A metodologia eye tracking na avaliação do uso do recurso pedagógico de pictogramas na comunicação alternativa para alunos com TEA

Abstract

The Autistic Spectrum Disorder (ASD) comprises an observation of a set of behaviors grouped into a main triad: communication impairment, social interaction and repetitive activities. Students with autism, within a school context, have more frequently experienced the use of activities adapted to assist the learning process. Alternative communication features, such as pictograms, are symbol systems such as images, pictures, and drawings, are displayed as representations and have contributed to student access (ASD) in the school setting. Given this, a gap emerges to know how to behave the children's visuals in relation to pictogram images in school activities. The study is the study of maps of the alternative communication process and learning students with TEA through ocular processing. Students with ASD, aged between 4 and 5 years, participated in the UTFPR Visual Processing Laboratory. The eye tracking, which performed an eye-movement capture, was programmed with the pictograms of the Aragonese Portal of Alternative Communication (ARASAAC). The analysis procedure was elaborated from data generation by eye tracking software, which provided a descriptive tabulation of mean time and results in each area of interest, number of fixations, revisits, average fixations. As for the analysis, it was observed that there was no difference in the number of fixations in the pictograms of expressions and behaviors. Participants demonstrate difficulty in understanding how information is of great cognitive importance. In another analysis, it was also observed that the larger region of the pictogram is the fixation point, the greater the number of revisits. The goal of higher fixation point was like the figures of familiar objects. Pictograms that represent the subjectivities few visits, highlighting a characteristic of the ASD in not being understood in the first person. The visual processing of the expressions "sad", "cheerful" and social stimuli proved fragmented while doing the process holistically. They showed less fixations for contours and corners, and a greater number of fixations for centralized areas. In the pictograms presented in a writing sequence, a greater number of regressive than progressive responses were observed in the participants. Observe one of the main neuropsychological parameters in participants who are compatible with visual processing standards. This pattern was identified as being a problem of behavior and targeting the stimulus, the flexibility of self-regulation. Changes in executive skills reflect a lack of empathy and social partners. A description that the reports can help develop in a more advanced way for this population.