<?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>S1413-65382017000400595</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000400009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Modelagem em V&#237;deo para o Ensino de Habilidades de Comunica&#231;&#227;o a Indiv&#237;duos com Autismo: Revis&#227;o de Estudos1]]></article-title>
<article-title xml:lang="en"><![CDATA[Video Modeling for Teaching Communication Skills to Individuals with Autism: Study Review]]></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[ALMEIDA]]></surname>
<given-names><![CDATA[Maria Amélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<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="Af2">
<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>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>4</numero>
<fpage>595</fpage>
<lpage>606</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000400595&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000400595&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000400595&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO as pessoas com transtorno do espectro autista (TEA) apresentam limita&#231;&#245;es espec&#237;ficas nas habilidades de comunica&#231;&#227;o. A modelagem em v&#237;deo (MV) &#233; considerada uma pr&#225;tica baseada em evid&#234;ncias para indiv&#237;duos com TEA pelo fato desta popula&#231;&#227;o preferir e responder melhor &#224;s estrat&#233;gias de ensino por meio de pistas visuais. Neste sentido, o objetivo desta revis&#227;o foi discutir os resultados das interven&#231;&#245;es que implementaram a MV para ensinar habilidades de comunica&#231;&#227;o para indiv&#237;duos com TEA. Para tanto, tr&#234;s crit&#233;rios de inclus&#227;o foram estabelecidos, sendo eles: a) os estudos deveriam utilizar como vari&#225;vel independente a modelagem em v&#237;deo isoladamente, associada a outra interven&#231;&#227;o ou como parte de um pacote de tratamentos; b) as habilidades de comunica&#231;&#227;o deveriam fazer parte da vari&#225;vel dependente, mesmo que estivessem presentes outras habilidades; c) todos os estudos deveriam ter participantes com Transtorno do Espectro Autista. Foi utilizado como banco de dados o Portal de Peri&#243;dico da CAPES, com descritores espec&#237;ficos. O per&#237;odo determinado neste estudo foi de 2010 a 2016. Somente 11 artigos apresentaram os crit&#233;rios de inclus&#227;o determinados neste estudo. Estes estudos enfatizaram os ganhos da pessoa com TEA em suas habilidades de comunica&#231;&#227;o por meio da MV. Dados os resultados positivos relatados nestes 11 estudos, h&#225; evid&#234;ncias suficientes para concluir que a MV &#233; um procedimento indicado para ensinar uma variedade de habilidades comunicativas para crian&#231;as com TEA. Conclui-se que este estudo sumarizou interven&#231;&#245;es que empregaram a MV para o ensino de habilidades de comunica&#231;&#227;o, proporcionando dire&#231;&#245;es para pesquisas futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT People with autism spectrum disorder (ASD) have specific limitations on communication skills in both receptive and expressive language. Video modeling (VM) is considered an evidence-based practice for individuals with ASD since this population prefers and responds better to teaching strategies through visual cues. In this sense, the objective of this review was to discuss the outcomes of interventions that implemented MV to teach communication skills to individuals with ASD. Thus, three inclusion criteria were established: a) the studies should use the video modeling alone as independent variable, associated with another intervention or as part of a package of treatments; b) communication skills should be part of the dependent variable, even if other skills were present; c) All studies should have participants with Autism Spectrum Disorder. The CAPES Journal Portal was used as the database with specific descriptors in the 2010 to 2016 period. Only 11 studies presented the inclusion criteria determined in this study. These papers emphasized the gains of the person with ASD in their communication skills through VM. Given the positive results reported in these 11 studies, there is sufficient evidence to conclude that VM is an indicated procedure for teaching a variety of communicative skills for children with ASD. It is possible to conclude that this study summarized interventions that used VM for teaching communication skills, indicating directions for future research.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista]]></kwd>
<kwd lng="pt"><![CDATA[Modelagem em Vídeo]]></kwd>
<kwd lng="pt"><![CDATA[Habilidades de Comunicação]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[Video Modeling]]></kwd>
<kwd lng="en"><![CDATA[Communication Skills]]></kwd>
</kwd-group>
</article-meta>
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