Suporte Visual Digital para Estudantes com Transtorno do Espectro Autista: Um Mapeamento Sistemático da Literatura
Resumo
O Transtorno do Espectro Autista é uma condição do neurodesenvolvimento caracterizada por déficits persistentes na comunicação e na interação social, além da presença de padrões restritos e repetitivos de comportamento, interesses ou atividades. O apoio educacional através de ferramentas como o Suporte Visual Digital proporciona maior autonomia para os estudantes com TEA na execução de suas atividades acadêmicas e sociais. Nesse contexto, o presente estudo realizou um Mapeamento Sistemático da Literatura nas ferramentas de Suporte Visual Digital para estudantes com TEA, enfatizando as habilidades adquiridas e os critérios de avaliação utilizados. Dentre os 273 estudos analisados, 13 responderam às questões de pesquisa, apresentando um panorama sobre as habilidades adquiridas principalmente em interpessoalidade, atenção e lazer. Como critérios de avaliação destacam-se o desempenho, a eficácia, a funcionalidade, a precisão e o coeficiente sensorial.Referências
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Aloizou, V., Chasiotou, T., Retalis, S., Daviotis, T., and Koulouvaris, P. (2021). Remote learning for children with special education needs in the era of covid-19: Beyond tele-conferencing sessions. Educational Media International, 58(2):181 – 201. Cited by: 20.
AMERICAN PSYCHIATRY ASSOCIATION (2014). DSM-5: Manual Diagnóstico e Estatístico de Transtornos Mentais. Artmed Editora.
Anblagan, T., Ahmad, N. A., and Roslan, S. (2023). Digital visual support for pre-school students with autism: Challenges and supporting tools. International Journal of Academic Research in Business and Social Sciences, 13.
Barton, E., Lloyd, B., Spriggs, A., and Gast, D. (2018). Visual Analysis of Graphic Data, pages 179–214.
Bhana, N., Raulston, T. J., Ousley, C., and Bagawan, A. (2024). Photographs and parent training to support conversations about past events between caregivers and children with autism. Advances in Neurodevelopmental Disorders, 8(2):311 – 323. Cited by: 2; All Open Access, Bronze Open Access.
Bross, L. A., Huffman, J. M., Anderson, A., Alhibs, M., Rousey, J. G., and Pinczynski, M. (2023). Technology-based self-monitoring and visual supports to teach question asking skills to young adults with autism in community settings. Journal of Special Education Technology, 38(4):458 – 471. Cited by: 2.
Cañete Yaque, R., Svarrer Larsen, H., and Peralta Alvarez, M. E. (2022). Pepe: an adaptive robot that helps children with autism to plan and self-manage their day. In Proceedings of the 11th International Conference on the Internet of Things, IoT ’21, page 223–227, New York, NY, USA. Association for Computing Machinery.
Chan, L. and Ong, E. (2018). Engaging children in conversations during story reading.
Costa, A., Comesanha, O., Silva, H., Fernandes, A., and Comesanha, R. (2022). Wing: Visual support device for children with autism spectrum disorder. Cited by: 0.
da Silva, M. D., Soares, A. C. B., and Moura, I. C. (2019). Aplicação de ferramentas computacionais para o desenvolvimento do ensino de crianças com autismo: um mapeamento sistemático da literatura. Revista Brasileira de Informática na Educação, 27(03):351–368.
da Silva Júnior, D. S. and Moreira, P. L. (2021). Transtorno do espectro autista e as tecnologias educacionais digitais no cenário das pesquisas brasileiras: um mapeamento sistemático da literatura. Research, Society and Development, 10(10):e119101018328–e119101018328.
Devlin, J., Chang, M.-W., Lee, K., and Toutanova, K. (2019). Bert: Pre-training of deep bidirectional transformers for language understanding. In North American Chapter of the Association for Computational Linguistics.
Farias, E. B., Silva, L. W. C., and Cunha, M. X. C. (2014). 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, pages 458–469, Porto Alegre, RS, Brasil. SBC.
Gagan, I. T. M., Matias, M. A. M. E., Tan, I., Vinco, C. M., Ong, E., and Resurreccion, R. (2022). Designing a virtual talking companion to support the social-emotional learning of children with asd. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference, IDC ’22, page 464–471, New York, NY, USA. Association for Computing Machinery.
Gali-Perez, O., Sayis, B., and Pares, N. (2021). Effectiveness of a mixed reality system in terms of social interaction behaviors in children with and without autism spectrum condition. In Proceedings of the XXI International Conference on Human Computer Interaction, Interacción ’21, New York, NY, USA. Association for Computing Machinery.
Hamada, N. J. and Ahmedb, Y. B. (2020). The effectiveness of the (teacch) program in developing the visual perception skills of autistic child. Inter J Innov Creat Change, 14(10).
Hayes, G. R., Hirano, S., Marcu, G., Monibi, M., Nguyen, D. H., and Yeganyan, M. (2010). Interactive visual supports for children with autism. Personal and ubiquitous computing, 14:663–680.
Jahadakbar, M., Araujo de Aguiar, C. H., Nikkhah Dehnavi, A., and Ghandi, M. (2023). Sounds of play: Designing augmented toys for children with autism. In Proceedings of the 16th International Conference on PErvasive Technologies Related to Assistive Environments, PETRA ’23, page 338–346, New York, NY, USA. Association for Computing Machinery.
Kim, B., Jeong, D., Hong, H., and Han, K. (2024). Narrating routines through game dynamics: Impact of a gamified routine management app for autistic individuals. In Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems, CHI ’24, New York, NY, USA. Association for Computing Machinery.
Kitchenham, B. and Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. 2.
Li, Y. J., Ramalakshmi, P. A., Mei, C., and Jung, S. (2023). Use of eye behavior with visual distraction for attention training in vr. In 2023 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), pages 30–35.
Maenner, M. J. et al. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years — autism and developmental disabilities monitoring network, 11 sites, united states, 2020. Morb. Mortal. Wkly. Rep. Surveill. Summ., 72(2):1–14.
O’Brien, A. M., Schlosser, R. W., Yu, C., Allen, A. A., and Shane, H. C. (2021). Repurposing a smartwatch to support individuals with autism spectrum disorder: Sensory and operational considerations. Journal of Special Education Technology, 36(4):215 – 226. Cited by: 6.
Petersen, K., Feldt, R., Mujtaba, S., and Mattsson, M. (2008). Systematic mapping studies in software engineering.
Reimers, T. M. and Wacker, D. P. (1988). Parents’ ratings of the acceptability of behavioral treatment recommendations made in an outpatient clinic: A preliminary analysis of the influence of treatment effectiveness. Behavioral Disorders, 14(1):7–15.
Richardson, W. S., Wilson, M. C., Nishikawa, J., and Hayward, R. S. (1995). The well-built clinical question: a key to evidence-based decisions. ACP journal club, 123 3:A12–3.
Shan, G., Wang, H.-T., Juan, C.-Y., and Chang, C.-H. (2024). Using a visual support package to facilitate independent leisure engagement and choice-making for individuals with moderate to severe autism in taiwan. Autism, 28(11):2869 – 2880. Cited by: 0.
Siedler, M., Zen, E., Cardoso, R., and Tavares, T. (2022). Assistive technology as an aid to individuals with autism spectrum disorder: A systematic literature mapping. In Proceedings of the Brazilian Symposium on Multimedia and the Web, pages 244–252.
Turan, Y. and Meadan, H. (2011). Social validity assessment in early childhood special education. Young Exceptional Children, 14.
Wolf, M. M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of applied behavior analysis, 11 2:203–14.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., and Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders, 45:1951–1966.
Aloizou, V., Chasiotou, T., Retalis, S., Daviotis, T., and Koulouvaris, P. (2021). Remote learning for children with special education needs in the era of covid-19: Beyond tele-conferencing sessions. Educational Media International, 58(2):181 – 201. Cited by: 20.
AMERICAN PSYCHIATRY ASSOCIATION (2014). DSM-5: Manual Diagnóstico e Estatístico de Transtornos Mentais. Artmed Editora.
Anblagan, T., Ahmad, N. A., and Roslan, S. (2023). Digital visual support for pre-school students with autism: Challenges and supporting tools. International Journal of Academic Research in Business and Social Sciences, 13.
Barton, E., Lloyd, B., Spriggs, A., and Gast, D. (2018). Visual Analysis of Graphic Data, pages 179–214.
Bhana, N., Raulston, T. J., Ousley, C., and Bagawan, A. (2024). Photographs and parent training to support conversations about past events between caregivers and children with autism. Advances in Neurodevelopmental Disorders, 8(2):311 – 323. Cited by: 2; All Open Access, Bronze Open Access.
Bross, L. A., Huffman, J. M., Anderson, A., Alhibs, M., Rousey, J. G., and Pinczynski, M. (2023). Technology-based self-monitoring and visual supports to teach question asking skills to young adults with autism in community settings. Journal of Special Education Technology, 38(4):458 – 471. Cited by: 2.
Cañete Yaque, R., Svarrer Larsen, H., and Peralta Alvarez, M. E. (2022). Pepe: an adaptive robot that helps children with autism to plan and self-manage their day. In Proceedings of the 11th International Conference on the Internet of Things, IoT ’21, page 223–227, New York, NY, USA. Association for Computing Machinery.
Chan, L. and Ong, E. (2018). Engaging children in conversations during story reading.
Costa, A., Comesanha, O., Silva, H., Fernandes, A., and Comesanha, R. (2022). Wing: Visual support device for children with autism spectrum disorder. Cited by: 0.
da Silva, M. D., Soares, A. C. B., and Moura, I. C. (2019). Aplicação de ferramentas computacionais para o desenvolvimento do ensino de crianças com autismo: um mapeamento sistemático da literatura. Revista Brasileira de Informática na Educação, 27(03):351–368.
da Silva Júnior, D. S. and Moreira, P. L. (2021). Transtorno do espectro autista e as tecnologias educacionais digitais no cenário das pesquisas brasileiras: um mapeamento sistemático da literatura. Research, Society and Development, 10(10):e119101018328–e119101018328.
Devlin, J., Chang, M.-W., Lee, K., and Toutanova, K. (2019). Bert: Pre-training of deep bidirectional transformers for language understanding. In North American Chapter of the Association for Computational Linguistics.
Farias, E. B., Silva, L. W. C., and Cunha, M. X. C. (2014). 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, pages 458–469, Porto Alegre, RS, Brasil. SBC.
Gagan, I. T. M., Matias, M. A. M. E., Tan, I., Vinco, C. M., Ong, E., and Resurreccion, R. (2022). Designing a virtual talking companion to support the social-emotional learning of children with asd. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference, IDC ’22, page 464–471, New York, NY, USA. Association for Computing Machinery.
Gali-Perez, O., Sayis, B., and Pares, N. (2021). Effectiveness of a mixed reality system in terms of social interaction behaviors in children with and without autism spectrum condition. In Proceedings of the XXI International Conference on Human Computer Interaction, Interacción ’21, New York, NY, USA. Association for Computing Machinery.
Hamada, N. J. and Ahmedb, Y. B. (2020). The effectiveness of the (teacch) program in developing the visual perception skills of autistic child. Inter J Innov Creat Change, 14(10).
Hayes, G. R., Hirano, S., Marcu, G., Monibi, M., Nguyen, D. H., and Yeganyan, M. (2010). Interactive visual supports for children with autism. Personal and ubiquitous computing, 14:663–680.
Jahadakbar, M., Araujo de Aguiar, C. H., Nikkhah Dehnavi, A., and Ghandi, M. (2023). Sounds of play: Designing augmented toys for children with autism. In Proceedings of the 16th International Conference on PErvasive Technologies Related to Assistive Environments, PETRA ’23, page 338–346, New York, NY, USA. Association for Computing Machinery.
Kim, B., Jeong, D., Hong, H., and Han, K. (2024). Narrating routines through game dynamics: Impact of a gamified routine management app for autistic individuals. In Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems, CHI ’24, New York, NY, USA. Association for Computing Machinery.
Kitchenham, B. and Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. 2.
Li, Y. J., Ramalakshmi, P. A., Mei, C., and Jung, S. (2023). Use of eye behavior with visual distraction for attention training in vr. In 2023 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), pages 30–35.
Maenner, M. J. et al. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years — autism and developmental disabilities monitoring network, 11 sites, united states, 2020. Morb. Mortal. Wkly. Rep. Surveill. Summ., 72(2):1–14.
O’Brien, A. M., Schlosser, R. W., Yu, C., Allen, A. A., and Shane, H. C. (2021). Repurposing a smartwatch to support individuals with autism spectrum disorder: Sensory and operational considerations. Journal of Special Education Technology, 36(4):215 – 226. Cited by: 6.
Petersen, K., Feldt, R., Mujtaba, S., and Mattsson, M. (2008). Systematic mapping studies in software engineering.
Reimers, T. M. and Wacker, D. P. (1988). Parents’ ratings of the acceptability of behavioral treatment recommendations made in an outpatient clinic: A preliminary analysis of the influence of treatment effectiveness. Behavioral Disorders, 14(1):7–15.
Richardson, W. S., Wilson, M. C., Nishikawa, J., and Hayward, R. S. (1995). The well-built clinical question: a key to evidence-based decisions. ACP journal club, 123 3:A12–3.
Shan, G., Wang, H.-T., Juan, C.-Y., and Chang, C.-H. (2024). Using a visual support package to facilitate independent leisure engagement and choice-making for individuals with moderate to severe autism in taiwan. Autism, 28(11):2869 – 2880. Cited by: 0.
Siedler, M., Zen, E., Cardoso, R., and Tavares, T. (2022). Assistive technology as an aid to individuals with autism spectrum disorder: A systematic literature mapping. In Proceedings of the Brazilian Symposium on Multimedia and the Web, pages 244–252.
Turan, Y. and Meadan, H. (2011). Social validity assessment in early childhood special education. Young Exceptional Children, 14.
Wolf, M. M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of applied behavior analysis, 11 2:203–14.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., and Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders, 45:1951–1966.
Publicado
17/09/2025
Como Citar
NASCIMENTO, Jaqueline Portela Da Silva Do; VENCESLAU, Amanda Drielly Pires.
Suporte Visual Digital para Estudantes com Transtorno do Espectro Autista: Um Mapeamento Sistemático da Literatura. In: WORKSHOP DE SISTEMAS DE INFORMAÇÃO (WSIS), 16. , 2025, Rio Paranaíba/MG.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 97-106.
DOI: https://doi.org/10.5753/wsis.2025.15649.
