<?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>S1413-65382021000100340</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0261</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Intervenção Mediada por Pares no Engajamento Acadêmico de Alunos com Autismo]]></article-title>
<article-title xml:lang="en"><![CDATA[Peer Mediated Intervention in the Academic Engagement of Students with Autism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RAMOS]]></surname>
<given-names><![CDATA[Fabiane dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BITTENCOURT]]></surname>
<given-names><![CDATA[Daniele Denardin de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAMARGO]]></surname>
<given-names><![CDATA[Síglia Pimentel Höher]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SCHMIDT]]></surname>
<given-names><![CDATA[Carlo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria Grupo de Pesquisa Educação Especial e Autismo ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pelotas Grupo de Estudos e Pesquisas e Autismo e Inclusão ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Santa Maria Grupo de Pesquisa Educação Especial e Autismo ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100340&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100340&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100340&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A literatura vem destacando a fragilidade das práticas pedagógicas de professores de alunos com autismo. Desse modo, este estudo propôs-se a investigar o efeito da Intervenção Mediada por Pares (IMP) sobre o engajamento acadêmico de alunos com autismo. A IMP tem se mostrado promissora por relatar resultados animadores no desenvolvimento de habilidades desses educandos no contexto escolar. Apesar dessa intervenção mostrar fartas evidências na promoção de habilidades sociais, poucos estudos investigam sua efetividade quanto ao engajamento em atividades acadêmicas. Participaram desta investigação dois alunos com autismo dos anos iniciais do Ensino Fundamental, quatro colegas de sala de aula e uma educadora especial. Os comportamentos mediadores dos pares e o engajamento do aluno com autismo em tarefas acadêmicas foram registrados e analisados por meio de filmagens e de um delineamento AxB. Os resultados mostraram que a IMP aumentou o comportamento mediador dos pares e o tempo de engajamento dos alunos com autismo em tarefas acadêmicas de sala de aula. Implicações práticas e relevância desses achados também são discutidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Literature has highlighted the fragility of the pedagogical practices of teachers of students with autism. Thus, this study aimed to investigate the effect of the Peer-Mediated Intervention (PMI) on the academic engagement of students with autism. The PMI has been promising for reporting encouraging results in the skill development of these students in the school context. Although this intervention shows strong evidence in the promotion of social skills, few studies investigate its effectiveness in engaging in academic activities. Two students with autism from the first grades of Elementary School, four classmates and an educator of Special Education participated in the study. Peer mediating behaviors and student with autism engagement in academic tasks were recorded and analyzed through filming and AxB design. The results showed that the PMI increased the engagement time of students with autism in academic tasks of the classroom. Practical implications and relevance of these findings are also discussed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Intervenção Mediada por Pares]]></kwd>
<kwd lng="pt"><![CDATA[Escolarização]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Peer-Mediated Intervention]]></kwd>
<kwd lng="en"><![CDATA[Schooling]]></kwd>
</kwd-group>
</article-meta>
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