<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382016000300325</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382216000300002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Características e Especificidades da Comunicação Social na Perturbação do Espectro do Autismo]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Communication Characteristics and Specificities in Autism Spectrum Disorder]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[REIS]]></surname>
<given-names><![CDATA[Helena Isabel da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[Ana Paula da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[Leandro da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Leiria Escola Superior de Saúde de Leiria ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho Instituto de Educação Departamento de Psicologia da Educação e Educação Especial]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Minho Instituto de Educação Centro de Investigação em Educação (CIEd)]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>325</fpage>
<lpage>336</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382016000300325&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382016000300325&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382016000300325&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: este artigo descreve e problematiza as caracter&#237;sticas da Comunica&#231;&#227;o Social na Perturba&#231;&#227;o do Espetro do Autismo (PEA), tendo por base os crit&#233;rios de diagn&#243;stico do Manual de Diagn&#243;stico das Perturba&#231;&#245;es Mentais, DSM 5. Destaca, entre outros aspetos, a fus&#227;o da intera&#231;&#227;o social com a comunica&#231;&#227;o relevando a sua import&#226;ncia para a defini&#231;&#227;o do diagn&#243;stico e da interven&#231;&#227;o em crian&#231;as com PEA. Confronta ainda as diferentes perspectivas que sustentam argumentos e cr&#237;ticas &#224; classifica&#231;&#227;o proposta pelo DSM-5. Analisa a especificidade da linguagem, do discurso, da pragm&#225;tica, da pros&#243;dia da sintaxe, da morfologia e da sem&#226;ntica na crian&#231;a com PEA, bem como as suas implica&#231;&#245;es na adequa&#231;&#227;o e desenvolvimento das suas compet&#234;ncias comunicativas. A identifica&#231;&#227;o destas compet&#234;ncias refor&#231;a a import&#226;ncia de uma interven&#231;&#227;o o mais precoce poss&#237;vel, realizada nos contextos naturais, da crian&#231;a e da sua fam&#237;lia, que objetive a potencializa&#231;&#227;o de n&#237;veis de envolvimento e participa&#231;&#227;o da crian&#231;a, promotores de oportunidades de aprendizagem e de desenvolvimento das suas compet&#234;ncias comunicativas e sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article describes and discusses the characteristics of Social Communication in Autism Spectrum Disorder (ASD) based on the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders, DSM 5. It highlights, among others, the merger of social interaction and communication and its importance for diagnosis and intervention of children with ASD. It also confronts the different perspectives that underpin arguments and criticisms to the classification proposed by DSM-5. It analyzes the specificity of language, discourse, pragmatics, syntax prosody, morphology and semantics in children with ASD as well as their implications for adaptation and development of their communicative skills. Identifying these skills reinforces the importance of the earliest intervention possible, conducted in the child and family's natural contexts aiming to enhance involvement levels and participation of the child, promoters of learning opportunities and development of their communicative and social skills.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Perturbação do Espectro do Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação Social]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[Social Communication]]></kwd>
</kwd-group>
</article-meta>
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