<?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>S1413-65382015000400379</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382115000400005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[USO DO PECS ASSOCIADO AO  VIDEO MODELING  NA CRIAN&#199;A COM S&#205;NDROME DE DOWN]]></article-title>
<article-title xml:lang="en"><![CDATA[USE OF PECS ASSOCIATED WITH VIDEO MODELING IN CHILDREN WITH DOWN SYNDROME]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[Viviane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAMPOS]]></surname>
<given-names><![CDATA[Juliane Aparecida de Paula Perez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[Maria Amélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Programa de Pós-graduação em Educação Especial ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Psicologia Programa de Pós-graduação em Educação Especial]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Psicologia Programa de Pós-graduação em Educação Especial]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>4</numero>
<fpage>379</fpage>
<lpage>392</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382015000400379&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382015000400379&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382015000400379&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Comunica&#231;&#227;o Suplementar e Alternativa (CSA) &#233; uma &#225;rea da tecnologia assistiva que busca facilitar a participa&#231;&#227;o das pessoas nos v&#225;rios contextos comunicativos. H&#225; uma variedade de estrat&#233;gias em CSA e uma delas &#233; o Sistema de Comunica&#231;&#227;o por Troca de Figuras (PECS) que prop&#245;e desenvolver as habilidades de comunica&#231;&#227;o em pessoas com necessidades complexas de comunica&#231;&#227;o. Associado &#224; aplica&#231;&#227;o do PECS, algumas pesquisas tem demonstrado os benef&#237;cios do uso do Video Modeling (VM) que consiste em uma t&#233;cnica de ensino voltada &#224;s habilidades acad&#234;micas, sociais, de comunica&#231;&#227;o e vida di&#225;ria para indiv&#237;duos das mais variadas defici&#234;ncias. Este estudo teve por objetivo investigar os efeitos do PECS associado ao VM acerca do desenvolvimento das habilidades de comunica&#231;&#227;o de uma crian&#231;a com s&#237;ndrome de Down com necessidades complexas de comunica&#231;&#227;o. Neste sentido, para investigar os efeitos do PECS associado ao VM um delineamento AB foi empregado, sendo o PECS associado ao VM a vari&#225;vel independente, enquanto as habilidades de comunica&#231;&#227;o constitu&#237;ram-se na vari&#225;vel dependente. Os dados foram analisados considerando alguns aspectos como o desempenho da participante, monitoramento do vocabul&#225;rio, n&#237;vel de independ&#234;ncia nas etapas de linha de base, interven&#231;&#227;o e manuten&#231;&#227;o. Os resultados indicaram que a participante aumentou as inicia&#231;&#245;es comunicativas, o vocabul&#225;rio, al&#233;m de demonstrar independ&#234;ncia em utilizar o sistema PECS para se comunicar com diferentes pessoas. Dessa forma, o presente estudo mostrou uma possibilidade de interven&#231;&#227;o que favoreceu o desenvolvimento das habilidades de comunica&#231;&#227;o da participante com s&#237;ndrome de Down.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Augmentative and Alternative Communication (AAC) is an area of assistive technology that seeks to facilitate the participation of people in different communicative contexts. There are various AAC strategies, and one of them is the Picture Exchange Communication (PECS), which proposes to develop communication skills in people with complex communication needs. Associated with the implementation of PECS, some research has shown the benefits of using Video Modeling (VM), which consists a teaching technique aimed at the development of academic, social, communication and daily life skills for individuals of various disabilities. This study investigated the effects of PECS associated with VM on the communication skills development of a child with Down syndrome and complex communication needs. In order to verify the effects of PECS associated with VM, and AB design was used, in which PECS associated with VM was the independent variable, while the communication skills consisted in the dependent variable. Data were analyzed considering some aspects such as participant's performance, monitoring of vocabulary, level of independence in baseline, intervention and maintenance steps. The results showed that the participant increased her communicative initiations, and vocabulary; in addition to demonstrate independence in using PECS to communicate with different people. Thus, the present study showed a possibility of intervention that favored the development of communication skills of the participant with Down syndrome.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Síndrome de Down]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação alternativa]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Down Syndrome]]></kwd>
<kwd lng="en"><![CDATA[Alternative and Augmentativa Communication]]></kwd>
</kwd-group>
</article-meta>
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