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Teorias da aprendizagem resumo pdf
Teorias da aprendizagem resumo pdf





teorias da aprendizagem resumo pdf

Social communication in children with autism: The relationship between theory of mind and discourse development. Journal of Experimental Child Psychology, v. The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers’ language comprehension and later reading awareness and comprehension in elementary school. Cochrane Database of Systematic Reviews, 2014. Interventions based on the theory of mind cognitive model for autism spectrum disorder. Journal of Autism and Developmental Disorders, v.

teorias da aprendizagem resumo pdf teorias da aprendizagem resumo pdf

A training study of theory of mind and executive function in children with autism spectrum disorders. Strategies for increasing reading comprehension skills in students with autism spectrum disorder: a review of the literature. Reading comprehension interventions for students with autism spectrum disorders: a synthesis of research.

teorias da aprendizagem resumo pdf

Reading comprehension research: Implications for practice and policy. Language, Speech, and Hearing Services in Schools, v. Beyond comprehension strategy instruction: what’s next. Theory of mind: a hidden factor in reading comprehension? Educational Psychology Review, v. Perspective taking through narratives: an intervention for students with ASD. Remedial and Special Education, 2018.ĭODD, Janet OCAMPO, Alaine KENNEDY, Kelly. Modified schema-based instruction to develop flexible mathematics problem solving strategies for students with autism spectrum disorder. Mathematical ability of students with Asperger syndrome. Retrieved from:, 2018.ĬHIANG, Hsu-Min YUEH-HSIEN, Lin. Autism Spectrum Disorder (ASD): Data and Statistics. Executive skills and reading comprehension: a guide for educators.ĬENTERS FOR DISEASE CONTROL AND PREVENTION. Does compare-contrast text structure help students with autism spectrum disorder comprehend science text? Exceptional Children, v. Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, v. Effects of wh-question graphic organizers on readingĬomprehension skills of students with autism spectrum disorders. handbook of autism and pervasive developmental disorders. In: VOLKMAR, Fred ROGERS, Sally PAUL, Rhea PELPHREY, Kevin (Ed.). 738-748, 2015.īELLINI, Scott GARDNES, Lauren MARKOFF, Kimberly. Effects and moderators of a short theory of mind intervention for children with autism spectrum disorder: a randomized controlled trial. Does the autistic child have a “theory of mind”? Cognition, v. Journal of Experimental child Psychology, v. Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects. Review Journal of Autism and Developmental Disorders, v. Academic and related skills interventions for autism: A 20-Year systematic review of single-case research. In: OLOLUBE, Nwachukwu KPOLOVIE, Peter MAKEWA, Lazarus (Ed.), Handbook of research on enhancing teacher education with advanced instructional technologies. Speaking mathematically: the role of language and communication in teaching and learning of mathematics. Este artigo inclui exemplos de estratégias educacionais baseadas em evidências (ou seja, leitura e matemática) para alunos com TEA e explicam como essas estratégias também podem apoiar ToMĪJAYI, Kassim O. O objetivo deste artigo é revisar a construção do ToM, bem como os links entre o ToM e o desenvolvimento de habilidades acadêmicas de alunos com ASD. No entanto, a influência do ToM e da cognição social no desempenho social e acadêmico torna essencial que os educadores comecem a abordar essas habilidades precocemente e em ambientes de sala de aula. Os educadores são responsáveis ​​pela melhora do desempenho acadêmico das crianças com ASD e, devido a essa ênfase na instrução acadêmica, as intervenções que abordam a cognição social, incluindo ToM, podem ser negligenciadas em ambientes de sala de aula. Esses desafios relacionados à competência social são frequentemente atribuídos à cognição social, incluindo a Teoria da Mente (ToM), e não apenas interferem na capacidade de alcançar e manter relacionamentos sociais, mas também podem prejudicar o desempenho acadêmico. O desenvolvimento da competência social é intrinsecamente difícil para os alunos com transtorno do espectro do autismo (TEA). Autismo, Teoria da mente, Leitura, Matemática Resumo







Teorias da aprendizagem resumo pdf