<?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>S1413-65382025000100434</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702025v31e0288</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CARACTERIZAçãO DO PERFIL DE DESENVOLVIMENTO COGNITIVO EM CRIANçAS COM Tea: UMA ABORDAGEM PIAGETIANA1]]></article-title>
<article-title xml:lang="en"><![CDATA[CHARACTERIZING THE COGNITIVE DEVELOPMENT PROFILE OF CHILDREN WITH ASD: A PIAGETIAN APPROACH]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SPIES]]></surname>
<given-names><![CDATA[Márcia Franciele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GASPAROTTO]]></surname>
<given-names><![CDATA[Guilherme da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DALGALLO]]></surname>
<given-names><![CDATA[Vanderlize Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Toledo Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Mundo Novo Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382025000100434&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382025000100434&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382025000100434&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Transtorno do Espectro Autista (TEA) é um distúrbio do neurodesenvolvimento que se caracteriza por déficits nas áreas de comunicação e interação social, além da presença de comportamentos restritos, estereotipados e repetitivos. Apesar de ser amplamente discutido na literatura atual, ainda há muitas questões a serem investigadas, especialmente no que se refere ao desenvolvimento cognitivo. Nesse sentido, este estudo tem como objetivo caracterizar o perfil do desenvolvimento cognitivo de crianças com TEA, utilizando a teoria piagetiana como base. Para isso, foram aplicadas provas operatórias por meio do Método Clínico de Piaget em 32 crianças de 4 a 10 anos de idade diagnosticadas com TEA, classificadas nos níveis de suporte 1 e 2. Os resultados indicaram que 96,9% das crianças avaliadas estão no estágio pré-operatório do desenvolvimento cognitivo, encontrando-se a maioria (56,3%) no subestágio simbólico, correspondente a uma faixa etária cognitiva de 2 a 4 anos, segundo a perspectiva piagetiana. A pesquisa mostrou que os testes piagetianos são aplicáveis a essa população e podem ser uma ferramenta importante para a avaliação do desenvolvimento cognitivo de crianças com TEA no ambiente escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by deficits in communication and social interaction, along with the presence of restricted, stereotyped, and repetitive behaviors. Although widely discussed in the literature, many questions remain to be investigated, particularly regarding cognitive development. In this sense, this study aims to characterize the cognitive development profile of children with ASD, drawing on Piagetian theory. To this end, operational tasks based on Piaget&#8217;s Clinical Method were administered to 32 children aged 4 to 10 years diagnosed with ASD, classified at support levels 1 and 2. The results indicated that 96.9% of the children assessed were at the preoperational stage of cognitive development, with the majority (56.3%) at the symbolic substage, corresponding to a cognitive age range of 2 to 4 years according to Piaget&#8217;s framework. The findings suggest that Piagetian tasks are applicable to this population and may serve as a valuable tool for assessing the cognitive development of children with ASD in school settings.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cognição]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento infantil]]></kwd>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Teoria piagetiana.]]></kwd>
<kwd lng="en"><![CDATA[Cognition]]></kwd>
<kwd lng="en"><![CDATA[Child development]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Piagetian theory]]></kwd>
</kwd-group>
</article-meta>
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