Em face do elevado numero de individuos com deficiencias, bem como da importância dos dispositivos de tecnologia assistiva (DTAs) para a melhoria de seu desempenho ocupacional, as elevadas taxas de abandono destes dispositivos e os altos custos a estes associados, esta revisao tem o objetivo de identificar fatores relacionados ao abandono de dispositivos de tecnologia assistiva. A metodologia utilizada foi uma revisao critica da literatura utilizando as palavras-chave: tecnologia assistiva/assistive technology, abandono/abandonment, rejeicao/rejection, e desuso/disuse, de publicacoes entre os anos de 2002 e 2013. Foi realizada a busca nas bases de dados MEDLINE, LILACS e SciELO, e identificado um total de 49 artigos, sendo que nove publicacoes atenderam aos criterios de inclusao. Constatou-se que os fatores mais citados relacionados ao abandono dos dispositivos sao: problemas com o estado fisico do usuario; falta de informacao e treinamento tanto de profissionais quanto de usuarios; dor; limitacoes funcionais; preferencia por outro DTA ou utilizacao de capacidades remanescentes; peso elevado;alteracoes nas condicoes do DTA; dificuldade de uso; insatisfacao; desconforto; inadequacao/inapropriacao, e “muito barulho”. Compreender melhor esses fatores e fundamental para melhorar a eficacia da prescricao e da intervencao por parte dos profissionais, o que e imprescindivel para aumentar a adesao e promover resultados efetivos.

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Dispositivos de tecnologia assistiva: fatores relacionados ao abandono/Assistive technology devices: abandonment related factors

Reading is a foundational skill that is essential for effective interaction with one’s environment. This skill, however, proves difficult to teach to many students. In the United States, 20%-40% of students have reading problems ranging from mild to severe (Mueller, Olmi & Saunders, 2000). These problems are at least as severe in Brazil, leading to substantial school failure and high dropout (INEP, 2006). 
 
Recently, a major programmatic effort at several Brazilian universities has sought an effective methodology for teaching basic reading skills to children who are at risk for or who have already experienced school failure (de Rose, de Souza & Hanna, 1996; Matos & Hubner D’Oliveira, 1992). This program was inspired by Sidman’s (1971) work on stimulus equivalence and by Skinner’s (1957) analysis of “minimal units” of verbal behavior. In the context of reading, minimal units include the phonemic and syllabic units common to other analyses of reading processes (Snow, Burns, & Griffin, 1998). Phonemic and syllabic recombination is an essential behavioral process for “word attack” skills (e.g., Mueller, Olmi & Saunders, 2000). It has been shown, for example, that teaching pre-reading children to discriminate visually and to name a small number of two-syllable units may be followed by emergent ability to read new words orally composed of those syllables (e.g., Matos & Hubner D’Oliveira, 1992; de Rose, de Souza & Hanna, 1996). 
 
One aspect of the reading research program in Brazil has focused on the “constructed-response” procedure that was first described by Mackay and Sidman (1984). In that matching-to-sample variant, children were presented with sample stimuli – both pictures and printed words – and a comparison stimulus “pool” composed of individual letters. By touching these letters in sequence, children could “construct” comparison stimuli that were valid matches to the sample – either as identity matches (e.g., constructing A-P-P-L-E as a match for the printed-word sample APPLE) or arbitrary matches (i.e., sequencing A-P-P-L-E in response to a sample picture of that fruit). In recent work, constructed-response matching has been supplemented by the requirement that children speak the names of samples and/or elements of the comparison pool to verify discriminations judged prerequisite to directly taught and emergent reading (e.g., Matos, Avanzi, & McIlvane, 2006; cf. Saunders & Spradlin, 1990). 
 
Our study was conducted as part of the larger Brazilian effort to develop an evidence- based curriculum for teaching foundations of reading. Our hypothesis was that contingencies designed in line with the analysis of Skinner (1957) and the procedures of Mackay and Sidman (1984) could prove sufficient to establish generative reading (i.e., performances that emerge without direct training). Our procedures took advantage of a useful characteristic of Portuguese – many words are comprised of two consonant-vowel combinations (e.g., BO+CA=BOCA [mouth]) – minimal units that might be spontaneously recombined into other meaningful combinations (e.g., CA+BO=CABO [handle]). We sought to encourage such behavior by requiring the children to name these minimal units aloud during constructed-response matching, thereby supplementing the training provided in past studies that emphasized “receptive” processes (cf. de Rose, de Souza, Rossito, & de Rose, 1992). Our hypothesis was that minimal-unit naming combined with the constructed response methodology would prove highly effective in promoting unit recombination and thereby establish behavioral prerequisites for generative reading. As in past studies, the procedures were designed to encourage generative reading also via provision of multiple-exemplar training with a series of word sets.

