SciELO - Scientific Electronic Library Online

vol.15 issue3Primary characteristics of the verbal communication of preschoolers with Specific Language Impairment in spontaneous speechAssessing communication in the autistic spectrum: interference of familiarity in language performance author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links


Revista da Sociedade Brasileira de Fonoaudiologia

On-line version ISSN 1982-0232


BRITO, Maria Claudia  and  CARRARA, Kester. Students with autistic spectrum disorders in the interaction with teachers in inclusive education: description of pragmatic skills. Rev. soc. bras. fonoaudiol. [online]. 2010, vol.15, n.3, pp.421-429. ISSN 1982-0232.

PURPOSE: To investigate the pragmatic skills of students with autistic spectrum disorders during interaction with their teachers, in regular classrooms of public schools. METHODS: Fourteen students with autistic spectrum disorders, both male and female, with ages between three and eight years (mean=5.9; SD=1.8), participated in the study. As part of the procedure, classroom situations were filmed for the analysis of the children's pragmatic aspects of communication, using the Pragmatic Protocol. Data were statistically analyzed using Wilcoxon, Friedman, Kruskal-Wallis, and Spearman tests, with a significance level of p<0.05 and, in some cases, p<0.01. RESULTS: In average, the number of communicative acts expressed per minute by the teachers (3.4 acts/minute) was superior (p<0.05) to the number presented by the students with autistic spectrum disorders (2.7 acts/minute). The students demonstrated prevalence in the use of the gestural communication mean, with an average of 36.2 occurrences, and of less interactive communicative functions, with an average of 24.1 occurrences. Moreover, there was positive correlation between students' and teachers' acts/minute (p=0.01). It was also observed that age and level of education did not present correlations with communication establishment in the dyads. CONCLUSION: It was possible to identify deficits and abilities of students with autistic spectrum disorders in regular classroom, and to confirm the teacher's influence on the communicative performance of these students. These data may contribute to further explain existing gaps in the literature, and to base therapeutic and educational interventions in the autistic spectrum disorders.

Keywords : Autistic disorder; Communication; Language; Social interaction; Education.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf epdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License