Compreensão de estória envolvendo Teoria da Mente em crianças com transtorno do espectro do autismo
Data
2021
Autores
Quaresma, Nathalia Carolina dos Santos [UNIFESP]
Orientadores
Tamanaha, Ana Carina [Unifesp]
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Introdução: Durante o período da primeira infância as crianças refinam suas percepções acerca de suas relações interpessoais e passam a compreender que as ações de uma pessoa dependem da maneira como ela vê e percebe o mundo ao seu redor. Denomina-se Teoria da Mente (ToM) o construto teórico que permite à criança típica o reconhecimento, a atribuição e a interpretação de estados mentais: intenções, desejos em si e nos outros. Conforme a criança vai tornando-se hábil para compreender a perspectiva do outro, ela também amplia seu domínio linguístico. Aos 4 anos de idade crianças típicas já são hábeis para compreender, interpretar e prever comportamentos sociais de seus interlocutores da mesma forma que são capazes de narrar fatos sob diferentes perspectivas. Sendo assim, falhas nas habilidades de ToM são fortes indicadores de prejuízos nos desenvolvimentos comunicativo e sociocognitivo. Estudos têm sido delineados para testar os diferentes níveis de ToM no Transtorno do Espectro Autista (TEA), no entanto são poucos os que analisam o impacto direto dessas falhas na interpretação de informações e nas condutas explicativas em contexto naturalístico, como na leitura de imagens em livros. O objetivo deste estudo foi avaliar a compreensão de estória envolvendo ToM em crianças com TEA. Metodologia: Trata-se de estudo transversal. (CEP Nº 0671P/2021). A amostra foi constituída por 13 crianças com TEA, entre 5 a 10 anos (média 6 anos, dp=9,3). Utilizamos o livro infantil – Claro, Cleusa. Claro, Clóvis, cujos personagens são figuras geométricas que interagem em contexto social. A narração da estória foi realizada pela avaliadora e em seguida, a criança foi incentivada a produzir seu reconto e a responder questões relativas aos eventos narrados. Resultados: Foram recontados, em média, 8,2 frases (28,7%). Houve predomínio de menção de termos físicos em detrimento aos termos mentais (p=0,002). Em relação às questões observamos predomínio de acertos quanto à identificação dos personagens, cenário e contexto; e dificuldade na interpretação dos eventos envolvendo estados mentais. Conclusão: Verificamos que as crianças tiveram dificuldade em recontar partes importantes da estória e em interpretar fatos envolvendo a TOM.
Introduction: During early childhood, children refine their perceptions about their interpersonal relationships and come to understand that a person's actions depend on the way they see and perceive the world around them. The Theory of Mind (ToM) is the theoretical construct that allows the typical child the recognition, attribution and interpretation of mental states: intentions, desires in themselves and in others. As the child becomes able to understand the other's perspective, he also expands his linguistic domain. At 4 years old, typical children are already able to understand, interpret and predict the social behavior of their interlocutors, just as they are able to narrate facts from different perspectives. Thus, failures in ToM skills are strong indicators of impairments in communicative and socio-cognitive development. Studies have been designed to test the different levels of ToM in Autistic Spectrum Disorder (ASD), however, there are few that analyze the direct impact of these flaws in the interpretation of information and explanatory behavior in a naturalistic context, such as in the reading of images in books. The aim of this study was to assess story comprehension involving ToM in children with ASD. Methodology: This is a cross-sectional study. (zip code No. 0671P/2021). The sample consisted of 13 children with ASD, aged 5 to 10 years (mean 6 years, sd=9.3). We used the children's book – Claro, Cleusa. Claro, Clóvis, whose characters are geometric figures that interact in a social context. The narration of the story was performed by the evaluator and then the child was encouraged to produce his/her retelling and answer questions related to the narrated events. Results: On average, 8.2 sentences were retold (28.7%). There was a predominance of mention of physical terms over mental terms (p=0.002). Regarding the questions, we observed a predominance of correct answers regarding the identification of characters, setting and context; and difficulty in interpreting events involving mental states. Conclusion: We found that children had difficulty recounting important parts of the story and interpreting facts involving ToM.
Introduction: During early childhood, children refine their perceptions about their interpersonal relationships and come to understand that a person's actions depend on the way they see and perceive the world around them. The Theory of Mind (ToM) is the theoretical construct that allows the typical child the recognition, attribution and interpretation of mental states: intentions, desires in themselves and in others. As the child becomes able to understand the other's perspective, he also expands his linguistic domain. At 4 years old, typical children are already able to understand, interpret and predict the social behavior of their interlocutors, just as they are able to narrate facts from different perspectives. Thus, failures in ToM skills are strong indicators of impairments in communicative and socio-cognitive development. Studies have been designed to test the different levels of ToM in Autistic Spectrum Disorder (ASD), however, there are few that analyze the direct impact of these flaws in the interpretation of information and explanatory behavior in a naturalistic context, such as in the reading of images in books. The aim of this study was to assess story comprehension involving ToM in children with ASD. Methodology: This is a cross-sectional study. (zip code No. 0671P/2021). The sample consisted of 13 children with ASD, aged 5 to 10 years (mean 6 years, sd=9.3). We used the children's book – Claro, Cleusa. Claro, Clóvis, whose characters are geometric figures that interact in a social context. The narration of the story was performed by the evaluator and then the child was encouraged to produce his/her retelling and answer questions related to the narrated events. Results: On average, 8.2 sentences were retold (28.7%). There was a predominance of mention of physical terms over mental terms (p=0.002). Regarding the questions, we observed a predominance of correct answers regarding the identification of characters, setting and context; and difficulty in interpreting events involving mental states. Conclusion: We found that children had difficulty recounting important parts of the story and interpreting facts involving ToM.