Revombinative generalization in minimal verbal unit-based reading instruction for pre-reading children

A paralisia cerebral (PC) e ocasionada por uma lesao neurologica que afeta o cerebro em seu desenvolvimento inicial, produzindo consequencias, essencialmente, motoras, porem, dependendo da area lesionada, o individuo pode apresentar comprometimento cognitivo. Criancas com essa deficiencia necessitam de cuidados especiais e exigem das familias uma reestruturacao que possibilite o desenvolvimento adequado desses individuos. Tendo isto como base investigou-se a rotina de familias com criancas diagnosticadas com paralisia cerebral. Foi aplicado o Inventario de Rotina (IR) a tres maes de criancas com PC atendidas no Servico Caminhar, do Hospital Universitario Bettina Ferro de Souza, de Belem do Para. Os resultados apontaram que maes de criancas com PC tendem a dispor a maior parte do seu tempo aos cuidados com o filho em detrimento do tempo de dedicacao a elas mesmas, incluindo cuidados com sua saude. Este padrao comportamental e gerado por influencia dos niveis de comprometimento motor e de autonomia da crianca – quanto maior o nivel de comprometimento motor, menor o nivel de autonomia e maior e a sobrecarga de cuidado da mae.

/pdf/rotina-de-familias-de-criancas-com-paralisia-cerebral-3lhzkm07l4.pdf

Rotina de famílias de crianças com paralisia cerebral

Controle discriminativo por elementos textuais e requisito para a leitura de palavras novas (leitura recombinativa). Este estudo empregou pseudopalavras ditadas e impressas em pseudo-alfabeto para avaliar os efeitos da similaridade entre palavras e da extensao da unidade textual ensinada sobre o desenvolvimento de leitura recombinativa. No Experimento 1 universitarios aprenderam relacoes condicionais entre pseudopalavras ditadas e impressas que diferiam das incorretas em 25% ou 75% dos elementos. No Experimento 2 outros universitarios aprenderam a relacionar letras ou silabas ditadas as correspondentes modalidades impressas e subsequentemente aprenderam relacoes envolvendo pseudopalavras. A aquisicao das discriminacoes foi mais rapida na Condicao Diferenca 75%; a leitura recombinativa dependeu da quantidade de palavras ensinadas (Exp.1). A leitura foi mais precisa apos a aprendizagem de silabas, mas ocorreu mais recombinacao apos a aprendizagem de letras (Exp. 2). Combinar o ensino de palavras dissimilares e de unidades menores que a palavra pode acelerar a leitura recombinativa.

/pdf/la-lectura-con-recombinacion-de-pseudopalabras-impresas-en-2f8434lnu6.pdf

La lectura con recombinación de pseudopalabras impresas en pseudo-alfabeto: semejanza entre las palabras y el tamaño de la unidad enseñada

This paper aims to analyze the frequency of occurrence of different forms of communication in nonspeaking children during activities with digital games. The participants in this study were three children with multiple disabilities, whose limitations were due to cerebral palsy. All the children had severe oral communication disabilities. Three digital games were developed by the Research Group of Computational Modeling of SENAI/CIMATEC for this population: Food Safety, Public Safety and Sustainable City. This research group has qualified people who have different areas of training and experience. From analysis of the footage, by recording the observation, it was possible to identify the occurrence of five categories of communication; vocal and non-verbal was the one that stood out. Additionally, we analyzed

/pdf/digital-games-and-assistive-technology-improvement-of-3r8bywqn8k.pdf

Digital Games and Assistive Technology: Improvement of Communication of Children with Cerebral Palsy.

