
S. Edelson, “Structured teaching-the teacch method,” Retrieved from Autism Research Institute website: http://www.autism.com/treating_TEACCH, 2014.
H. M. Geurts and M. E. Vissers, “Elderly with autism: Executive functions and memory,” Journal of autism and developmental disorders, vol. 42, no. 5, pp. 665–675, 2012.
C. R. Marshall, A. Noor, J. B. Vincent, A. C. Lionel, L. Feuk, J. Skaug, M. Shago, R. Moessner, D. Pinto, Y. Ren et al., “Structural variation of chromosomes in autism spectrum disorder,” The American Journal of Human Genetics, vol. 82, no. 2, pp. 477–488, 2008.
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J. C. Todorov, “Behaviorismo e analise experimental do comportamento,” 1982.
C. N. Tonéis et al., “A lógica da descoberta nos jogos digitais,” Proceedings of SBGames, pp. 1–10, 2010.
A. Yusoff, “A conceptual framework for serious games and its validation,” Ph.D. dissertation, University of Southampton, 2010.
T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, and J. M. Boyle, “A systematic literature review of empirical evidence on computer games and serious games,” Computers & education, vol. 59, no. 2, pp. 661–686, 2012.
S. Tsikinas and S. Xinogalos, “Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review,” Journal of Computer Assisted Learning, vol. 35, no. 1, pp. 61–73, 2019.
A. R. M. Cuperschmid and H. R. Hildebrand, “Avaliação heurística de jogabilidade,” SBC-Anais do SBGames, São Paulo, SP, Brasil, pp. 371–378, 2013.
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C. Whalen, D. Moss, A. B. Ilan, M. Vaupel, P. Fielding, K. Macdonald, S. Cernich, and J. Symon, “Efficacy of teachtown: Basics computerassisted intervention for the intensive comprehensive autism program in los angeles unified school district,” Autism, vol. 14, no. 3, pp. 179–197, 2010.
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J. Meinzen-Derr, S. Wiley, R. McAuley, L. Smith, and S. Grether, “Technology-assisted language intervention for children who are deafor hard-of-hearing; a pilot study of augmentative and alternative communication for enhancing language development,” Disability and Rehabilitation: Assistive Technology, vol. 12, no. 8, pp. 808–815, 2017.
J. B. Boster and J. W. McCarthy, “Designing augmentative and alternative communication applications: The results of focus groups with speech-language pathologists and parents of children with autism spectrum disorder,” Disability and Rehabilitation: Assistive Technology, vol. 13, no. 4, pp. 353–365, 2018.
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G. B. Mesibov, V. Shea, and E. Schopler, The TEACCH approach to autism spectrum disorders. Springer Science & Business Media, 2005.
J. Virues-Ortega, F. M. Julio, and R. Pastor-Barriuso, “The teacch program for children and adults with autism: A meta-analysis of intervention studies,” Clinical psychology review, vol. 33, no. 8, pp. 940–953, 2013.
M. Schmidt-Kraepelin, S. Warsinsky, S. Thiebes, and A. Sunyaev, “The role of gamification in health behavior change: a review of theory-driven studies,” in Proceedings of the 53rd Hawaii International Conference on System Sciences, 2020.
A. S. Lu and H. Kharrazi, “A state-of-the-art systematic content analysis of games for health,” Games for health journal, vol. 7, no. 1, pp. 1–15, 2018.
O. M. F. de Carvalho, “Do uso de jogos digitais com criança autista: Estudo de caso,” Autismo: Vivencias e caminhos, p. 77, 2016.
S. Edelson, “Structured teaching-the teacch method,” Retrieved from Autism Research Institute website: http://www.autism.com/treating_TEACCH, 2014.
H. M. Geurts and M. E. Vissers, “Elderly with autism: Executive functions and memory,” Journal of autism and developmental disorders, vol. 42, no. 5, pp. 665–675, 2012.
C. R. Marshall, A. Noor, J. B. Vincent, A. C. Lionel, L. Feuk, J. Skaug, M. Shago, R. Moessner, D. Pinto, Y. Ren et al., “Structural variation of chromosomes in autism spectrum disorder,” The American Journal of Human Genetics, vol. 82, no. 2, pp. 477–488, 2008.
U. Frith, Autism: Explaining the enigma. Blackwell Publishing, 2003.
L. F. Vianna, Meu menino vadio: Histórias de um garoto autista e seu pai estranho. Editora Intrinseca, 2017.
L. Kanner et al., “Autistic disturbances of affective contact,” Nervous child, vol. 2, no. 3, pp. 217–250, 1943.
F. B. Assumpção Jr and A. C. M. Pimentel, “Autismo infantil,” Brazilian Journal of Psychiatry, vol. 22, pp. 37–39, 2000.
M. P. M. Chaim and V. E. S. M. Costa, Criança Diagnosticada Com Transtorno Do Espectro Autista. Clube de Autores (managed), 2016.
