<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000100393</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.76260</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROMOÇÃO DAS HABILIDADES SOCIAIS DE ESTUDANTES COM PARALISIA CEREBRAL SEM FALA ARTICULADA]]></article-title>
<article-title xml:lang="en"><![CDATA[PROMOTING THE SOCIAL SKILLS OF STUDENTS WITH CEREBRAL PALSY WITHOUT ARTICULATE SPEECH]]></article-title>
<article-title xml:lang="es"><![CDATA[FOMENTAR LAS HABILIDADES SOCIALES DE LOS ALUMNOS CON PARÁLIS CERBRAL SIN HABLA ARTICULADA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiterio]]></surname>
<given-names><![CDATA[Patricia Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Leila Regina d&#8217;Oliveira de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>76</numero>
<fpage>393</fpage>
<lpage>410</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000100393&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000100393&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000100393&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudante com deficiência física sem fala articulada pode apresentar dificuldade para desenvolver e ampliar o repertório de habilidades sociais, prejudicando suas relações interpessoais e qualidade de vida. Contudo, a intervenção em habilidades sociais atua como fator de proteção e importante ferramenta para a promoção de saúde mental. O estudo tem como objetivo avaliar o repertório de habilidades sociais de estudantes com paralisia cerebral e sem fala articulada antes e após a realização de um programa de promoção de habilidades sociais. Sete participantes com idade entre 15 e 30 anos participaram da intervenção desenvolvida em 22 encontros semanais. Os instrumentos processuais e de avaliação prée pósintervenção foram: (a) inventário de habilidades sociais para alunos sem fala articulada, (b) questionário com os familiares, (c) entrevista com as professoras, (d) tarefas de casa, (e) diários de campo, e (f) relatos dos familiares. Os resultados revelaram aumento no repertório de habilidades sociais nas classes: autocontrole e expressividade emocional, civilidade, empatia, assertividade, fazer e manter amizades, solução de problemas interpessoais e habilidades sociais acadêmicas. Concluiu-se que o programa de promoção das habilidades sociais demonstrou benefícios e afetou positivamente a generalização dos efeitos da intervenção para outros contextos, assim como no uso da comunicação alternativa, para ampliar as habilidades sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Students with physical disabilities without articulate speech may find it difficult to develop and expand their repertoire of social skills, damaging their interpersonal relationships and quality of life. However, intervention in social skills acts as a protective factor and an important tool for promoting mental health. The study aims to evaluate the social skills repertoire of students with cerebral palsy and no articulate speech before and after a social skills promotion program. Seven participants aged between 15 and 30 years participated in the intervention developed in 22 weekly meetings. The procedural and assessment instruments preand post-intervention were: (a) social skills inventory for students without articulate speech, (b) questionnaire with the family members, (c) interview with the teachers, (d) homework assignments, (e) field diaries, and (f) family members' reports. The results revealed an increase in the repertoire of social skills in the following classes: self-control and emotional expressiveness, civility, empathy, assertiveness, making and keeping friends, interpersonal problem solving, and academic social skills. It was concluded that the program to promote social skills demonstrated benefits and affected posivively the generalization of the effects of the intervention to other contexts, as well as in the use of alternative communication, to expand social skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los alumnos con discapacidades físicas sin habla articulada pueden tener dificultades para desarrollar y ampliar su repertorio de habilidades sociales, lo que pone en peligro sus relaciones interpersonales y su calidad de vida. Sin embargo, la intervención en habilidades sociales actúa como un factor de protección y una herramienta importante para promover la salud mental. El estudio pretende evaluar el repertorio de habilidades sociales de alumnos con parálisis cerebral y sin habla articulada antes y después de la aplicación de un programa de promoción de habilidades sociales. Siete participantes de entre 15 y 30 años participaron en la intervención desarrollada en 22 reuniones semanales. Los instrumentos de procedimiento y evaluación antes y después de la intervención fueron: (a) inventario de habilidades sociales para alumnos sin habla articulada, (b) cuestionario con familiares, (c) entrevista con profesores, (d) tareas para casa, (e) diarios de campo, e (f) informes de familiares. Los resultados revelaron un aumento del repertorio de habilidades sociales en las siguientes clases: autocontrol y expresividad emocional, civismo, empatía, asertividad, hacer y mantener amistades, resolución de problemas interpersonales y habilidades sociales académicas. Se concluyó que el programa de promoción de habilidades sociales mostró beneficios y afectó positivamente a la generalización de los efectos de la intervención a otros contextos, así como en el uso de la comunicación alternative, para ampliar las habilidades sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[paralisia cerebral]]></kwd>
<kwd lng="pt"><![CDATA[habilidades sociais]]></kwd>
<kwd lng="pt"><![CDATA[intervenção]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="en"><![CDATA[cerebral palsy]]></kwd>
<kwd lng="en"><![CDATA[social skills]]></kwd>
<kwd lng="en"><![CDATA[intervention]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="es"><![CDATA[parálisis cerebral]]></kwd>
<kwd lng="es"><![CDATA[habilidades sociales]]></kwd>
<kwd lng="es"><![CDATA[intervención]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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