Resumo O presente artigo tem por objetivo apresentar a inter-relacao existente entre as tecnologias de ensino e as tecnologias assistivas. Possibilitar o ensino de criancas com paralisia cerebral, sob a otica da Analise Experimental do Comportamento (AEC), apresentando inicialmente as caracteristicas da crianca com paralisia cerebral e suas implicacoes no processo de aprendizagem. Demonstrar a importância de identificar e desenvolver os pre-requisitos de leitura e escrita. O paradigma da equivalencia de estimulos descrito por Sidman e Taiby (1982) aliados as atividades de consciencia fonologica, sao descritos atraves de relatos de pesquisas como tecnologias de ensino utilizadas com criancas que apresentam dificuldades de aprendizagem. As tecnologias de ensino associadas as tecnologias assistivas sao aplicadas como suporte e apoio para desenvolver o ensino de criancas com Paralisia Cerebral (PC). Essas criancas, na sua maioria, apresentam dificuldades neuromotoras para acessar os recursos disponiveis. Faz-se necessario, dispositivos de acessibilidade que possam favorecer e possibilitar a interacao dessas criancas com computadores, atraves de softwares e hardwares adaptados. Tenciona-se apresentar propostas de estrategias de ensino com recursos de apoio, para melhor adequar o processo de ensino e aprendizagem de criancas com PC. Criar e adaptar recursos tecnologicos, favorecendo suporte a esse processo, na perspectiva de substituir tecnologia importada por tecnologia nacional e regional acessiveis economicamente. Abstract This article aims to present the inter-relationship between the technology of education and assistive technologies to allow the teaching of children with cerebral palsy, from the viewpoint of the Experimental Analysis of Behavior (AEC), originally presenting the characteristics of children with cerebral palsy and its implications in the learning process. It will be shown, too, the importance of identifying and developing the requirements for pre reading and writing. The paradigm of stimulus equivalence described by Sidman and Taiby (1982) together with the activities of phonological awareness, are described in reports of research and technology of instruction used with children who have learning difficulties. These technologies associated with the teaching of assistive technologies are applied as backing and support to develop the education of children with cerebral palsy, because these children, most of them have difficulties neurological and motor to access available resources and is thus necessary for devices that can access promote and facilitate the interaction of these children with computers through software and hardware adapted. This article will present proposals for strategies for teaching with resources to better support the process of creating teaching and learning and adapting to technological resources supports this process by replacing imported technology for national and regional technology, with options available including in the socio economic aspect.

/pdf/tecnologia-de-ensino-e-tecnologia-assistiva-no-ensino-de-4i2r28v9i9.pdf

Tecnologia de Ensino e Tecnologia Assistiva no ensino de crianças com Paralisia Cerebral

Syllabic discrimination has been adopted as one of the procedures in studies of recombinative reading teaching and acquisition. The objective of this study was to verify the effects of an auditory and visual conditional discrimination training on the acquisition of recombinative reading by three children with cerebral palsy, aged between eight and twelve years. From teaching three words, both of them having two syllables, teaching steps of auditory, visual, auditory-visual and visual-auditory syllables discriminations and rime, onsets, syllabic subtraction and syllabic addition teaching were conducted. One participant read five new words with understanding and the other two participants read four. Data suggest that training caused the formation of partial equivalence classes demonstrated by individuals with decreased communication. Subsequent studies should search for more efficient teaching that use additional procedures to avoid strict control, reexposure to reading tests of recombined words and tests of maintenance performance.

Emergência de leitura recombinativa em crianças com paralisia cerebral

A paralisia cerebral e uma patologia cronica, caracterizada por uma disfuncao predominantemente sensorio-motora, envolvendo disturbios no tonus muscular, postura e movimentacao voluntaria. O objetivo do presente estudo foi investigar o efeito de procedimentos informatizados de ensino de relacoes condicionais com figuras e palavras impressas sobre a leitura recombinativa generalizada, em quatro criancas. Todas as etapas foram desenvolvidas utilizando a tecnologia assistiva, com o software Desenvolve®, para o ensino de pre-requisitos basicos. Em seguida, procederam-se as etapas de treino e testes de leitura com tecnologia derivada do paradigma de equivalencia de estimulos. Os resultados obtidos apresentaram evidencias de que o procedimento de ensino utilizado promoveu a leitura recombinativa generalizada de novas palavras. Os procedimentos utilizados sugerem que a manipulacao sistematica das unidades menores do que a palavra pode ser uma estrategia promissora para o desenvolvimento da leitura recombinativa, aliando o paradigma de equivalencia com exercicios e recursos de TA podendo contribuir e favorecer a educacao inclusiva de alunos com PC, ampliando suas interacoes sociais e minimizando as dificuldades academicas.

/pdf/tecnologias-no-ensino-de-criancas-com-paralisia-cerebral-4u9n3tl27b.pdf

Tecnologias no ensino de crianças com paralisia cerebral

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Tecnologia de Ensino e Tecnologia Assistiva no ensino de crianças com Paralisia Cerebral

Emergência de leitura recombinativa em crianças com paralisia cerebral

Tecnologias no ensino de crianças com paralisia cerebral