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Abstract(s)
Este estudo pretende explorar a importância da Musicoterapia no âmbito das capacidades e dificuldades de uma adolescente com Perturbação do Espetro do Autismo (PEA). Procurou-se perceber a sua relevância como meio facilitador de comunicação, socialização, inclusão e reabilitação psicossocial desta adolescente. Posto isto, a música, cujo efeito sobre a mente é inegável, apresenta a vantagem de geralmente ser apreciada pela adolescente com PEA.
A metodologia de investigação foi de natureza qualitativa, recorrendo ao estudo de caso de uma adolescente com 16 anos, diagnóstico de PEA, a frequentar o 3º CEB e sessões de Musicoterapia. Participaram no estudo, elementos da família (a mãe), docentes (professora de educação especial) e técnicos que a acompanham (terapeuta ocupacional e musicoterapeuta). Recorremos a diferentes técnicas de recolha de dados: análise documental do seu processo enquanto aluna; entrevistas e questionários - Questionário de Capacidades e Dificuldades (Fleitlich, Loureiro, Fonseca, & Gaspar, 2005) - aos participantes; e observação de 12 sessões de Musicoterapia (observação naturalista e grelha estruturada - Ficha de Observação da Criança: Oportunidades Educativas).
Os resultados permitem-nos concluir que, na perspetiva dos participantes, a Musicoterapia desempenha um papel importante como meio facilitador da promoção de capacidades e minimização das dificuldades desta adolescente com PEA, nomeadamente ao nível da comunicação/interação social. Também a investigadora, nas sessões observadas, verificou estes benefícios.
Ainda assim, revela-se fundamental continuar a acompanhar a evolução do caso, visto que será necessário mais tempo de intervenção para se consolidarem estas eventuais mudanças que serão certamente mais evidentes a longo prazo.
This study aims to explore the importance of Music Therapy in the context of the abilities and difficulties of a teenager with Autism Spectrum Disorder (ASD). It was sought to understand its relevance as a facilitating mean of communication, socialization, inclusion and psychosocial rehabilitation of this adolescent. Music, whose effect on the mind is undeniable, has the advantage of being generally appreciated by the adolescent with ASD. The research methodology was of qualitative nature, using the case study of a 16-year-old adolescent with a diagnosis of ASD, attending the 3rd CEB and music therapy sessions. Family members (mother), teachers (special education teacher) and other technicians (occupational therapist and music therapist) participated in this study. We used different techniques of data collection: documentary analysis of her process as a student, interviews and questionnaires - Skills and Difficulties Questionnaire (Fleitlich, Loureiro, Fonseca, & Gaspar, 2005) - and observation of 12 sessions of Music Therapy (naturalistic observation and structured grid - Child Observation: Educational Opportunities). The results allow us to conclude that, from the perspective of the participants, Music Therapy plays an important role as a facilitator of capacity building and minimization of the difficulties of this adolescent with ASD, namely at the level of communication/social interaction. Also, the researcher, in the observed sessions, verified these benefits. Nevertheless, it is essential to continue monitoring the evolution of the case, since more time will be needed to consolidate these eventual changes that will certainly be more evident in the long term.
This study aims to explore the importance of Music Therapy in the context of the abilities and difficulties of a teenager with Autism Spectrum Disorder (ASD). It was sought to understand its relevance as a facilitating mean of communication, socialization, inclusion and psychosocial rehabilitation of this adolescent. Music, whose effect on the mind is undeniable, has the advantage of being generally appreciated by the adolescent with ASD. The research methodology was of qualitative nature, using the case study of a 16-year-old adolescent with a diagnosis of ASD, attending the 3rd CEB and music therapy sessions. Family members (mother), teachers (special education teacher) and other technicians (occupational therapist and music therapist) participated in this study. We used different techniques of data collection: documentary analysis of her process as a student, interviews and questionnaires - Skills and Difficulties Questionnaire (Fleitlich, Loureiro, Fonseca, & Gaspar, 2005) - and observation of 12 sessions of Music Therapy (naturalistic observation and structured grid - Child Observation: Educational Opportunities). The results allow us to conclude that, from the perspective of the participants, Music Therapy plays an important role as a facilitator of capacity building and minimization of the difficulties of this adolescent with ASD, namely at the level of communication/social interaction. Also, the researcher, in the observed sessions, verified these benefits. Nevertheless, it is essential to continue monitoring the evolution of the case, since more time will be needed to consolidate these eventual changes that will certainly be more evident in the long term.
Description
Keywords
Musicoterapia Perturbação do Espetro do Autismo
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu