Communication and autism spectrum disorders: review of
					knowledge of teachers in pre and post-intervention phases

Misquiatti, Andréa Regina Nunes; Brito, Maria Claudia; Ceron, Jéssica dos Santos; Carboni, Priscila Piassi; Olivati, Ana Gabriela

doi:10.1590/1982-0216201418712

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ORIGINAL ARTICLES • Rev. CEFAC 16 (2) • Mar-Apr 2014 • https://doi.org/10.1590/1982-0216201418712 copy

Communication and autism spectrum disorders: review of knowledge of teachers in pre and post-intervention phases

Authorship SCIMAGO INSTITUTIONS RANKINGS

Purpose

to assess the knowledge of teachers in elementary education about the communication of people with autism spectrum disorders at two different times, pre and post-intervention.

Methods

it was a comparative and descriptive study, involving 160 teachers from municipal elementary school of both genders, aged between 23 and 65. To check the teachers’ knowledge of communication in autism spectrum disorders, a specific questionnaire for this study was developed and applied. It was offered to teachers and administered at two different times, pre and post-intervention. The intervention procedure consisted of two meetings of four hours each, conducted by speech therapist and the delivery of a guidance manual on the autism spectrum disorders, emphasizing the aspects of communication and language. The responses pre-and post-intervention were analyzed and compared. The results were treated statistically (p <0.05 and in some cases p <0.01, the chi-square test for proportions was used).

Results

it was observed that the teachers had a limited knowledge and inadequate communication about the autism spectrum disorders and on these clinical cases in general. In addition, there was significant increase of correct answers by the teachers after the intervention.

Conclusion

there is a restricted teachers’ knowledge of communication in autism spectrum disorders and positive effects after the intervention procedures, through the analysis of the pre and post-intervention phases, which showed a significant increase in appropriate responses on the autism spectrum disorders.

Autistic Disorder; Intervention Studies; Communication; Teachers; Education; Speech, Language and Hearing Sciences

Identification of the teachers
Basic training(initial)	Number of teachers	Period of professional performance	Number of teachers

Pedagogy	84	Below 1 year	1
Teaching	12	01 the 05 years	35
Physical education	9	05 the 10 years	53
Faculty of arts	3	10 the 20 years	55
Not reported	3	Over 20 years	14
More than one graduation	32	Not answered	2
Other graduation	17	---	---

Items of the questionnaire	Pre intervention		Post intervention		Sig. (p)

	FC	FI	FC	FI
1. Children with ASD cannot communicate.	112	48	126	34	0,111
2. The process of communication of people with ASD is normal.	59	101	87	73	0,039*
3. There are different levels of ASD.	127	33	148	12	0,001*
4. The quality of communication of these individuals does not depend on the degree of disorder to which it belongs.	84	76	123	37	< 0,001*
5. There are days and times when the communication of people with ASD appears to be worse.	94	66	130	30	< 0,001*
6. People with ASD can develop / improve their communication.	126	34	143	17	0,013*
7. People with ASD do not talk.	23	137	33	127	0,491
8. People with ASD speak properly.	64	96	117	43	< 0,001*
9. Other people can understand the speech of people with ASD.	50	110	76	84	0,051
10. People with ASD have repetitive speech.	54	106	109	51	< 0,001*
11. People with ASD understand what people say.	78	82	118	42	< 0,001*
12. They respond when people talk to them.	95	65	129	31	< 0,001*
13. They may say “you”; when “I”; is intended, e.g. they use the pronoun “you”; to refer to themselves.	36	124	98	62	< 0,001*
14. They speak appropriately according to context.	39	121	66	94	0,063
15. People with ASD initiate a conversation.	95	65	130	30	< 0,001*
16. They have difficulty sustaining / maintaining a conversation with others.	41	119	83	77	0,003*
17. The person with ASD asks questions.	66	94	74	86	0,551
18. People with ASD have abnormalities in the production of speech (speech), including volume, tone, speed, pace and modulation.	54	106	102	58	< 0,001*
19. Make gestures to communicate.	64	96	79	81	0,279
20. Seek to attract the attention of adults.	52	108	80	80	0,047*
21. Can express different emotions, such as laughing, smiling and crying for no apparent reason.	97	63	119	41	0,041*
22. Present difficulties in social skills, isolating from people, trying to keep away.	79	81	134	26	< 0,001*
23. Show their wishes and / or make requests.	65	95	100	60	0,005*
24. Seem not to be listening when people talk to them, directly.	50	110	49	111	> 0,999
25. People with ASD never express emotional reaction to an event or situation.	42	118	30	130	0,477
26. They allow body contact.	80	80	91	69	0,359
27. They have difficulty performing mimicry or facial expression.	36	124	99	61	< 0,001*
28. People with ASD do not maintain eye contact.	18	142	4	156	0,462

Total	1880	2600	2677	1803	< 0,001*

ABRAMO Associação Brasileira de Motricidade Orofacial Rua Uruguaiana, 516, Cep 13026-001 Campinas SP Brasil, Tel.: +55 19 3254-0342 - São Paulo - SP - Brazil
E-mail: revistacefac@cefac.br

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[1] Mailing address: Andréa Regina Nunes Misquiatti Av. Hygino Muzzi Filho, 737 Marília – SP – Brasil CEP: 17525-050 Caixa Postal 181 E-mail: amisquiatti@uol.com.br; brito_mariaclaudia@yahoo.com