J. Cornelio-Nieto, “Autismo infantil y neuronas en espejo,” Revista de neurología, vol. 48, no. 2, pp. 27–29, 2009.
H. Jick and J. A. Kaye, “Epidemiology and possible causes of autism,” Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy, vol. 23, no. 12, pp. 1524–1530, 2003.
C. A. Bosa, “Autismo: intervenções psicoeducacionais,” Brazilian Journal of Psychiatry, vol. 28, pp. s47–s53, 2006.
A.-L. Jouen, A. Narzisi, J. Xavier, E. Tilmont, N. Bodeau, V. Bono, N. Ketem-Premel, S. Anzalone, K. Maharatna, M. Chetouani et al., “Goliah (gaming open library for intervention in autism at home): a 6-month single blind matched controlled exploratory study,” Child and adolescent psychiatry and mental health, vol. 11, no. 1, pp. 1–14, 2017.
T. Smith, “Discrete trial training in the treatment of autism,” Focus on autism and other developmental disabilities, vol. 16, no. 2, pp. 86–92, 2001.
S. Panerai, L. Ferrante, and M. Zingale, “Benefits of the treatment and education of autistic and communication handicapped children (teacch) programme as compared with a non-specific approach,” Journal of intellectual disability research, vol. 46, no. 4, pp. 318–327, 2002.
E. Schopler, “A statewide program for the treatment and education of autistic and related communication handicapped children (teacch),” Child and Adolescent Psychiatric Clinics, vol. 3, no. 1, pp. 91–103, 1994.
S. Panerai, L. Ferrante, and V. Caputo, “The teacch strategy in mentally retarded children with autism: A multidimensional assessment: Pilot study.” 1997.
R. Norgate, “Reducing self injurious behaviour in a child with severe learning difficulties: enhancing predictability and structure,” Educational Psychology in Practice, vol. 14, no. 3, pp. 176–182, 1998.
N. Peters-Scheffer, R. Didden, and H. Korzilius, “Maternal stress predicted by characteristics of children with autism spectrum disorder and intellectual disability,” Research in Autism Spectrum Disorders, vol. 6, no. 2, pp. 696–706, 2012.
H. M. Zakari, M. Ma, and D. Simmons, “A review of serious games for children with autism spectrum disorders (asd),” in International conference on serious games development and applications. Springer, 2014, pp. 93–106.
J. Alvarez, D. Djaouti et al., “An introduction to serious game definitions and concepts,” Serious Games & Simulation for Risks Management, vol. 11, no. 1, pp. 11–15, 2011.
L. Annetta, Serious educational games: From theory to practice. BRILL, 2008.
B. D. Cone, C. E. Irvine, M. F. Thompson, and T. D. Nguyen, “A video game for cyber security training and awareness,” computers & security, vol. 26, no. 1, pp. 63–72, 2007.
K. E. Ricci, “The use of computer-based videogames in knowledge acquisition and retention,” Journal of Interactive Instruction Development, vol. 7, no. 1, pp. 17–22, 1994.
M. Csikszentmihalyi and M. Csikzentmihaly, Flow: The psychology of optimal experience. Harper & Row New York, 1990, vol. 1990.
M. C. Munguba, M. T. M. Valdés, V. C. de Matos, and C. A. B. da Silva, “Jogos eletrônicos: apreensão de estratégias de aprendizagem,” Revista Brasileira em Promoção da Saúde, vol. 16, no. 1, pp. 39–48, 2003.
J. C. Todorov, “A constituição como metacontingência,” Psicologia: Ciência e Profissão, vol. 7, no. 1, pp. 9–13, 1987.
J. C. Todorov, “Behaviorismo e analise experimental do comportamento,” 1982.
C. N. Tonéis et al., “A lógica da descoberta nos jogos digitais,” Proceedings of SBGames, pp. 1–10, 2010.
A. Yusoff, “A conceptual framework for serious games and its validation,” Ph.D. dissertation, University of Southampton, 2010.
T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, and J. M. Boyle, “A systematic literature review of empirical evidence on computer games and serious games,” Computers & education, vol. 59, no. 2, pp. 661–686, 2012.
S. Tsikinas and S. Xinogalos, “Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review,” Journal of Computer Assisted Learning, vol. 35, no. 1, pp. 61–73, 2019.
A. R. M. Cuperschmid and H. R. Hildebrand, “Avaliação heurística de jogabilidade,” SBC-Anais do SBGames, São Paulo, SP, Brasil, pp. 371–378, 2013.
