<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822020000100018</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2020.1.35318</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A complementaridade de pais e de profissionais na avaliação em intervenção precoce]]></article-title>
<article-title xml:lang="en"><![CDATA[The complementarity of parents and professionals in early intervention assessment]]></article-title>
<article-title xml:lang="es"><![CDATA[La complementariedad de padres y profesionales en la evaluación en la intervención temprana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Paula da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jurdi]]></surname>
<given-names><![CDATA[Andréa Perosa Saigh]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Helena Isabel Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto de Educação ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico de Leiria  ]]></institution>
<addr-line><![CDATA[Leiria ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822020000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822020000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822020000100018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O estudo teve por objetivo analisar a convergência entre pais e profissionais relativamente à avaliação da área da interação social em crianças com Transtorno do Espectro Autista (TEA), entre três e seis anos, apoiadas pelo sistema de intervenção precoce em Portugal. A metodologia é de natureza quantitativa correlacional e a amostra foi constituída por 128 crianças com TEA. Os resultados concluem que os pais avaliam mais positivamente a dimensão da interação social comparativamente com os profissionais; a variável idade influenciou a avaliação de pais e de profissionais, verificando-se uma relação positiva entre as competências e o avanço da idade das crianças; e, as variáveis formação inicial, anos de experiência dos profissionais no apoio a crianças com TEA, nível educacional e profissional dos pais não influenciaram os resultados ao nível da interação social. A investigação sugere a importância da intervenção precoce, priorizando as relações de colaboração entre pais e profissionais no processo de avaliação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of the study was to analyze the convergence between parents and professionals regarding the assessment of the social interaction dimension in children with Autism Spectrum Disorder (ASD), between the ages of 3 and 6 years, supported by the early intervention system in Portugal. The methodology applied was quantitative and the sample consisted of 128 children with ASD. The results show that: parents assess the social interaction dimension more positively compared to professionals; the variable ages influenced the assessment of parents and professionals, with a positive relationship between skills and the advancement of the children&#8217;s age; the variables training, years of experience of professionals in supporting children with ASD, educational and occupation parents levels did not influence the results in social interaction dimension. Therefore, research suggests the importance of early intervention, and the collaborative relationships between parents and professionals in the assessment process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La investigación tiene como objetivo analizar la convergencia entre padres y profesionales con respecto a la evaluación del área de interacción social en niños con TEA, entre los 3 y los 5 años de edad, apoyadas por el sistema de intervención precoz en Portugal. La metodología es de naturaleza cuantitativa correlacional y la muestra ha sido constituida por 128 niños con TEA. Los resultados concluyen que los padres evalúan más positivamente la dimensión de la interacción social, comparados a los profesionales; la variable edad ha influenciado la evaluación de padres y de profesionales, comprobándose una relación positiva entre las competencias y el avance de la edad de los niños; las variables formación inicial, años de experiencia de los profesionales en el apoyo a niños con TEA, nivel educacional y profesional de los padres, no han influenciado los resultados al nivel de la interacción social. La investigación sugiere la importancia de la intervención precoz, priorizándose las relaciones de colaboración entre padres y profesionales en el proceso de evaluación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[intervenção precoce]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[pais]]></kwd>
<kwd lng="pt"><![CDATA[profissionais]]></kwd>
<kwd lng="pt"><![CDATA[transtorno do espectro do autismo]]></kwd>
<kwd lng="pt"><![CDATA[interação social]]></kwd>
<kwd lng="en"><![CDATA[early intervention]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[parents]]></kwd>
<kwd lng="en"><![CDATA[professionals]]></kwd>
<kwd lng="en"><![CDATA[autism spectrum disorder]]></kwd>
<kwd lng="en"><![CDATA[social interaction]]></kwd>
<kwd lng="es"><![CDATA[intervención precoz]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[padres]]></kwd>
<kwd lng="es"><![CDATA[profesionales]]></kwd>
<kwd lng="es"><![CDATA[trastorno del espectro autista]]></kwd>
<kwd lng="es"><![CDATA[interacción social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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