<?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>S1413-65382025000100404</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702025v31e0137</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação de Açóes Formativas para Interações Mediadas por Comunicação Alternativa Junto a Aluno com Autismo]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of Training Actions for Interactions Mediated by Alternative Communication with a Student with Autism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[REIS]]></surname>
<given-names><![CDATA[Henrique De Candia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LOURENÇO]]></surname>
<given-names><![CDATA[Gerusa Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos (UFSCar) Programa de Pós-Graduação em Educação Especial ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFSCar Departamento de Terapia Ocupacional Programa de Pós-Graduação em Educação Especial]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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=S1413-65382025000100404&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382025000100404&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382025000100404&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Objetivou-se, neste artigo, propor um programa de instruções formativas a professores do ensino regular envolvidos com estudante não verbal com Transtorno do Espectro Autista (TEA) sobre o uso de seu sistema de Comunicação Alternativa e verificar os efeitos em sua participação durante as aulas e atividades escolares. O estudo do tipo AB ocorreu em uma escola municipal de Ensino Fundamental de um bairro da zona oeste de um município de médio porte do estado de São Paulo. Participaram um aluno de 10 anos de idade com TEA e usuário do Programa de Comunicação Alternativa PECS-Adaptado e quatro professores do ensino comum. Coletaram-se as frequências de interações comunicativas aluno/professores sem e com Comunicação Alternativa (CA), ao longo das aulas regulares. A Intervenção de uso do recurso seguiu estratégias de Ensino Incidental para o aproveitamento de situações comunicativas naturais dos contextos observados e que proporcionassem engajamento direto do aluno e dos professores participantes com a CA. Os resultados indicaram diminuição dos distúrbios de conduta pelo aluno e mudanças positivas nos professores como interlocutores. Considera-se que o estudo alcançou o objetivo e apresenta um relato de como é possível favorecer a atuação dos professores atuantes com alunos com TEA ao se apropriarem de conhecimentos acerca da CA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article aimed to propose a training instruction program for regular schoolteachers involved with a non-verbal student with Autism Spectrum Disorder (ASD) on the use of their Alternative Communication system and to verify the effects on their participation during class time and school activities. The type AB study took place in a municipal Elementary School in a neighborhood on the west side of a medium-sized city in the state of São Paulo, Brazil. A 10-year-old student with ASD and user of an Alternative Communication Program, called Adapted PECS, and four common schoolteachers participated. The frequencies of student/teacher communicative interactions with and without Alternative Communication (AC) were collected during the regular classes. The intervention using the resource followed Incidental Teaching strategies to leverage natural communicative situations in the observed contexts that provided direct engagement between the student and the participating teachers using AC. The results indicated a decrease in student behavior disorders and positive changes in teachers as interlocutors. It is considered that the study achieved the objective and presents an account on how it is possible to favor the performance of teachers working with students with ASD by appropriating knowledge about AC.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação Alternativa]]></kwd>
<kwd lng="pt"><![CDATA[TEA]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Alternative Communication]]></kwd>
<kwd lng="en"><![CDATA[ASD]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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