Resumo

QUITERIO, Patricia Lorena  e  NUNES, Leila Regina d’Oliveira de Paula. PROMOTING THE SOCIAL SKILLS OF STUDENTS WITH CEREBRAL PALSY WITHOUT ARTICULATE SPEECH. Revista Teias [online]. 2024, vol.25, n.76, pp.393-410.  Epub 07-Mar-2024. ISSN 1982-0305.  https://doi.org/10.12957/teias.2024.76260.

Students with physical disabilities without articulate speech may find it difficult to develop and expand their repertoire of social skills, damaging their interpersonal relationships and quality of life. However, intervention in social skills acts as a protective factor and an important tool for promoting mental health. The study aims to evaluate the social skills repertoire of students with cerebral palsy and no articulate speech before and after a social skills promotion program. Seven participants aged between 15 and 30 years participated in the intervention developed in 22 weekly meetings. The procedural and assessment instruments preand post-intervention were: (a) social skills inventory for students without articulate speech, (b) questionnaire with the family members, (c) interview with the teachers, (d) homework assignments, (e) field diaries, and (f) family members' reports. The results revealed an increase in the repertoire of social skills in the following classes: self-control and emotional expressiveness, civility, empathy, assertiveness, making and keeping friends, interpersonal problem solving, and academic social skills. It was concluded that the program to promote social skills demonstrated benefits and affected posivively the generalization of the effects of the intervention to other contexts, as well as in the use of alternative communication, to expand social skills.

Palavras-chave : cerebral palsy; social skills; intervention; special education.

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