R. Likert, “A technique for the measurement of attitudes.” Archives of psychology, 1932.
C. Grossard, O. Grynspan, S. Serret, A.-L. Jouen, K. Bailly, and D. Cohen, “Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (asd),” Computers & Education, vol. 113, pp. 195–211, 2017.
A. Battocchi, F. Pianesi, D. Tomasini, M. Zancanaro, G. Esposito, P. Venuti, A. Ben Sasson, E. Gal, and P. L. Weiss, “Collaborative puzzle game: a tabletop interactive game for fostering collaboration in children with autism spectrum disorders (asd),” in Proceedings of the ACM international conference on interactive tabletops and surfaces, 2009, pp. 197–204.
C. Whalen, D. Moss, A. B. Ilan, M. Vaupel, P. Fielding, K. Macdonald, S. Cernich, and J. Symon, “Efficacy of teachtown: Basics computerassisted intervention for the intensive comprehensive autism program in los angeles unified school district,” Autism, vol. 14, no. 3, pp. 179–197, 2010.
E. B. Farias, L. W. Silva, and M. X. Cunha, “Abc autismo: Um aplicativo móvel para auxiliar na alfabetização de crianças com autismo baseado no programa teacch,” in Anais do X Simpósio Brasileiro de Sistemas de Informação. SBC, 2014, pp. 458–469.
S. Serret, S. Hun, G. Iakimova, J. Lozada, M. Anastassova, A. Santos, S. Vesperini, and F. Askenazy, “Facing the challenge of teaching emotions to individuals with low-and high-functioning autism using a new serious game: a pilot study,” Molecular autism, vol. 5, no. 1, pp. 1–17, 2014.
J. Lozano-Martínez, F. J. Ballesta-Pagán, and S. Alcaraz-García, “Software for teaching emotions to students with autism spectrum disorder,”Revista Comunicar, vol. 18, no. 36, pp. 139–148, 2011.
C. T. Tan, N. Harrold, and D. Rosser, “Can you copyme? an expression mimicking serious game,” in SIGGRAPH Asia 2013 symposium on mobile graphics and interactive applications, 2013, pp. 1–4.
A. C. Dantas, S. de Melo, L. Neves, T. Milessi, and M. Z. do Nascimento, “Michelzinho: Jogo sério para o ensino de habilidades emocionais em pessoas com autismo ou deficiencia intelectual,” in Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), vol. 30, no. 1, 2019, p. 644.
S. L. Finkelstein, A. Nickel, L. Harrison, E. A. Suma, and T. Barnes, “cmotion: A new game design to teach emotion recognition and programming logic to children using virtual humans,” in 2009 IEEE Virtual Reality Conference. IEEE, 2009, pp. 249–250.
J. Meinzen-Derr, S. Wiley, R. McAuley, L. Smith, and S. Grether, “Technology-assisted language intervention for children who are deafor hard-of-hearing; a pilot study of augmentative and alternative communication for enhancing language development,” Disability and Rehabilitation: Assistive Technology, vol. 12, no. 8, pp. 808–815, 2017.
J. B. Boster and J. W. McCarthy, “Designing augmentative and alternative communication applications: The results of focus groups with speech-language pathologists and parents of children with autism spectrum disorder,” Disability and Rehabilitation: Assistive Technology, vol. 13, no. 4, pp. 353–365, 2018.
A. I. CC, “Adobe illustrator cc,” 2013.
A. C. Team, Adobe Photoshop CS3 classroom in a book. Bookman Editora, 2009.
T. J. Medeiros, “Um framework para criação de jogos voltados para o ensino de lógica de programação,” Master’s thesis, Universidade Federal do Rio Grande do Norte, 2014.
N. M. Bradburn, S. Sudman, E. Blair, W. Locander, C. Miles, E. Singer, and C. Stocking, Improving interview method and questionnaire design: Response effects to threatening questions in survey research. JosseyBass San Francisco, 1979.
M. R. Bhalla and A. V. Bhalla, “Comparative study of various touchscreen technologies,” International Journal of Computer Applications, vol. 6, no. 8, pp. 12–18, 2010.
C.-L. Hsu and H.-P. Lu, “Consumer behavior in online game communities: A motivational factor perspective,” Computers in Human Behavior, vol. 23, no. 3, pp. 1642–1659, 2007.
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Publicado
18/10/2021
Como Citar
HONORATO, Noemi; SANTOS, Adilson Jorge dos; DELABRIDA, Saul; FREITAS, Alan Robert Resende de; OLIVEIRA, Wilk.
Strong: Desenvolvimento e Avaliação de um Jogo para Auxiliar no Tratamento do Espectro do Autismo. In: TRILHA DE EDUCAÇÃO – ARTIGOS COMPLETOS - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 20. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 582-591.
DOI: https://doi.org/10.5753/sbgames_estendido.2021.19692.
